Advocates a direct, honest approach to lesbian poetry and demonstrates how such an approach can contribute to an understanding of poetry written by lesbians as well as of American lesbians' place in society. (DD)

Argues that students offer English departments a way of bypassing the tangle of theoretical disagreements and of gluing the fragmented pieces of the discipline back together again. Proposes that agreeing about principles of pedagogy is more urgent than agreeing about literary theory. Argues that English departments need to at least agree about…

Provides discussion and critical analysis of three key models for teaching freshman composition courses. Discusses approaches centered on writing as product, writing as process, and writing as system. Considers what might be the common ground that these three approaches to writing instruction share. (HB)

Provides discussion and critical analysis of the modern system of the "professional" and how this system goes about constructing "knowledge." Describes a growing aversion among academics to the culture of specialization. Argues that the current deconstruction of the disciplines was inevitable. Suggests the creation of a…

Asserts that the problem of college instruction is how to put students in touch with a usable cultural past and how to help students attain an active relationship with their cultural present. Discusses the cultural role of canons and the definition of literary study. Explores the topics of grammar, dialectic, and rhetoric. (PRA)

Focuses on the teaching of undergraduates as being the primary function of college literature teachers. Critiques the current emphases of literary studies. Proposes a humanistic, student-centered approach to literature instruction for undergraduates which helps connect literary works to students' lives. (HB)

Provides the reactions of Louise M. Rosenblatt, a key figure in the field of reader response criticism, to the developments in reading, writing, and critical theory in the 1980s. Gives a brief personal history of Rosenblatt and the field. Describes her transactional theory and interpretations of it by other critics. (HB)

Considers Nathaniel Hawthorne's literary technique of providing various, often conflicting, accounts of a narrative scene or event. Analyzes Hawthorne's rhetoric of rumor as featured in "The Scarlet Letter." Shows how Hawthorne tried to translate the dynamics of interpersonal communication into print in this novel. (HB)

Examines the growing influence of Mikhail Bakhtin in a variety of fields. Describes two dominant strains that permeate Bakhtin's philosophical project: phenomenology and Marxism. Argues that the ambivalence displayed between these two poles in Bakhtin's work suggests an ambivalence in the larger arena of literary studies. (HB)

Examines the connection between the fields of English instruction and philosophy. Questions the feasibility of philosophical categories in today's classrooms, and proposes a "postneopragmatism" for teachers. Argues that teachers cannot let philosophy and theory intimidate them. (HB)

Examines the deliberations prior to the Challenger disaster from the perspective of three major approaches in recent scholarship in rhetoric as applied to technical communications: positivism, postmodernistic social constructionism, and classical Aristotelianism. Champions an approach based on Aristotle's "Rhetoric." (HB)

Discusses the relationship that exists between the study of cognitive science and literary studies. Outlines contributions to the emerging dialog between these two fields. Suggests that a closer alliance between the two fields might enhance both disciplines. (HB)

Provides responses by various scholars to two articles on teaching conflict and struggle and its relevance to the field of basic writing published in the December 1992 issue of "College English." (HB)

Argues for a broadening of the range of rhetorical positions to which writing students are presently assigned. Envisions current practices of composition from the political left. Proposes a rhetorical position from which writing might become a means of cultural transformation. (HB)

Discusses how education is still a profession held hostage by images. Presents concerns dealing with racial expectations in the field of English education. Focuses and concentrates on the contents of the English language and literature professions that, although acknowledging its many diversities, avoids the distraction of "finding someone to look…