Literary criticism must recognize its origins in common with rhetoric. Only through this recognition can (both) grow to show in a more full measure how literature functions to instruct, delight, express, and move. (Author)

Describes how rhetoric replaced literature as the prevalent focus for teaching composition. Questions why teachers neglect the use of literature in composition classrooms. Argues for the inclusion of literature into composition courses as a means of inspiring conversations beyond the realm of academia. (HB)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that literary theory has redirected attention to the medieval liberal arts of grammar, rhetoric, and dialectic. (JK)

Argues that provision must be made for new works to enter the literary canon, suggesting that meaningful reformation of the canon must evolve from discussion among those involved in the profession of humane letters. Claims lethargy inhibits the process of canon reformation, and discusses revisionist approaches to curriculum. (ARH)

Suggests that English teachers' basic objectives should be to lead students to experience literature as a way of knowing parallel in importance to the ways found in mathematics and science and further discusses the purposes and content of literature courses. (TO)

One of the most fruitful ways of introducing students to the Shakespearean drama is by comparing its techniques with those of a movie. (Author)

Author is co-director of the Tri-University Project; article includes excerpts from the Catalog. (SP)

Explores what the phrase "back to basics" means in terms of the English curriculum. (JL)

Suggests ways to respond to the changes in the teaching of college literature wrought by recent literary criticism and theory. (DD)

Encourages the Yale English Department to put an end to the unnatural separation of the teaching of literacy and the teaching of literature. (DD)

Questions whether literature should have a role in first-year composition courses. Argues that this question cannot be discussed without deciding on the objectives for such a course. Claims that first-year composition should eliminate the use of literature and focus on practicing the discourse of the academy. (HB)

English teachers must consistently design high-quality and balanced curricula that involve the purposeful integration of multicultural literature. But making decisions about the content of the literature curriculum continues to be a complex and political process. Which authors are included? Which are excluded? How do teachers make these decisions?…

A STUDY GUIDE WAS PREPARED FOR STUDENT USE IN AN EIGHTH-GRADE LITERATURE CURRICULUM. THE GUIDE WAS DESIGNED TO INCLUDE ANALYSIS OF PLOT, FORM, AND VIEWPOINT OF LITERATURE WHICH WOULD APPEAL TO EIGHTH-GRADE STUDENTS. LITERATURE PASSAGES, STUDY QUESTIONS, AND SUGGESTED ACTIVITIES WERE INCLUDED FOR USE IN UNITS ON (1) LITERATURE REORIENTATION…

Proposes that literature is a means to understanding life and society. (MKM)