Discusses the class character and world view of Native Son'' and comments on the plot and subplot of the novel. Comment by Annette Conn. (RB)

A discussion of what Black Elk Speaks" reveals about the social functions of prophecy." (Author/RD)

A revision of a paper presented at Workshop on Feminist Literature and Feminine Consciousness at annual convention of Modern Language Association of America (New York, December 27, 1970). (Editor)

Critically analyzes teachers' manuals for college literature anthologies. (SW)

Reports the results of a pilot study conducted to determine the effect of the gender of college students on their responses to three short stories. Concludes that male students react to disturbing stories by rejecting or dominating them while female students more often achieve critical detachment. (JL)

Describes how the discussion of a few short poems on abortion was used to show how the special language of poetry can help doctors share the experience of their patients, as well as recognize their own feelings and attitudes. (JL)

Points out the problems and potential of teaching the Bible as literature. (JL)

Suggests ways of getting students involved in the study of poetry: (1) showing how poetic elements appear in everyday life, (2) using demonstrations and gimmicks to generate enthusiasm, (3) starting with contemporary poetry before examining the "classics" and "masterpieces," and (4) having students practice writing poems. (RL)

Explains why the American views of optimism and progress are impediments to the teaching of literature. Tells how the teaching of tragic fiction can help students deal with important philosophical and aesthetic issues. (RL)

Recent Afro-American initiation novels stressing the community as the source of life stand in antithesis to novels by Black and White Americans describing a life of isolation, negation, and alienation. (DD)

Reconstructs the childhood experience of reading "The Secret Garden." Relates the circumstances of that experience to thoughts about transactional criticism, human intellectual development, bibliotherapy, and psychotherapy. (JT)

Argues that students and teachers of literature should begin the study of literary texts with the emotional immediacies and humanistic sympathies that the texts evoke, rather than with an examination of literary critical theories. (MM)

Provides discussion and critical analysis of the critical terms "inclusivity" and "inclusion" as they are being used more and more often by colleges and administrative task forces. Analyzes the choice between inclusion and inclusivity by drawing upon the rhetorical theories of Kenneth Burke. (HB)

Discusses the "crisis in representation" experienced in the humanities since the 1960s. Considers the relationship of academic knowledge to political power in terms of an ongoing struggle for representation. Recognizes higher education as a leading agent in redistributing access to representation in the public sphere. (HB)