Reviews the general classes of biographies written about Shakespeare and suggests that no simple connection between his work and his life can be drawn. (MM)

Shows how one teacher answered student questions about how a particular piece of literature came to be regarded as worthy of in-depth examination. Proposes that students be taught about various critical approaches, including Jungian/archetypal criticism, formalism, reader-response criticism, socio-historical and biographical criticism, and…

A teacher discusses how she used criticism of "The Scarlet Letter," when studying the book, in her honors class. The students were also intrigued by the biographical information they learned about Hawthorne, and eager to use it in interpreting his novel. (SRT)

Describes how students are able to empathize with women writers and each other by reading and writing autobiography. (CRH)

Four authors of young adult literature describe a year off from writing, the manner in which a nonfiction author chooses his subject matter, what impelled a journalist to write his first novel 20 years ago, and how a novelist calls her imagination into play in the writing process and why she does not like to discuss it. (NKA)

Suggests that by reading relevant literature, examining films, essays, and music lyrics, and listening closely to students themselves, both teachers and students can come to better understand violence. Reviews specific works of literature and subject areas covered in a lower-level college literature course and a high school English class. Includes…

Reviews "American Indian Leaders: Studies in Diversity," edited by R. David Edmunds, a collection of 12 biographies that examine Native American leaders' responses to nonnative people and their policies during various stages of American history. (RBW)