Article described an exploration in some depth of effective ways to bring reluctant students (and teachers) to a practical and relevant use of literature. (Editor/RK)

Designed for high school and college students as a pattern for writing essay examination answers in a history course, this guide is applicable to students' need to write cogent and coherent essay answers in examinations in any social science or humanities course. (SM)

Analyzes the writings of Antonio Tovar, Jose Maria Souviron, Jose Antonio Jimenez Arnau, Santiago Loren, Salvador Espriu, and Evaristo Acevedo. (DS)

Describes works of contemporary authors Pedro Lain Entralgo, Claudio de la Torre, Ricardo de la Cierva, Rosa Chacel, Jose Luis Cano, and Vicente Gaos. (DS)

Echoing simplistic solutions to complex problems" will not focus the intricate nature of the many environmental problems facing the planet on which we live." (Author/AL)

The discussion is intended to acquaint the reader with the newly established nations of the Americas---Jamaica, Trinidad and Tobago, Guyana, and Barbados--and some of the ways in which they differ from the rest of Latin America. (SM)

Requiring students to answer literature questions" turns the pleasure of reading into drudgery. (SP)

A reading on the future for analysis by students suggests life throughout the Universe. Questions to stimulate discussion are included. (JB)

Focuses upon the use of vituperation by Milton and Salmasius in their defenses of the revolutionary and royalist positions, respectively, following the English Civil War. (RD)

An analysis of the signification of rhetoric" in De Quincey's 1828 essay, Rhetoric" or Elements of Rhetoric"; a revision of a paper presented at the Rhetoric and Public Address debut program of the Speech Association of America (New York, December 1969). (Editor/RD)

Discusses three factors that should be taken into account before a writer sets out to write an essay: audience, purpose, and personality of the writer. (AEA)