Explores the role of word sounds in the compositional process and investigates whether the reader's responses to the sound structure need to be adjusted if that structure's influence on the emerging meaning is significant. (MM)

Comments on the design of a novel's cover, "The Cure for Death by Lightning," and how it mirrors what is inside the book--it recreates a scrapbook belonging to the adolescent protagonist's mother. Finds the use of color and baking smells significant in the novel. States that the protagonist eventually realizes she needs a scrapbook of…

Considers reasons for studying Canadian literature. Notes the relative infancy of Canadian literature and the need for maintaining objectivity in the study of Canadian literature. Proposes that teachers of Canadian literature focus on individual, contemporary works, examining language, form, and craftsmanship. (RL)

The complex irony of Act III, Scene i, of "Richard II" indicates how Shakespeare directs audience response in the play. Understanding this process of directed response--a dialectic of alternatives--illustrates that a meaningful standard of kingship is not provided in the play by either Richard or Bolingbroke. (RL)

Suggests that the idea of maturation of the innocent through the tutelage of an experienced adult has been a mainstay in literature. Discusses how each of the parents from the novels "American Pastoral,""The House Gun," and "Disgrace" protests in a private or public way in order to reclaim his/her child. (RS)

Defines rhetoric and describes and illustrates conflicting attitudes toward language and the art of rhetoric. States that since rhetoric was the art that brought people together and that taught people not only how to survive but also to live well, the rhetorical tradition is worth rehabilitating. (EL)

Uses the Vietnamese War as a metaphor for student and instructor approaches to language in composition classes. Explores George Orwell's "Politics and the English Language" in its relationship to the rhetoric surrounding United States intervention. (MM)

Proposes that students can be taught to respond critically to literature through appropriate textual analysis. (RL)

Identifies the qualities of a good children's book: a coherent structure; a broad vision of the world, including both its pleasant and unpleasant features; and a degree of openness that allows the reader's imagination to work. (RL)

Suggests language arts instructors use film adaptations as well as novels to teach literature. (PRA)

Compares the works of Joseph Conrad and other novelists as they describe the symbolic process of an initiation voyage. (AEA)

Traces the history of English prose from Francis Bacon to the present, commenting on the quality of various authors' writing and of fiction today. (HTH)

Describes seven stages in the poet's life--three periods of great creativity in childhood, early middle age, and ripe maturity and four transitional periods marked by confusion and depression. (MM)

Considers two contending views of moral reading, the "fabulist" or antibook view and "affective" or values clarification view, and argues for the superiority of the latter view. (HTH)

Offers an approach to teaching and interpreting the novel "Watership Down" that emphasizes the secondary belief in an imaginary world of rabbits (rabbitness). (RL)