Articles contained in this publication are (1) "Criticism in Teaching Literature" by Wayne Booth; (2) "Criticism and Literature: A Reply" (to Booth's article) by Frederick J. Hoffman; (3) "Criticism in Context" by Helen C. White; (4) "Formalist Criticism and Shakespeare" by Kester Svendsen; (5) "Grammar, History, and Criticism" by Kenneth S.…

This dissertation dealt with the preparation, designing, teaching, and evaluation of a course in literary theory. The course examined the following areas of literary study: definition, perception, description, explication, interpretation, and evaluation. It is centered on the following theses: (1) in literary pursuits criticism is teaching and…

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

To understand the dangers of interpreting literary works primarily through the history, social customs, and values of the period portrayed in the work, students should imagine themselves 3 centuries in the future considering a modern work of art. For example, they should try to interpret the movie, "The Graduate," as a reflection of the…

Outlines some general principles of the Marxist Theory of Literary Criticism for scholars and teachers. (RB)

The article deals with historical concepts of progress as it relates to humanistic studies and the arts. An interpretation of Williams' work is used for illustration. (DB)

Discusses the current view of literature and of criticism by students and faculty and suggests improving this view by increasing the attention given to the fundamental principles of criticism as a rational discipline. (TO)

In the reaction against biographical and historical criticism, critics have dogmatically emphasized pure textual explication and have thus distorted or restricted responses to literature and art. To correct this improper emphasis, teachers, in addition to stressing the integrity of the art work, should treat individual creations as "different…

Presents an exchange between two English professors who offer opposing perspectives on the profession of English. Covers arguments on the understanding of theory, literary history, reading, curricular design, and pedagogy through the examination of Nathaniel Hawthorne's "The Minister's Black Veil." (MM)

Focuses on John Barth's story, "Glossolalia," in discussions of the study of literature along generic lines as a means to determine a work's participation in history; and of the character of truth. Suggests a dialog that integrates theory and practice in introductory literature courses. (DMM)

Discusses the idea of national literature, contemporary problems with its definition, and its history. Discusses various models of national literature. (PRA)

Argues that when a body of theory ceases to be in crisis and no longer has to struggle to define its enterprise, it is no longer theory. Discusses the status of theory in the field of English. (SRT)

A study of Richard III, Shakespeare's version, versus a study of the real king, can help to prevent the complacent state of mind and will encourage students to search for the truth, freed from the propaganda with which it is often surrounded. Brief annotated bibliography. (Author)

Maintaining that language is the expression of a peoples' manner, this essay asserts that the oral literature of the American Indian best exemplifies a national literature in America. (JC)

GENERAL AGREEMENT CONCERNING THE IMPORTANCE OF IMAGINATIVE LITERATURE IN THE ENGLISH CURRICULUM HAS IRONICALLY GIVEN RISE TO "A STULTIFYING ACADEMIC GAME"--THE REQUIRED BOOK REPORT. STANDARDS FOR READING BOOKS ARE "CADAVEROUSLY" STEREOTYPED--LONG LISTS OF OUTSIDE READING MATERIAL, AND A SPECIFIED NUMBER OF BOOK REPORTS WHICH INCLUDE SOMETHING…