Discusses the usefulness of literary theory to instruction. Identifies, from a brief classroom transcript, a student's "misreadings," explains how theory helped understand their nature, and how it suggested an instructional strategy. (SR)

Presents a five-step series of lessons which introduce seventh-grade language arts students to literary criticism and analysis as they progress through a text, moving from surface evaluation to thoughtful analysis. (SR)

Discusses the issues involved with the selection of materials for English classrooms, particularly literary selections. Provides guidelines for teachers faced with the selection of texts. (HB)

Considers Nathaniel Hawthorne's literary technique of providing various, often conflicting, accounts of a narrative scene or event. Analyzes Hawthorne's rhetoric of rumor as featured in "The Scarlet Letter." Shows how Hawthorne tried to translate the dynamics of interpersonal communication into print in this novel. (HB)

Discusses the novel "Web of Dreams" by Virginia Andrews, a favorite among many secondary students. Considers the book as subject for secondary English study. Claims that the novel defies most teacherly prejudices about formula writing. Provides detailed criticism of the novel. (HB)

Discusses how Katherine Paterson, in her novel "Jacob Have I Loved," chronicles the human search for identity. Summarizes the novel's plot involving twin sisters. Analyzes the novel's assertion of the importance of individuals set against the backdrop of all humanity. (HB)

Discusses the relationship that exists between the study of cognitive science and literary studies. Outlines contributions to the emerging dialog between these two fields. Suggests that a closer alliance between the two fields might enhance both disciplines. (HB)

Presents annotations of nine books (or sets of books) published between 1990 and 1997 that look at ways in which Shakespeare can be presented and explored in English or Drama classes. (NH)

Considers how teaching Mary Shelley's "Frankenstein" creates special problems--and thus affords special opportunities--not encountered in the reading of or critical response to this text. Discusses different editions of "Frankenstein" and reasons for using them. Notes that "Frankenstein" is a story that appeals to all…

Although the notion of teaching literature in an intensive weekend format may present numerous problems to be solved by the instructor, it can be a format that results in considerable success. It is conducive to the schedules of many students who work during the week, and weekend literature courses have proven to be popular. Intensive weekend…

American literature has served not only to help establish, define, and reinforce the American Myth, but has been used to question, to challenge, and to redefine it as well. The dialogic relationship between the literature and the myth thus can become the starting point for a course that encourages closer examination of the process of…

Suggests a method in which a short story, "That Evening Sun," is taught as a ballad for the purpose of bringing out the imagery that is so important to the effect of the story. (RB)

Argues that an understanding of the craft of fiction is furthered by a return to the original creation, concluding that "The Great Gatsby" is one of the best examples of Aristotle's description of tragedy as set forth in "The Poetics." (RB)

The study of literature can be a discipline only insofar as it is capable of the systemization typical of other human sciences. The possibility of system poses two directions of research: (1) exploring what conditions make system possible; and (2) discovering what follows from the fact of system's possibility. Northrop Frye followed the second…