Discusses examples in "Moby Dick" of Melvillean words symptomatic of the significance of Ishmael's rhetorical energy, in order to suggest that Ishmael's language reflects Melville's search for lexical and rhetorical forms that express the democratic impulse. (SRT)

Presents axioms about scholarship, learning, English scholarship, and English teaching and examines a little recognized intellectual crisis in current English scholarship. (GW)

Discusses the lack of communication and the need for a community of scholarship among literary critics and rhetoric theorists. (SRT)

Encourages English teachers to consider student themes as real texts, and discusses the bond between the teaching of literary works and the teaching of composition that would be forged thereby. (DD)

Muses on such topics as the importance of teaching students about the craft of poetry and of helping them see that life can turn into literature. (GT)

Argues that the heritage of the past forms the substance of the present and literary criticism, especially the New Criticism, serves the central function of defending civilization as it is or may be. (RB)

Discusses the contradiction of teaching English literature, which has an elitist history, to students in a modern democratic society based on the postulate of universal education. (RB)

Examines the administrative and organizational implications that Cleanth Brooks methods of criticism hold for modern English departments. (RB)

Argues that the individual literary work should be the first and last concern in the study of literature at the graduate level. (RB)

Argues that when a body of theory ceases to be in crisis and no longer has to struggle to define its enterprise, it is no longer theory. Discusses the status of theory in the field of English. (SRT)

Argues that literary theory is a fact of professional life in English departments and that differences of intellectual concern will always remain. Discusses what should be the object of critical analysis, and questions whether answering such a question is even possible. (HB)

Outlines three ways that literary theory has been brought into the English classroom over the past decade. Describes in detail the innovative model for curricular change used by the English department at Carnegie Mellon University in the 1980s. (HB)

Suggests that the English profession should take another look at children's literature as an important area for further study. (RB)

Discusses the exclusion of studies in children's literature from the college English curriculum and suggests benefits to English departments of offering courses on children's literature. (GW)

Takes a new look at the importance and the oddity of John Donne's "The Exstasie" through a feminist critical perspective. Discusses certain major elements in the poem: the situation, the the persons, and the images that carry key meanings. (EL)