A justification for studying linguistics based upon its usefulness in literary analysis. (RD)

Discusses how teachers can use literature to teach students to gather basic materials for writing better compositions. (SW)

Present's Harriette Arnow's "The Dollmaker" as an excellent vehicle for teaching the fundamentals of literary interpretation, especially to non-English majors. Describes how the novel illustrates the interconnection of plot, setting, characterization, symbol, and theme. (MM)

Suggests that the movie "E.T.: The Extra Terrestrial:" is a classic because it touches a mythic nerve--every person's impulse to find a home within an alien environment. Proposes that E.T.'s story, with its New Testament parallels, can be used to teach literary allusion. (MM)

Explores the trend in modern literature and criticism away from the central issues and forces of human life and the corresponding alienation and specialization of college English departments and the profession itself. Calls for a more public orientation in the teaching and criticism of literature. (HTH)

Explains the use of student analysis worksheets that focus on essential background information, literary elements, and techniques that the instructor and scholars find noteworthy. (MKM)

When assigned to do parodies of literary works, students explore a variety of legitimate parodic relationships of significant critical interest. (DD)

Discusses the emergence of a new kind of criticism which has as its philosophical starting point the rejections of mimesis, and traces the process leading up to the development of this critical theory--a process which began in English criticism of the romantic period. (DD)

Advocates a direct, honest approach to lesbian poetry and demonstrates how such an approach can contribute to an understanding of poetry written by lesbians as well as of American lesbians' place in society. (DD)

Describes an elective course which studies the literature written by and about people who challenged the rigidity and justice of certain laws. (DD)

Analyzes the logical and stylistic flaws in George Orwell's "Politics and the English Language" and Arthur Schlesinger, Jr.'s "Politics and the American Language," suggesting a new approach to the study of public language. (DD)

Considers how seeking "hidden meanings," attending to the language in which they are embedded, and sharing that experience with students seems to be a viable way to conceive of the essence of literary study. Describes a writing assignment (a "documented critical paper") based on Joseph Conrad's "Secret Sharer." (SG)

Elaborates on the continual problem of male dominance in literature, as it pervades the literary canon, literary criticism, and the language. Suggests how changes can be made through the application of feminist criticism. (KEH)

Presents nine benefits for student understanding and appreciation of literature that come from having students work at their own creative writing in undergraduate literature classes. (RS)

Considers how the recent rise of "theory"--literary, cultural, feminist, poststructuralist, postcolonialist, and critical--has shaped the way teachers teach literature in the secondary school classroom. Reviews teacher perspectives through citations of studies and through interviews. (TB)