Studies verbal pretexts, social subtexts, and interpretive contexts of works by Langston Hughes, Richard Wright, and Martin Luther King, Jr. Notes that cultural repression is propagated (and dispelled) in part through the power of language. Notes that these texts are relevant for teaching textual power in hopes of affecting social change. (RS)

Explores the notion that genres not only help define and organize kinds of texts, they also help define and organize kinds of social actions. Investigates the role genre plays in the constitution of the contexts of texts, including the identities of those who write them and those who are represented within them. (NH)

Argues that Hypertext (which exists and can only exist online) is very different from more traditional forms of text and represents a new medium for thought and expression. Discusses the new practice and new rhetoric of Hypertext. (RS)

Examines the effects of reading and writing multivocal texts and argues that writers need to assume interpretive responsibility for creating new forms of discourse. (TB)

Suggests an approach to literature (derived from post-structuralism and deconstructionism) which goes beyond the concept of "teacher as authority," without totally abandoning form or structure. Demonstrates this approach in a discussion of Nathaniel Hawthorne's "The Scarlet Letter" and Philip Larkin's poem "High…