Considers how teaching Mary Shelley's "Frankenstein" creates special problems--and thus affords special opportunities--not encountered in the reading of or critical response to this text. Discusses different editions of "Frankenstein" and reasons for using them. Notes that "Frankenstein" is a story that appeals to all…

Argues that provision must be made for new works to enter the literary canon, suggesting that meaningful reformation of the canon must evolve from discussion among those involved in the profession of humane letters. Claims lethargy inhibits the process of canon reformation, and discusses revisionist approaches to curriculum. (ARH)

Considers the significance of the disappearance of close reading. Looks briefly at the devastation wrought by certain "gangster theories"--indeterminacy, misreading, and the idea that people all tell stories (all knowledge is determined by the situation in which people find themselves). Suggests that close reading and close observation…

Discusses two recent novels that employ techniques more familiar to science fiction than to historical fiction to probe questions of history and authenticity. Considers how these novels expose the way that those who attempt to bear witness to the history of slavery are ostracized, pathologized, and even institutionalized. (SG)

Includes: (1) "A Comment on 'Lacan, Transferences, and Writing Instruction'," Janet Hiller and Barbara Osburg; (2) "Robert Brooke Responds"; (3) "A Comment on 'Writing (with) Cixous'," Debra Raschke; and (4) "Clara Juncker Responds." (RAE)