In literary analysis teachers must be careful of hunting for too much or accepting just anything as symbolism. (Author)

Paper presented at the Annual Meeting of ACTFL (American Council of the Teaching of Foreign Languages) on November 26, 1971, in Chicago, Illinois. (DS)

Issue devoted to ways in which foreign literatures are taught in the language classroom. (DS)

Students' popular image of Frost should be altered in recognizing that he wrestles with many of the complex problems of behavior and belief that they do. (Author/SW)

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

Presents a biographical sketch of Frank Sargeson. Considers Sargeson's themes, unity of his world view, characters, and use of symbols. Explains that his style is intentionally designed to express frustration, isolation, and failure to communicate. (DMM)

Discusses the use of visual/aural stimuli in presenting poetry and literature. A step-by-step script for a slide/tape presentation is included. (HTH)

Describes an experiment confirming the prediction that readers exposed to an explanation of the dramatistic approach to oral interpretation form more detailed and complex initial impressions of the literature than do persons not exposed. Whether this exposure produces better oral performances, however, is a question that should be further…

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

Notes that classic literary works such as "Romeo and Juliet" are often taught in ways that infuse negative impressions of sexuality, while students need and deserve a more realistic approach to the subject. Cites Alice Munro's "Lives of Girls and Women" as a book that provides this approach. Lists other acceptable books. (FL)