The London Stage Information Bank (LSIB) is a machine-readable text of "The London Stage, 1660-1800," an 11-volume publication that contains information on plays, entertainments and afterpieces, casts, box-receipts, and contemporary comment compiled from playbills, newspapers, and theatrical diaries of the period. The LSIB can be…

Franco Zeffirelli's film "Romeo and Juliet" is appropriate for classroom study because of its relevance to today's youthful rebellion, to current social pressures, and to the generation gap. After viewing the film and seeing the images and moods of the performers, the students are better prepared to read the play imaginatively. (Numerous…

This volume applies critical literary standards to the field of children's literature in a long-range effort to improve its quality and teaching. Contributors and editors represent international scholarship in all of the humanities, as well as in the specific area of children's literature. Articles span topics from European children's literature…

Australian Literature, in spite of the cultural and creative handicaps imposed on a developing country, is becoming accepted on the international literary scene. Contemporary novels and drama have imaginatively combined characteristic Australian themes and myths with European artistic traditions, while poetry has shown a concern with universal…

In his plays, Shakespeare reveals a double view of life by repeatedly juxtaposing a representation of the comic spirit with the tragic protagonist. In the idiom of Shakespeare's world, heroic characters often embarrass or destroy themselves by confusing appearance with reality. Then, the comic characters or "mad men," functioning as…

This selective bibliography, written as a guide to scholarship on Chaucer and related subjects, attempts to cover the major works and topics, with emphasis on work published in the 20th century. Omitted are school editions, short articles on minor points, popular and semi-popular books and articles, and unpublished doctoral dissertations. General…

One of a series of works aimed at presenting contemporary critical opinion on major authors, this collection includes essays by Albert Guerard, Donald Davidson, Morton Dauwen Zabel, D. H. Lawrence, John Hollowan, Dorothy Van Ghent, John Paterson, A. Alvarez, Delmore Schwartz, W. H. Auden, David Perkins, and Samuel Hynes--all dealing with the…

This is an introduction to the work of 19 contemporary English-language writers for children. It consists of critical essays on the works of Joan Aiken, L. M. Boston, H. F. Brinsmead, John Christopher, Helen Cresswell, Meindert DeJong, Eleanor Estes, Paula Fox, Leon Garfield, Alan Garner, Madeleine L'Engle, William Mayne, Andre Norton, Scott…

This book considers the poets of the eighteenth and nineteenth centuries who foreshadowed the imaginative development of the novel - its growth in introspectiveness, interest in the individual and psychological insight, in fulness, and in an exploratory-creative use of language. These are found principally in the work of Dickens, George Eliot,…

The purpose of this paper is to trace a descriptive history of woman's psyche as manifested in English and American literature by and about women during the period from 1688 through 1975. The application of archetypal theory (the description of recurrent patterns in symbolic and narrative structures within a wide and complex field of material) to…

States that the basis of the functional illiteracy problem lies in the fact that high school teachers are trained in literature rather than in language, i.e., competent reading, writing, listening to, and speaking the English language. Believes the high school English teacher training program should be given over to a new faculty committed to the…

Examines the recent call for English departments to recognize literature that falls outside the British and American tradition. Suggests that we recognize English as a world language and choose books to teach accordingly. (JC)

Describes an investigation of how English-as-a-second-language students feel about studying English literature and tells how two literature courses were modified in response. Short stories and novels were chosen to demonstrate fundamental aspects of literature within the framework of accessible language and structure. (Author/LMO)

Contrasts the traditional theory of composition with the new process theory of writing and concludes that the popularity of the new theory (with its student-centered teacher) is probably due to the compatibility of educationist theory with the unphilosophical temper of the age. (NKA)

Recounts experiences studying Eliot's novel at an NEH summer seminar. (NKA)