Urges the mythic approach to literary criticism as a way to develop an organized, linear college English curriculum that will make literature relevant to students' experience. (AA)

Discusses how to use "Animal Farm" for discussions of literary techniques rather than of history or political science. (AA)

Argues that enjoyment rather than instruction should be the basis for a critical evaluation of literature and that only a class-structuredsociety perceives a need to rank literature in a hierarchal order from high art to popular art. (RB)

Defense of fantasy as part of the regular English curriculum. (AA)

Records the dialog between Northrop Frye and a panel of teachers who quizzed him about the direct application of his theories to the teaching of English in elementary through university classrooms. (RL)

Discusses a method of analyzing "A Clockwork Orange" in terms of the protagonist's personality, the point of view, and the violence-sex theme. (RB)

States that English is the most difficult subject to learn, contrary to popular myth, and that the efforts of English teachers must be proportionately more determined in order to prevent mass miseducation. (RB)

Argues that students need to be shown the value of the study of literary style. (AA)

Discusses problems that arise in teaching Black literature to students who know little of the minority culture out of which the literature comes. Argues that students whose experience is limited will still gain from their contact with such works. (AA)

Defends fantasy fiction as an important literary study. (AA)

Highlights the contents and scope of the 13-volume "Literature: Uses of the Imagination," and its companion volume, "An Anatomy of Literature," a literary collection developed and supervised by Northrop Frye. Questions whether these volumes could be successful in American classrooms of the 1980s. (RL)

Discusses the design of a syllabus for the study of fantasy literature. (AA)

Urges caution in adopting the literary response model developed by the Center for Psychological Study of the Arts. (See also CS 700 446) (RB)

Discusses a literary response model developed at the Center for the Psychological Study of the Arts, stressing the importance of the individual's response in the textual analysis of literary works. (See also CS 700 447) (RB)