Explores the tenets of both the New Criticism and reader response criticism, and concludes that there is a need for a new imperative in criticism that conceives literary understanding in terms of a communication process in which both text and reader are granted importance. (FL)

Explores the possibility that literary theorists and reading researchers are unconscious of each others interests, goals, and assumptions. Seeks to explore how the gaps between these two areas might best be bridged. (EL)

Argues that English departments should be concerned with critical reading and writing of all kinds of texts. Suggests that the same kind of careful criticism used in the study of advertising should be used to evaluate literature, music, movies, and the other arts, with the immediate goal being a more self-conscious awareness of verbal and…

Shows how teaching "The Bluest Eye" not only helps students learn about the time period of the novel and its relevant issues and techniques, but also helps them to understand themselves. Shows how it can fit into contemporary literature classes, introductory courses to fiction or literature, or into women's literature classes. (EL)

Advocates introducing high school literature classes by analyzing the serious flaws in an important work such as Edgar Alan Poe's poem, "The Raven," in order to increase student involvement in evaluating literature, strengthen student trust of the teacher's judgment, and motivate students for positive criticism. (MM)

Discusses the role of literature in the secondary school English curriculum, then examines the current state of literary criticism and analysis in the classroom. (FL)

Discusses poststructuralism in the classroom--the use of contemporary literary theory in teaching undergraduates, as well as some of its consequences. (AEA)

This collection of 14 articles aims to help teachers make the most of student discussion and inquiry in classrooms from middle school to high school to college. Contributors to the collection--secondary and college practitioners--offer theory-grounded, classroom-tested approaches for literature study in which students engage in democratic dialogue…

Discusses a literary response model developed at the Center for the Psychological Study of the Arts, stressing the importance of the individual's response in the textual analysis of literary works. (See also CS 700 447) (RB)

A report by the Educational Resources Information Center at the National Council of Teachers of English; includes ERIC abstracts of documents pertinent to this topic. (Author)

Author questions assumptions about formal criticism that are made, consciously or unconsciously, by teachers of English. (Editor)

Description of the use of Giotto, a preliminary written-response game, in an English Class. It was used in examining response to a character; to discuss literary structure, and in analyzing a short story. Highly improvisational, the game excited student interest. (Author/JB)

Critically analyzes teachers' manuals for college literature anthologies. (SW)