Describes an exercise to elicit student interpretations of Robert Wallace's poem, "Ungainly Things." (MM)

Reviews and equates theories of reader-response and rhetorical theories on audience response (the pathos principle). Concludes that the fundamental synonymity between them represents a significant bridge between analysis of literary texts and the dynamics of formal and social discourse and provides a theoretical foundation for teaching reading and…

Relates experiences teaching Philip Larkin's poetry. (HOD)

Argues for an interpretation of Act III, Scene I of "The Tempest" that stresses the characters' revealing their vitality and humanity through their dialog. (AEA)

Examines what teachers do when they read texts in particular genres, and suggests how to encourage similar behavior in students. (CRH)

Argues that the essential discipline in literature is neither learning to write essays for an exam nor keeping up with the latest scholarship but giving close attention to the words on the page and learning to respond to them. (MM)

Discusses how "Sons and Lovers" was used to elicit values discussions using questions from "Teaching in the Content Areas" by Harold Herber. (CRH)

An instructor of an adolescent literature course wanted to give the students an opportunity to study some novels not specifically written for an adolescent audience. Examples of such novels were: Harper Lee's "To Kill a Mockingbird," J.D. Salinger's "Catcher in the Rye," and Jamaica Kincaid's "Annie John." Including…

Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture,…

This book stems from the idea that literacy learning is the single most significant challenge facing this country and confronting people all over the globe. Chapter 1, "The Meaning of Literacy," explores various interpretations of the word "literacy" as a necessary basis for analyzing and evaluating literary programs. Chapter…

Presents critical interpretations of Charlotte Perkins Gilman's "The Yellow Wallpaper" from four points of view: the feminist reading; the reader response reading; a realistic reading; and a historic reading. Outlines classroom activities and follow up activities to use along with the four interpretations. (PM)

Maintains that, when students interpret a poem differently from their teachers, an opportunity opens for a common ground of understanding that can enrich the relationship between text and reader. (RS)

Describes a "Shakespeare Coursework Unit" in which Shakespearean and other literary works of the Tudor era were analyzed for evidence of the gender biases prevalent in that period. Notes that by the end of the course, students accepted the assertion that textual analysis is never truly completed. (SG)

An approach to French literature appreciation uses two versions of a de Maupassant story. The approach provided students an opportunity to examine text structure and language usage, explore the process of revision, and compare the first and second versions of the author's efforts. (MSE)

Presents three assignment sequences--covering both canonical and noncanonical stories, mini-anthologies, and novels--that encourage secondary school students to think critically about the concept of literature. Notes that students can learn to analyze literature critically by comparing both canonical and noncanonical texts. (MM)