Defines and urges the development of a method of literary criticism based on an awareness of ecology, citing several of Shakespeare's works to exemplify the ecological approach. (RB)

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)

Seventy-two recently published critical studies and reference works related to fantasy literature, with bibliographical information and brief annotations. (AA)

Defines poetry as the art of the totally relevant, a verbal construct of which every part is related to every other part, none of which could be changed or shifted without weakening the whole. (TO)

Argues that Wordsworth's emphasis on love of nature, faith in man, and political sympathy--three expressions of concern strongly echoed in contemporary life--make him a worth literary figure for young people to study. (RB)

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)

Considers the impact of Northrop Frye's work on education. Shows how Frye explores systematically the continuity of the literary tradition and the structural principles used to discuss that tradition. (RL)