Responds to Richard Ekman's criticism of poststructuralism and discusses three strands of a poststructuralist English curriculum. (EL)

Discusses the teaching of literature in an instrumentalist or bureaucratic culture. Gives examples of instrumentalist influence in the English department at the University of Iowa: changes in department offerings, the emergence of a new departmental coherence, and the concentration of literary theory in the program of comparative literature. (EL)

Discusses reading and teaching Renaissance poetry in terms of the poem's "resonance," its capacity to speak to contemporary readers directly and draw them into its historical world. Advises teachers to expand the resonance to illuminate the poem's background, as exemplified by the poetry of Thomas Wyatt in the court of Henry VIII. (DF)

Contains an annotated bibliography of African American literature (published between 1989 and 1994), including anthologies, fiction, poetry, drama, criticism, cultural studies, biography, interviews, and letters. (TB)

Focuses on the Nuyorican stage of Puerto Rican immigrant literature, suggesting topics and structural characteristics to discuss and teach along with other American literary traditions. Points out that Nuyorican literature shares many of the concerns of these other traditions. (SR)

Considers the tension between deterministic social construction and individual autonomy of the subject in the act of reading literary texts. Develops a critical reading pedagogy that takes into account the balance between those two extremes of the dialectic of reading praxis. Illustrates the pedagogy with two concrete examples. (HB)

Relates highlights of the findings of the Modern Language Association's 1990 survey of upper-division literature courses. Discusses works consistently taught and recently added, literary criticism, educational goals, theoretical perspectives, course format, and respondent characteristics. (PRA)

Discusses in detail the findings of the Modern Language Association's 1990 survey of upper-division literature courses. Discusses works consistently taught and recently added, literary criticism, educational goals, theoretical perspectives, course format, and respondent characteristics. (PRA)

Discusses the use of dialogic learning in an undergraduate literature survey course. (PRA)

Maintains that graduate and undergraduate students need to be taught how to read literature critically if they are to practice other forms of criticism successfully. States that job candidates who seem to enjoy reading literature and who demonstrate an ability and an interest in teaching reading are difficult to find. (TB)

Argues that the relationship between Lily and Mrs. Ramsey in Woolf's "To the Lighthouse" is a form of the Oedipal story. According to the theory, Lily must resist Mrs. Ramsey's effort to entice her into the traditional female role and recognize that she can be separate from Mrs. Ramsey's world and still love her. (JC)

A brief compilation intended to guide teachers and department chairpersons who want to know more about Afro-American literature. Includes sections on anthologies, criticism, periodicals, and specialized bibliographies. (CRH)

Addresses the increasing separation between teaching and research and decides that the still close relationship between the two in literary criticism means that the enhancement of research is likely to be especially fruitful in improving teaching. (NKA)

Raises a number of questions about the direction of the English department in light of its fundamental transformations. Asks whether the profession wants to replace the study of literature with the study of culture or critical methodology, i.e., semiotics and semantics. Looks at graduate education and the place of literature in it. (TB)

Calls for a rethinking of the literary canon and a reflection on the order of culture's discourses and the relations among them. (CRH)