Paper presented at Annual Convention of National Council of Teachers of English (Milwaukee, Wis., November 29, 1968).

Presents ideas for teaching the beginnings of literary criticism to secondary school English students that build on the confidence the students have in their command of the English language. (HOD)

Proposes, in prose and in charts, a theory of writing intended to unite the fields of composition studies and literature. (JL)

Through a study of D. H. Lawrence, students are able to see things about themselves, their education, and their relationship to others and to God that they had not considered in depth before. (HOD)

Argues that a response-centered approach to literature should begin with a consideration of the students' and later the literature's values. Explains how this can be accomplished through the study of literary modes. (FL)

Describes a technique whereby students are taught to use information they have gained from secondary sources to write critical introductions to novels they have read. (FL)

Examines the appeal of oral histories--their intimacy, authenticity, seeming reliability, and panoramic as well as sharply focused presentations of human life--and the possibilities they offer as subject matter in English classrooms. Provides lists of oral histories and "how-to" books on oral history. (RL)

Offers a set of principles for constructing questions that compel rereading and proposes a set of principles by which literature teachers can construct significant questions--ones which compel rereading and textual constraint while encouraging independent interpretation, response, and hypothesizing. Provides examples illustrating the applications…

Suggests ways students can develop their cognitive and affective responses to literature. Shows how English teachers can use the concepts of identification, dissociation, and evaluation to help students dramatize, talk about, and write about short stories. (RL)

Suggests the comparative use of Hawthorne's story, "The Minister's Black Veil," and the Johnny Cash song, "The Man in Black," for helping students learn to judge texts, explore symbolism, and discover the differences between different kinds of literature. (TJ)

Argues for including both the affective and cognitive dimension in teaching literature to college freshmen and sophomores. (MKM)

Describes and analyzes an elective course which enables students to relate the viewpoints presented in literature to their own personal philosophies. (DD)

Describes a fifteen-week elective course for juniors. (DD)

Argues that the literal and cultural "text" of the North American Free Trade Agreement (NAFTA) calls into question the entire project of teaching English at the secondary level in this country. Teases out the connection between the study of NAFTA and the study of text and what it might mean for the teaching of English in the next…

Discusses the connections between creative writing and literary criticism. Explains experience of combining a literature and creative writing class. Concludes the combination results in both groups gaining a greater understanding of each others' crafts. (PM)