Questions the content, procedures, and the organization of bibliography courses, and explores the assumptions behind the current structure of such courses. (RB)

Describes seminar focusing on teaching problems and approaches. (AA)

Presents a personalized account of the experience of switching from teaching English at an Ivy League university to a community college. (RB)

Discusses teaching a college class in English Renaissance nondramatic literature. (AEA)

Offers 11 brief voices, views, positions, moments, and comments on the English teaching profession through the lens of pedagogy and in relation to the emerging postmodern view of literature and criticism. (HB)

Suggests that the English profession should take another look at children's literature as an important area for further study. (RB)

Discusses examples in "Moby Dick" of Melvillean words symptomatic of the significance of Ishmael's rhetorical energy, in order to suggest that Ishmael's language reflects Melville's search for lexical and rhetorical forms that express the democratic impulse. (SRT)

Defends the use of behavioral objectives in English instruction and presents a 35 item selective bibliography in which nine items are annotated. (RB)

Proposes that English teachers recycle philology as a field of study. Redefines the shape of philology in view of postmodern theories of signification. Considers concepts of hermeneutics in retheorizing the aims of philology. Shows how such philological investigation might be used in the classroom to study literary texts. (HB)

Describes several ways in which graduate students may be convinced that their teaching of freshman composition is complementary to their study of literature and concludes that the place to begin to change the negative attitude toward composition is in this training of graduate students in English. (JM)

Discusses teaching J. Austen's "Emma" in light of the issue of happiness in order to make the novel more interesting to students who do not like Emma, the character. Suggests that the multiplicity of questions raised by Austen will provide sufficient material for discussion. (SRT)

Enumerates criteria for choosing readings for faculty members newly assigned to composition; lists references on rhetoric and on composition and explains the rationale behind the two lists. (GW)

Urges the use of Bloom's taxonomies in literature instruction because in transmuted form they lead to fairness and openness in instruction, particularly on examinations. (CRH)

Discusses poststructuralism in the classroom--the use of contemporary literary theory in teaching undergraduates, as well as some of its consequences. (AEA)

Addresses the problems in discussing nineteenth-century British literature in the classroom and advocates encouraging students to take and support various interpretations of text. (DF)