Discusses an approach for teaching literature using a dynamic, holistic approach to the novel. Uses the "story mind" theory, which is built on the unifying quality of metaphor, and exposes students to analyses of character, overall story, and propelling elements on a variety of level. (Contains 10 references.) (CAK)

Delineates the use of unconventional methods in two novel courses, calling for pedagogy change in college classrooms. The instructor asked students to take on more responsibility and exercise decision-making power about the shape and content of the course. Student responses to this more inclusive pedagogy were mixed. (CAK)

Discusses an instructor's efforts to have students investigate the historical and cultural contexts in which novels are set. Requires students to use primary sources, such as newspapers, to see what ulight this information nsheds on their understanding of the novel they are reading. (CAK)

Proposes a new approach for teaching imaginative literature. Argues for a shifting of emphasis from critical afterthoughts to preparatory remarks for the purpose of strengthening students' initial responses to an assigned work. The type of preparation will depend on the work and the capabilities of the students. (CAK)

Describes an approach to teaching short stories that uses an expanded meaning of diversity. This course incorporates not only a variety of gender, racial, and ethnic perspectives, but also a number of differing examples of the short story cycle, an integrated collection that features discrete, autonomous stories that add up to a composite whole.…

Proposes the use of film theory to help students analyze literary texts. Finds that film theory concepts appeal to highly visual students and provide a framework for discussing images. Suggests that central themes, primary symbols, and character development are underscored by the images constructed by the author. (Contains 13 references.) (CAK)

Describes the exchange that takes place between an English and a Nursing professor when a student writes a paper about Shelley's Frankenstein that incorporates Maslow's hierarchy of needs in the analysis. Discusses the collaborative conversations that took place as a result of this essay and the new pedagogical ideas this discussion generated.…