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Direct linkLoMonico, Michael – English Journal, 2012
Why do educators teach literature? The author thinks they can hear the answer in the voice of Huckleberry Finn and David Copperfield and Holden Caulfield and the omniscient narrator in "Beloved." It's the wonderful sound of those words, the gorgeous flow of those well-crafted sentences, and the marvelous way Twain and Dickens and Morrison and…
Descriptors: English Instruction, Literary Criticism, Literature Appreciation, Literary Styles
Parsons, Scott – English Journal, 2009
Do individuals know what words Shakespeare actually wrote? Exploring these issues can yield dramatic interest. With references to Shakespeare's Quartos and Folios, the author examines key textual issues and discrepancies in classroom studies of "Hamlet." (Contains 8 notes.)
Descriptors: Reading Attitudes, Drama, Classroom Environment, Reader Text Relationship
Peer reviewedFowler, Lois Josephs; Pesante, Linda Hutz – English Journal, 1989
Shows how to help students fill in textual "gaps" to interact more fully with contemporary texts, classics, and myths. Presents examples of this approach for studying (1) Shakespeare's "Hamlet" with Tom Stoppard's "Rosencrantz and Guildenstern Are Dead"; and (2) George Bernard Shaw's "Pygmalion" with the…
Descriptors: Classics (Literature), English Instruction, Films, Literature Appreciation
