Discusses the poetry of the West Indian author Edward Kamau Brathwaite. Explores Brathwaite's use of the oral mode to emphasize the African tradition in the Caribbean voice. (PRA)

Discusses the notion of Robert Frost as "that terrifying poet." Analyses some of Frost's poetry in this light and discusses the reactions of students. (PRA)

Discusses T. S. Eliot's attitude toward the teaching of English and his philosophy regarding the role of education in society. (RB)

States that teachers of literature need to shift the focus of their reading to read the world with and for their pupils. Discusses the notion of a writer's personal responsibility in terms of the "genuine British narrowness." (PRA)

Argues that the novel should bear examination from four directions and that not only would each route illumine certain aspects of "The Catcher in the Rye" but also that each would suggest general principles applicable to all reading. (Author/RB)

Examines the role of literature in developing cultural values. (RB)

Argues that some rock poetry is deserving of analysis and study in high school. (RB)

Examines the use of the second person pronoun in Chaucer's "Clerk's Tale" to demonstrate that students of medieval texts may well miss important areas of meaning if they fail to give adequate attention to the historical study of language. (GT)

Discusses the concept that a philosophical approach to reading "Hamlet" is the easiest for students to comprehend. (DF)

Examines the strength of Prospero's feelings against those who wronged him and uses that as a focus for a consideration of the way in which readings and interpretations change. (CRH)

Uses an informal survey to explore students' attitudes toward the study of English and literature. Concludes that an introductory course should keep literature in touch with the history of ideas, allow for the systematic take-up of critical issues and problems, and enable students to relate their reading to particular philosophical, moral, and…

Argues that by acting out, rather than only reading Shakespeare's plays, they can be better interpreted and appreciated. (SRT)

Argues that though college examiners seem to desire candidates' personal responses to literature, the examination questions require students to reply to the opinions of others rather than explain their own opinions. (SRT)

Discusses structuralism and liberal humanism and states that both are based upon moral and metaphysical positions. (DF)

States that an oral interpretation course can deepen students' understanding of literature, extend their familiarity with important works, and help them appreciate the intricacies of rhythm and tone in poetry. Outlines student assignments for an oral interpretation course in the English program. (MM)