Identifies dangers in applying metaphors from one context to another. Asserts the necessity for feminist critical theorists to examine metaphor's status in their own discourse. Proposes a "therapeutic" investigation of metaphor as part of the power structure. Suggests locating a feminist investigation of metaphors in a vigilant awareness…

Discusses the topic of reading typographical errors as an example of archival work. Suggests that reading typos is a practice within textual scholarship which is a rather venerable if now somewhat overshadowed tradition of humanistic research and pedagogy. Begins with two examples of typo reading and then presents some general claims about editing…

Surveys previous approaches to free verse. Proposes a new method of articulating the diversity of free verse. Discusses paired poems to show the kinds of things that this new method gives educators to say when they want to talk about the verse of free verse poetry. (RS)

In the reaction against biographical and historical criticism, critics have dogmatically emphasized pure textual explication and have thus distorted or restricted responses to literature and art. To correct this improper emphasis, teachers, in addition to stressing the integrity of the art work, should treat individual creations as "different…

In order to discourage students from writing papers which stagnate in quality or range, the teacher of a university literature course assigned four sequential papers, all on the same poem. (DD)

Describes the narrative and analytic methods John Berger uses to show his audience oppositional alternatives in the structuring of their daily experience. (DD)

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

Presents excerpts from several women's diaries, concluding that they are a means of gaining a hold on immediate objects and of staying alive. (DD)

Analyzes the works of Ayn Rand, concluding that they provide positive female role models. (DD)

Examines the literary criticism of T. S. Eliot and Ezra Pound for an explication of key terms of the modernist poetic movement. (DD)

Uses student reactions to Cordelia's death in "King Lear" to demonstrate how students can be made aware of what they are bringing to a literary experience. (DD)

Suggests an easy and effective procedure for testing student comprehension of a single literary work. (DD)

Claims that Tom is a character eminently suited to the multiplicity and subjectivity arguments of reader response criticism (RRC), that meaning is a relation between an author, a text, and a reader, not an object, as New Criticism held, and not a procedure, as RRC assumes. (RAE)

Argues that the exclusion of the literature of women, of black, ethnic, and working-class writers from the established literary canon has less to do with valuations of literary quality than with the social distribution of power. (SRT)

Examines the secondary terms "kill,""order," and "secret" in Kenneth Burke's "A Rhetoric of Motives" in order to provide a deeper understanding of the Burkean concept of act. Suggests how this concept of act might be applied to the teaching of writing. (MM)