Nonsensical statements about the inferiority of non-standard English should be revealed as nonsense by linguistic analysis--there being no point in marshalling empirical evidence to refute meaningless propositions.

Asserts that rigorous historicism might change the following: (1) American literary study, by dropping the traditional nationalist project; (2) the notion of canon, by abandoning it; (3) and the institutional structure that supports academic literary criticism, by interrogating current critical conversation and, by recuperating its history,…

Asserts that the act of visualizing is of vital importance in interpreting Wallace Stevens' poetry. Examines Stevens' use of "riddling" (using metaphors to create poetic riddles) as a literary device in several of his poems. (MM)

Describes an approach to teaching introductory college literature courses that allows students to engage text directly without help from critical analysis papers and to express feelings of frustration, confusion, and anger in deciphering the meaning of the text. Points up ways in which the text gives rise to comprehension difficulties. (RBW)

Describes a course on literature for women's studies. (DD)

The author supports the theory that one of the important relationships between literature and knowledge is the language of literature. (MM)

Discusses how to teach literature so that the student will most successfully retain and assimilate the information developed in the work. (RB)

Argues that student-centered education failed because teachers failed to challenge the idealist notions of their students and suggests a new course of action based on rational analysis. Comment by Harold Brent. (RB)

According to Marxist Theory, allegory existed to reflect and reinforce what were held to be proper relationships between the feudal and renaissance ruling class ideologies. Comment by Nancy Hoffman. (RB)

What we seek out and note in earlier literature is what is most prominent, satisfying, and comprehensible to the contemporary imagination. (RB)

Distinguishes more than three modes of poetic discourse as ways in which writers interrelate the verbal presentation of vision and the artistic representation of action. (Author)

Revised version of a paper presented at Conference on Comparative Literature (4th, University of Southern California, Los Angeles, April 16-17, 1970). (Editor/RD)

A paper presented at annual convention of National Council of Teachers of English (Atlanta, November 27, 1970). (Editor/RD)

A critical analysis of the time, space, and language of television soap operas. (DD)