Responds to an article in an earlier issue of this journal about using reading response in a college literature classroom. Argues that the use of reader-response theory with two-year college students requires some caution. (SR)

Encouraging students to be more vocal members of the response sequence can assist teachers in writing stronger comments on student texts. The author conducted a small-scale study of students' reactions to response formats, finding that students preferred formats that allowed teachers to elaborate on their comments, displayed teacher effort,…

Surveys major learning theories and their application to teaching, concluding that lecturing does not require students to conceptualize in the way open discussion does. Outlines literature teaching goals that are clarified by a cognitive perspective. (MKM)

Uses a case study to describe how to help students discover the subjective nature of language habits and patterns of thought. (MKM)

Stresses the need to keep students' interests in mind when teaching college level literature courses. (AEA)