Presents activities designed to bridge the gulf between scientific culture and literary culture. (DD)

Suggests an approach to the study of literature which aims at appreciation and rejects the notion that works have hidden meanings. (DD)

The author satirically questions the right of modern poets and modern poetry to the pedestal they are often afforded. (MM)

Argues for the use of the author's comments on their works as a process for literary interpretation for teachers and students, using Warren as an example. (MM)

After a second reading, the author interpreted Janathan Livingston Seagull'' as being filled with advice to teachers and urges teachers to become familiar with current literature. (MM)

The author advocates and describes a composite unit on rhetorical analysis. (MM)

Suggests the relevance of The Odyssey" to the lives of 20th century adolescents in exemplifying two fundamental archetypal themes: initiation and man's search for his own identity and for meaning in life." (Author/RD)

A mild satire on a part of the English teacher's occupation. (Author)

Suggests, through a comparison of Bleich's work with that of the Geneva School critics, that the two criticisms have a common base and interest from which they encounter similar difficulties, and that their resolutions illuminate a solution to the totalizing effects of current criticism. (DD)

Suggests that Shakespeare's intense self-consciousness of the theatrical conventions within which he was working, associated with an emphasis on studying the text as produced, has to be an important starting point for any classroom study of Shakespeare on film. Offers ideas for teaching such films, such as the Zeffirelli production of "Romeo…

Argues that William Shakespeare's "The Tempest" is the play that is best suited for the high school English curriculum of the 1990s. Discusses historical and critical aspects the play's key themes. Shows ways of using the play in high school classes, and describes 19 works to read alongside of"The Tempest." (HB)