Barthes'"S/Z: An Essay" offers ways of approaching critical problems not well dealt with in Anglo-American criticism.

The teacher's authority in matters of interpretation comes from his greater experience as a reader--and he does students a disservice if he does not exercise that authority. (JH)

Reviews and explains Margaret Atwood's novel "The Handmaid's Tale." Argues that Atwood demonstrates that the right reading of her novel is within the novel itself. (MG)

Suggests ways in which psycholinguistics may be used to study how readers perceive and comprehend literary works. (DD)

Shows how subjective knowledge acquires authority. Applies this argument to the making of literary responses in classrooms, thereby allowing both research and pedagogy to emerge from the same procedures of reading. (RL)

Discusses "symbologizing schemata," the advanced processes by which readers comprehend narratives and the symbols embedded in literary works. Notes how teachers can apply knowledge of symbologizing schemata to instruction in literature classes. (RL)

Considering the plethora of annotation which accompanies John Milton's poetry, a plan of the structure of "Paradise Lost" is offered as an aid to comprehension for undergraduate students and as a teaching guide for college teachers. The poem is divided into three parts of four books each for pedagogical purposes, and major themes and…