Describes a method of teaching Chaucer's "Canterbury Tales" to secondary students that involves their reading the text aloud and discussing the responses of modern critics to Chaucer. (AEA)

Discusses structuralism and liberal humanism and states that both are based upon moral and metaphysical positions. (DF)

Discusses the redesign of the sophomore literature course at Francis Marion University by an interdisciplinary team. Considers the three diverse epistemologies found in different disciplines, concluding that literary study is best pursued within the rhetorical tradition of analysis and disputation. (DMM)

Describes an approach to teaching introductory college literature courses that allows students to engage text directly without help from critical analysis papers and to express feelings of frustration, confusion, and anger in deciphering the meaning of the text. Points up ways in which the text gives rise to comprehension difficulties. (RBW)

States that an oral interpretation course can deepen students' understanding of literature, extend their familiarity with important works, and help them appreciate the intricacies of rhythm and tone in poetry. Outlines student assignments for an oral interpretation course in the English program. (MM)

Suggests that films can enrich students' understanding of the literature on which they are based and can strengthen the same academic competencies students are expected to develop through reading. (MM)

Relates a literature class's analysis of a work. Notes student discovery that meaning in a fantasy work resided in a matrix of the author's structuring of the text, the reader's re-creation of that structure internally, and the subsequent development of agreed upon meaning within the group. (MM)

Presents four teachers' view on the role of Christianity in literature discussions. Suggests that the importance of Christianity in the formation of Western values and the development of Western literature cannot be ignored. (MM)

Describes a course on literature for women's studies. (DD)

The author supports the theory that one of the important relationships between literature and knowledge is the language of literature. (MM)

What we seek out and note in earlier literature is what is most prominent, satisfying, and comprehensible to the contemporary imagination. (RB)

High-school English students learn to analyze short stories by being given a situation the actual author has used and writing scripts to develop the plot and situation. Only later are they assigned the story to read and discuss. In Nold's experience, they develop both imagination and heightened critical awareness. (PD)

A paper presented at annual convention of National Council of Teachers of English (Atlanta, November 27, 1970). (Editor/RD)