One of a series of works aimed at presenting contemporary critical opinion on major authors, this collection includes essays by Bernard Schilling, T. S. Eliot, Louis I. Bredvold, James M. Osborn, Reuben A. Brower, Edwin Morgan, Earl Wasserman, R. J. Kaufmann, Moody E. Prior, Earl W. Miner, Edward N. Hooker, E. M. W. Tillyard, John Hollander,…

The purpose of this collection of essays is to inform students intending to study English at British Universities of the choices of institutions and kinds of courses available to them. The introductory essay explores the nature of some of the course choices available and discusses why courses take the form they do. The body of the book consists of…

A GUIDE WAS PRODUCED FOR STUDENT USE IN NINTH-GRADE STUDY OF "THE MERCHANT OF VENICE." THE GUIDE PRESENTED SEVERAL ALTERNATE APPROACHES FOR UNDERSTANDING THE PLAY AND LEARNING ITS CONTENT. A MAJOR EMPHASIS OF THE GUIDE WAS PLACED ON THREE FORMS OF STUDENT QUESTIONS, RELATED TO SPECIFIC ACTS AND SCENES, THE CHARACTERS IN THE DRAMA, AND…

This issue of "Focus: Teaching English in Southeastern Ohio" contains articles about teaching Shakespeare, student summaries of a Shakespeare conference held at Ohio University-Zanesville in April 1976, and suggested projects for teaching poetry writing. It also contains lists of materials and articles related to the teaching of…

Spenser's use of myth in the "Faerie Queene" to influence the reading public is described. Emphasis is placed on creating an attitude of legitimacy around the reign of Elizabeth I. (DE)

The whole universe enters the poet's being to be eventually transformed by him/her into musical language. It is this music that the translator must reproduce. Excerpts from the poems of Patmore, Auden, Donne, Joyce and Sloate illustrate the discussion. Translation of mystical and religious poetry is given special attention. (Text is in French.)…

The author developed a course called "Wagnerian Music Drama and English Literature." Its intent was, by offering a class that would juxtapose the music dramas of Richard Wagner with English literature, to develop insights into the subjects that might not otherwise emerge from considering either the music or literature alone. (Author/RK)

A course focusing on Biblical literature uses the Bible in three instructional approaches--"as" literature, "in" literature, "and" literature. While it familiarizes students with the Bible, it also improves their critical reading skills through close attention to "good" literature and helps them grow through the experience. (Author/RK)

A number of professors of English comment on the reading requirements of their departments, the amount of reading done by their students, and the ability of their students to handle the reading load. They also contrast their opinions against past practice and student ability of the 60's and early 70's. (RK)

Discusses William Beatty Warner's "Reading Clarissa: The Struggles of Interpretation," a study of Samuel Richardson's role as eighteenth-century critic and interpreter of his own novels. Examines the treatment of character by both Richardson and Warner, focusing on Richardson's humanist interpretation and Warner's anti-humanist…

Presents five reasons for classroom study of Mary Shelley's gothic work: (1)intriguing style and subject matter, brevity and novelty; (2)narrative versatility; (3)representation of the Romantic Era in English literature; (4)female authorship; (5)significance of the central theme of "scientific aims pursued in reckless disregard of human…

Argues that by acting out, rather than only reading Shakespeare's plays, they can be better interpreted and appreciated. (SRT)

Compares two illustrated retellings of the Anglo-Saxon epic "Beowulf" that show how the modern approach to myth has evolved over the past 20 years. (HOD)

Shows how Jane Austen's "Pride and Prejudice" and John Locke's "Thoughts on Education" can be used to promote good breeding. (EL)

Reviews "Marking A Level English Literature" by P.A. Lapworth, which is intended as a clarification for teachers of the basis on which candidates' papers are assessed by the Joint Matriculation Board examiners at 'A' Level. (DF)