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…

Discusses the first comprehensive examination of the system of public education in Hawai'i, conducted in 1920. Notes the great importance of the study since it not only evaluated Hawaii's educational system but also provided the territorial government some gauge of Hawaii's status as a United States territory and its success in meeting the ideals…

The task of keeping language alive is a task for all teachers. (JH)

Teachers should not waste their time teaching grammar, but should instead help students develop fluence, maturity, and artistry of expression through work on the sentence. (DD)

Describes four ethical ways to return student papers and three unethical ways which do not respect the confidentiality of students' grades. (DD)

Discusses problems resulting from the canonization of some American literary works and suggests that "fighting with canons" can be a way of perceiving and protecting differences. (EL)

Presents a sampling of the issues contained in the rhetoric and composition papers presented at the Modern Language Association at the end of the nineteenth century. (EL)

Discusses college handbooks and rhetorics' stereotypes of women as sex objects, passive nourishers, perpetual children, and invisible presences. (DD)

A comparative study of three approaches to freshman English: a traditional grammar approach, a free-writing approach, and a quasi-linguistic approach (sector analysis). (DD)

Describes the "Story Workshop" method of teaching creative writing in freshman English at Columbia College, Chicago. (RB)

The author describes the strengths and weaknesses, successes and failures of the experimental curriculum and heterogeneous student body at Livingston College. (MM)

The 21 books reviewed were published in 1968, 1969, or 1970; excluded are remedial texts," those on extremely narrow topics," and those on rhetoric alone." (Author/RD)