Explains how the movie "The Lion King" may be used to elucidate Shakespeare's "Hamlet," a play about a prince who does not always seem heroic to modern audiences. Gives specific points of comparison between the two works concerning heroes, characters, conflicts, themes, ending scenes, and archetypal patterns. (TB)

Discusses how traditional character types (such as Rip Van Winkle, the Ben Franklin character, and the Great Puritan) that Twain criticized through his satire survived his attacks and can be found today in many kinds of literature, including film and television. (SRT)

Presents an interpretation of Eudora Welty's A Worn Path'' that indicates three elements of immortality. (MM)

Author quotes O'Connor's defense of her frequent use of poor people as fictional characters; a paper presented at annual convention of National Council of Teachers of English (60th, Atlanta, November 27, 1970). (Editor/SW)

Discusses Hemingway's use of animals and animal imagery, in The Short Happy Life of Francis Macomber," as a standard against which to measure and evaluate his human actors." (Author/RD)

Suggestions for using Dead Souls" in the high school literature class. (SP)

Discusses the personality development of the "Wuthering Heights" character Catherine Earnshaw in terms of the id, the ego, and the superego. (EL)

Many well-known adolescent novels perpetuate the dangerous stereotype that killing--and especially killing what one loves--is manly. (JH)

An analysis of Algren's short story, used by the author in teaching a high school English class. (JB)

Present's Harriette Arnow's "The Dollmaker" as an excellent vehicle for teaching the fundamentals of literary interpretation, especially to non-English majors. Describes how the novel illustrates the interconnection of plot, setting, characterization, symbol, and theme. (MM)

Examines the symbolism and theme of Eudora Welty's Petrified Man" and finds the most pitiless indictment of the venal spirit of modern civilization. (Author)

Discusses the story, The Witch", and explains that the story is a devilish puzzle which defies rigid interpretation but openly invites complacent students to sift, sort, and contest tidbits of evidence. Suggests how this can be done. (Author/RB)

Examines both ineffective and effective fiction about adolescent runaways. (RL)