In this study of high school and college students' responses to structural principles and clues to order in poetry, four groups of students were tested: Groups I and II were high school sophomores and seniors enrolled in an English class for "average" learners; Group III were college sophomore English majors in a course in intrinsic literary…

In judging poetry, even trained readers are influenced by the name and reputation of the poet. (JH)

Analyzes Robert Cormier's "The Chocolate War" and offers seven suggestions for classroom activities involving study of the book. (GT)

Presents axioms about scholarship, learning, English scholarship, and English teaching and examines a little recognized intellectual crisis in current English scholarship. (GW)

Teachers can increase students' involvement in literature and improve their skills in research and literary analysis by assigning each student to report on an author born the same day the student was. (DD)

Describes literary accounts of the trauma of the Blitz and discusses their possible uses in the classroom. (RL)

Discusses ways to teach modern plays and poetry, using a reader response approach that makes the works more accessible to students. (HTH)

Poses the theory that Yeats' poems can be viewed as a "book" that tells a story, the narrating persona being a fictive projection of Yeats the poet. (JC)

Asserts that ethnic studies are interdisciplinary, and should be incorporated into all areas of learning to expand the students' world view. States that students must learn to judge the works of Black artists using an Afrocentric, not Eurocentric, model. Suggests ways of implementing the "Black aesthetic." (MM)

Presents three strategies for teaching the personal, operational, and cultural dimensions of literary response. (MM)

States that psychological models help shape students' responses to literature. Explains how a Freudian model can be used to explore the meanings inherent in Emily Dickinson's "A Narrow Fellow in the Grass." (MM)

Claims that high school curricula should provide opportunities for students to vicariously explore the relationships, roles, and ideas that appear in Shakespearean drama. Uses the dilemma dramatized in "Hamlet" as an example. (JD)

Discusses using reader response instead of standard literature interpretation teaching methods for the study of adolescent literature in high schools. Asserts that this method gives authority to the students as reader because they must assume responsibility for understanding the text, themselves, and the world. (SRT)

Goes beyond N. Auerbach's interpretation--"primacy of the sisterhood"--of the first part of "Little Women" to point out that Alcott creates in the novel's second half a balance for the female ambitions expressed and sought after in the first and gives the males in the family the opportunity to participate in a new, expanded…