Examines the roots of the modern language arts curriculum in Canada. Claims it is based on nineteenth-century interdependence of studies in rhetoric, history of the English language, and literature. And asserts that this curriculum was designed to develop rhetorical and critical sophistication. (JK)

Uses the Vietnamese War as a metaphor for student and instructor approaches to language in composition classes. Explores George Orwell's "Politics and the English Language" in its relationship to the rhetoric surrounding United States intervention. (MM)

Explores the possibility that literary theorists and reading researchers are unconscious of each others interests, goals, and assumptions. Seeks to explore how the gaps between these two areas might best be bridged. (EL)

Provides a background of response theory, two Canadian perspectives on response theory, a description of transactional response theory and response-centered curriculum, a discussion of the concepts of participant and spectator roles in literature and of the idea of narration and storying as literature, and a discussion of analysis and criticism.…

Discusses early experiences of children with literature, and the development of and growth in their response to literature. Argues for a response-centered, rather than criticism-centered, curriculum. (SRT)