Describes classroom experiences that involved students in discussions about authors' intentions in literature. (MKM)

In this essay, the author "maps" a town that has grown in what was formerly frontier: he looked at twenty-four essays focusing on grammar instruction from "Teaching English in the Two-Year College (TETYC)," published between 1987 and 2006, with a goal of identifying key areas of focus--town squares. While he found several trends and foci, most…

Compares elements of plot in "King Lear" with common folktale elements such as proving oneself. (MKM)

Explains the use of student analysis worksheets that focus on essential background information, literary elements, and techniques that the instructor and scholars find noteworthy. (MKM)

Elaborates on the continual problem of male dominance in literature, as it pervades the literary canon, literary criticism, and the language. Suggests how changes can be made through the application of feminist criticism. (KEH)

Argues that an understanding of the craft of fiction is furthered by a return to the original creation, concluding that "The Great Gatsby" is one of the best examples of Aristotle's description of tragedy as set forth in "The Poetics." (RB)

Writing critical reviews forces students to practice the two important forms of discourse that are part of the basics that teachers have been asked to get back to: exposition and argumentation. (Author)

Defines subjective criticism as reader response or reader criticism and emphasizes the need for students in two-year colleges to read and experience literature. (MKM)

Discusses characteristics of poststructuralism, and describes some applications of poststructural theory in the English classroom. Argues that a poststructuralist pedagogy need not neglect traditional terminology and traditional close reading of texts. (RS)

Recounts a method for advancing from literal to more subtle interpretations of language in literature. (HTH)

Describes four stages in a reading and writing transaction involving a reader's response to literature. The four stages described are involvement, perception, interpretation, and evaluation; student writing is required at each of these stages. (MKM)

Explains the difficulties encountered in keeping the emphasis in a women's literature course on literary analysis rather than consciousness raising. (MKM)

Argues for including both the affective and cognitive dimension in teaching literature to college freshmen and sophomores. (MKM)

Considers how screening Stanley Kubrick's "2001: A Space Odyssey" in a sophomore film class shows modern community-college students that millennial anxiety existed well before late 1999, the time of "Y2K" fears. Presents an assignment that examines "2001: A Space Odyssey" in the context of its time and in 2001. (SG)

Considers two basic premises for teaching film study in the two-year college and suggests ways to cut the costs of purchasing filmmaking equipment and film rentals. (RB)