Discusses reader-response theories and response-centered literature instruction. Outlines fundamental problems that impede the transfer of authority from teacher to community to reader, and offers suggestions for their correction. (PRA)

Provides the reactions of Louise M. Rosenblatt, a key figure in the field of reader response criticism, to the developments in reading, writing, and critical theory in the 1980s. Gives a brief personal history of Rosenblatt and the field. Describes her transactional theory and interpretations of it by other critics. (HB)

Describes a condition called "reader's block" whereby the mind fails to comprehend the meaning of the text because of digressing thoughts. Suggests that "freereading," like freewriting, can help to clarify thoughts. Argues that it is not necessary to read things correctly the first time through. (PRA)

Responds to previous article by Ridley et al. which presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counselor training program development. Commends Ridley et al. for making important contribution toward development of coherent systematic multicultural counseling and psychotherapy…

Responds to previous article by Ridley et al. which presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counselor training program development. Calls article milestone reference for multicultural training (MCT). Notes surprise that model chosen to illustrate MCT was pyramid and expresses…

Responds to previous article by Ridley et al. which presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counselor training program development. Expresses disappointment that Ridley et al. elected not to give guidance in identifying training models, learning objectives, instructional…

Responds to previous article by Ridley et al. which presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counselor training program development. Commends Ridley et al. for keeping issues surrounding multicultural counselor training (MCT) alive, but expresses concern that too few counselor…

Demonstrates how story evaluations (various ways of highlighting the point of a story) can reveal a story's significance within an organizational setting by examining two narratives from research interviews that form part of the data in a study of readers' responses to writing in a marketing organization. (SR)

Considers the significant processes shared by the acts of reading and writing. Argues for the use of literary response to enhance the productivity of the reading-writing connections. Discusses literary reading and response and their potential pedagogical value in reading-writing activities. (HB)

Presents a teaching method that provides students with the necessary tools to analyze college-level poetry. Suggests that because reader response has greatly overplayed its corrective to "New Criticism," the HEI (Hypothesis-Experiment-Instruction) method of teaching literature could serve as a third choice among teachers interested in avoiding the…

This article addresses the important issue of initial teacher preparation in relation to classroom management. It is based on a study of Post Graduate Certificate of Education (Secondary) students in one university department. The study sought to ascertain the ongoing concerns of trainees during the course of their year's training, and to identify…

The peer-group method of composition instruction represents the quintessence of the "environmental" mode of teaching which brings teacher, student, and materials more nearly into balance. Responding to recent criticisms of peer-response groups, a model was developed to establish a middle course, balancing (1) philosophical stances; (2)…

Describes how observation-writing (noncritical, written observations of a peer's writing) can be an effective technique for guiding student discussions in peer-response groups. (MM)

Comments on E. G. Creamer and Don G. Creamer's article "Predicting Successful Organizational Change: Case Studies." Notes leadership placement in student affairs is logical but unfortunately not probable if the change is institutionwide. Raises questions about the conclusions drawn, although states a liking for the model. (ABL)

Discusses how a teacher forced his college students to think critically, rather than intuitively, about children's literature. (SRT)