Discusses ways to teach modern plays and poetry, using a reader response approach that makes the works more accessible to students. (HTH)

Discusses the concept that a philosophical approach to reading "Hamlet" is the easiest for students to comprehend. (DF)

Argues that though college examiners seem to desire candidates' personal responses to literature, the examination questions require students to reply to the opinions of others rather than explain their own opinions. (SRT)

Discusses structuralism and liberal humanism and states that both are based upon moral and metaphysical positions. (DF)

Relates experiences teaching Philip Larkin's poetry. (HOD)

Argues for an interpretation of Act III, Scene I of "The Tempest" that stresses the characters' revealing their vitality and humanity through their dialog. (AEA)

Argues that the essential discipline in literature is neither learning to write essays for an exam nor keeping up with the latest scholarship but giving close attention to the words on the page and learning to respond to them. (MM)

Describes a "Shakespeare Coursework Unit" in which Shakespearean and other literary works of the Tudor era were analyzed for evidence of the gender biases prevalent in that period. Notes that by the end of the course, students accepted the assertion that textual analysis is never truly completed. (SG)

Suggests that the best method of understanding a poem is to experiment with reading it aloud rather than simply discussing the poem. (DF)