Based on the author's doctoral study, University of Missouri, Columbia, 1967; first 10 items of test are appended. (SW)

Discusses why poetry is often boring to students and suggests books of modern poems available to students and teachers. (SW)

Explains how using Edward Steichen's The Family of Man" motivated students to write and discuss; 10 ways to incorporate the book in writing lessons are given. (SW)

Paper presented at the Annual Meeting of the Modern Language Association of America (MLA) in Denver, Colorado, December 1969. (DS)

Suggests that research on the structure of narrative promises to yield practical benefits for the literature curriculum. (JL)

Discusses English reading texts used in the Soviet Union, which are English translations of Russian literature. Notes that such literature divides attention between the traditional and the progressive elements of Soviet culture. (DF)

Suggests tearing out chapters of a novel and having each student read and summarize one chapter as one method of introducing and teaching a book. (MKM)

Suggests that nontraditional students have strengths that should be used to help them respond to literature subjectively. These strengths include their life experiences, their use of oral language, their reliance upon the visual media, and a kind of self-centeredness that enables them to relate to literary characters' inner conflicts. (MKM)

Presents three short essays designed to stimulate teachers in their approaches to teaching literature and writing as the school year draws to a close. (TB)

Presents critical interpretations of Charlotte Perkins Gilman's "The Yellow Wallpaper" from four points of view: the feminist reading; the reader response reading; a realistic reading; and a historic reading. Outlines classroom activities and follow up activities to use along with the four interpretations. (PM)

Describes the author's method of teaching literary analysis to "not particularly well-read students." Presents students with a set of over-generalizations which they are free to denounce, vilify, or modify as their exposure to literature progresses. Includes a class handout that describes characteristics of various literary movements in this…

Maintains that, when students interpret a poem differently from their teachers, an opportunity opens for a common ground of understanding that can enrich the relationship between text and reader. (RS)

Presents three assignment sequences--covering both canonical and noncanonical stories, mini-anthologies, and novels--that encourage secondary school students to think critically about the concept of literature. Notes that students can learn to analyze literature critically by comparing both canonical and noncanonical texts. (MM)

Discusses the concepts of rhetoric in general and specifically the generic triad in classical rhetoric. Outlines contemporary versions of the function and realm of rhetoric. Discusses the clash between Aristotle and Quintilian regarding the triad and its relationship to contemporary debates. (HB)