Examines the roots of the modern language arts curriculum in Canada. Claims it is based on nineteenth-century interdependence of studies in rhetoric, history of the English language, and literature. And asserts that this curriculum was designed to develop rhetorical and critical sophistication. (JK)

Describes a technique for teaching poetry that stresses the importance of students' awareness of the creative devices used by the poet. (RB)

Considers reasons for studying Canadian literature. Notes the relative infancy of Canadian literature and the need for maintaining objectivity in the study of Canadian literature. Proposes that teachers of Canadian literature focus on individual, contemporary works, examining language, form, and craftsmanship. (RL)

Explains that queer theory is important for anyone interested in critically inquiring into how human experience is organized and represented. Notes that queer theory has come to represent how any named category cannot adequately represent the fullness or the complexity of human experience. Concludes that educators can use queer theory to think…

Outlines eleven specific methods by which poetry can be taught so that the intrinsic questions are raised and the essential experience of the poem achieved. (RB)

Analyzes the reasons for teaching English in Canadian schools, viewing the arguments both for and against it. (RB)

Uses the Vietnamese War as a metaphor for student and instructor approaches to language in composition classes. Explores George Orwell's "Politics and the English Language" in its relationship to the rhetoric surrounding United States intervention. (MM)

Attempts to understand and relate only a part of the theory of Northrop Frye in "Anatomy of Criticism" and its implications for critical reading. Suggests that if theory is used as a practical basis for literature education then educators must not abuse the privilege and simply use the theory without reflection. (SG)

Examines European and non-European cultural positions in terms of subjectivity, a postmodern concept, which eventually promotes ethics by using the nature of self in relation to the "other." Challenges the hierarchical distinction of European subjectivities and non-European subjectivities, exploring how to overcome that hierarchical…

Compares teaching literature to prison inmates and to college students, concluding that prisoners benefit greatly from the experience because it reestablishes a sense of identity. (RB)

Teachers of poetry should introduce students to a variety of critical theories and points of view, and help them to apply critical ideas to texts. (KS)

Challenges the idea in the critical and educational thinking about literature that poetry is an experience that does not need analysis. (RB)

Suggests that the attempt by students to guess at the underlying sense of a poem is encouraged by teachers' pursuit of right and wrong answers, failure to respond to form and context, and presentation of poetry at a level of conceptualization beyond students' ability to respond. (KS)

Connections and associations in metaphors are examined in terms of "tenor,""vehicle,""bridge," and "framework." (HTH)