A series of conferences on theatre research were held with the following specific goals: (1) to establish the limits of the major areas of theatre research and to determine the nature of the several theatre disciplines; (2) to arrive at preliminary statements affecting methodologies, areas of specialization, research materials, centers of research…

This annotated bibliography of relatively inexpensive paperback books has been prepared with the assumption that a list of books about Afro-American literature might be useful to high school and junior high school teachers, especially those who have not had the opportunity to study Afro-American literature in formal courses. The recent publication…

The Civil War in Literature is a course in which investigation is made into the legacy that this war left to humanity. Through the reading and discussion of literary works written during or about the Civil War, including "Jubilee,""Gone with the Wind,""Red Badge of Courage," poetry by Walt Whitman, and the essays of…

Science fiction is satisfying, not because it projects the future, but because it helps the reader deal with the present. (JH)

Gives reasons for using "anti-utopian" texts in foreign language teaching. Shows how Orwell's "1984" can be used to make clear the significance of history, language, education, sex and love, and mass manipulation, and of how fictional texts deliver their message. Practical teaching suggestions are given. (Text is in German.)…

Discusses T. Eagleton's view of rhetoric as a study of the political power of discursive practices, comparing it to views of other theorists. Argues that composition faculty should welcome Eagleton's socialist-inflected revival of rhetoric because he embeds it in a deconstruction of the polarities that marginalize writing teachers and empower the…

Traces the development of a literature program for use in high school journalism classes in California. Contains a synopsis of the program units. (DF)

Cites three strategies for teaching literature in journalism classes, including using literature packets as a class project and having students receive grades for the work they do on the literature packets. (DF)

Discusses the theoretical considerations of readers' response to literature. Explores procedures for monitoring and evaluating children's responses to literature. (HTH)

Discusses successive drafts of a student's response to a short story, illustrating how an initial personal response to literature can be developed into a critical essay with a specific purpose and audience. (HTH)

While advocating one theory, based on developing critical abilities, which he feels best rationalizes the total literary experience, the author argues that almost any rationale would be preferable to the current absence of a rationale for college literature curriculum--better both for the students and for the discipline. (Author/SJL)

Considers how literature and the modern media influence the quality of children's language development. Provides samples of student responses and student writings, showing how they react to literature and learn from it. (RL)

Surveys major learning theories and their application to teaching, concluding that lecturing does not require students to conceptualize in the way open discussion does. Outlines literature teaching goals that are clarified by a cognitive perspective. (MKM)

Teachers of literature must be interested in the ideational and aesthetic perception of an artistic text. The analytical orientation must be modernized to emphasize the practical formation of children's abilities to express their own thoughts. (Author/AV)