In her literature and composition classes, an educator encourages students to correlate their memory and imagination to the rhetorical elements of logos, pathos, and ethos and construct regenerative structures of knowledge through a comprehensive and objective understanding of a contextualized problem. She employs Bakhtin's dialogic method of "re-accentuation" in highlighting the importance of inter-active voices that disclose the complexity and the tension latent within the contextual constraints of a specific text. With the backdrop of Aristotle's rhetorical triangle (speaker, audience, and context of an issue) as a visual aid, students discover new patterns of knowledge by analyzing literary texts as case studies of human problems. Their analysis confirms that every problem includes operational (mechanistic determinism of action and consequence), political (favorable or unfavorable viewpoints toward the course of action), and ethical considerations (responsibility for the action's outcome). This problem solving process encompasses the full spectrum of the analysis, synthesis, and the resolution of a problem. Reader-response analysis of the text empowers the reader to select from the text those details and characters that have individual appeal by focusing on a specific problem. This selection process of reader-response engages students in independent critical thinking and synthesis. Class discussions that encourage students to share preliminary interpretations prior to developing complete analysis for a portfolio assignment encourages students to re-read the text for a clear recognition of the voices and viewpoints embedded in the context of a literary piece as a work of art. (Contains 11 references.) (NKA)