Critical reading and effective self-expression are essential to analyzing, evaluating and discussing the literature of all subjects--biology, sociology, philosophy, history etc. (NH)

Designed for a ninth grade gifted history class, this interdisciplinary unit of study includes critical examination of two interpretations of the character of Shakespeare's Richard III. (RM)

Examines the contributions of John Churton Collins of Birmingham University to the establishment of English literature as an academic subject in the universities of late Victorian England. (SJL)

Illustrates the link between biology and Victorian literature by considering such popular and/or influential writers as Tennyson, Collins, Evans, Lewes, Kingsley, Allen, and Doyle. (CS)

Notes that the brief but crucial appearances of Prince Escalus in "Romeo and Juliet" offer a key to the understanding of how plot proceeds in any dramatic or comedic work. (FL)

Addresses the question of what graduate students should know about fields of English in which they are not specializing. Finds the best answer is to teach "the classics." Illustrates with the example of a course on "The Faerie Queene" and "Paradise Lost," to show students how to work with texts and what can be…

Historicism critiques cultural history and cultural materialism as a methodology for literary analysis. Questions the finality of interpretation, how original values change, and whether dramatic history implies actual history. Using Shakespearean plays, analyzes the power and politics of a play in relation to its audience; posits that cultural…

Compares Roman Polanski's film adaptation of "Tess of the D'Urbervilles" with the original novel by Thomas Hardy. Suggests that a comparative analysis of the two works enhances students' awareness of Hardy's artistry and sharpens their ability to respond critically to literature. (MM)

Discusses how films of Shakespeare's plays can be used to teach literary analysis in the classroom and to nurture an interest in Shakespeare. Suggests some books for teachers which specifically address Shakespeare and film. (PRA)

Discusses the realities of teaching Shakespeare in the schools. Describes the beliefs undergirding the Folger Library's Shakespeare education program--Shakespeare is for all students; the teacher's job is that of tour guide and not translator; students learn Shakespeare by doing Shakespeare--and that students should make their own connection with…

Describes a series of poetry workshops that connect poetry to the tangible world of nature, and also teaches students about the biology, ecology, and history of their area. Presents several old and middle English poems used in the workshop and discusses different translations and their relation to nature. (SC)

Compares retrieval performance of the "MLA International Bibliography" and the "Annual Bibliography for English Language and Literature" when searching British, American, and postcolonial writers. Considers earlier studies, implications of results that show MLA retrieves more citations, and future research needs. (LRW)

Provides an overview of the College of Charleston's faculty/library liaison system and describes library and faculty efforts to maintain the computer science and English collections. Concludes that a liaison system can provide better coverage and higher quality than any other means available to small and medium-sized college libraries. (PEN)

Higher and lower schools routinely take their cue from luminaries like NYU dean Catherine Stimpson, who famously opined that academic objectivity and intellectual rigor equal "mishmash." As a result, they feed students a diet of bland, uninspired readings. Carol Iannone is thus not surprised at the ensuing hand-wringing when the teaching…

This paper describes a teacher of literature who worked hard to develop a literature classroom that provides not only a structured atmosphere for developing reading strategies and knowledge of literary techniques, but also an environment in which students come to understand more about themselves and others through their reading of the texts. She…