Examines the effects of efferent and aesthetic teaching approaches on undergraduate students' responses to literature. Finds differences in the nature of responses, as well as a preference of treatment approaches, and a significant interaction between teaching approach and text. (PRA)

Discusses reader-response theory and forces that mitigate against a reading-centered classroom. Asserts that the issues of authority and freedom are crucial but advises against demanding too much at this stage. Focuses on current practice, and suggests beginning with the routines, the "business as usual," of the literature classroom.…

Asserts that the act of writing can create surprising, experimental, supple forms of written discourse. Argues for exploring more mobile, heteroglot, polyphonic forms of writing. Suggests that attempting roles that produce fragmentary texts might lead toward approaching the challenges of composing unified texts from a more enlivening perspective.…

Defines four kinds of poetry readers: paraphrasers, thematizers, allegorizers, and problem solvers. Recommends an approach to reading a poem that treats the poem as an expansive space in which to romp and play, to explore and travel. Illustrates problem making and lists questions for students. Discusses how to respond by questioning. (PRA)

Studies five peer-response groups in a freshman composition class before and after a semester of reading and responding to literature. Examines how the reading of literature affects the quality of responses to student written texts. Demonstrates the potential that the reading of and responding to literary texts holds for peer response. (MG)

Reacts to four previous articles on counseling psychology and sport psychology. Voices concerns about coherence and boundaries of counseling psychology's scientific and practice bases, efficient use of training resources, how much can be accomplished within predoctoral curricula, and how to work in tandem with those in other psychological…

Reacts to four previous articles on sport psychology and counseling psychology. Commends articles but questions lack of any significant reference to minority athlete, considering that articles focused on college athletics, that football and basketball are instrumental to college sport, and that participation of African-American athletes is…

Responds to previous article by Lowman on the Inter-Domain Model of career assessment and counseling. Asserts that Lowman's proposal may be detrimental to current practice. Examines interrelationships between interests and personality; between interests and ability; and among interests, ability, and personality. Concludes that counselors are…

Considers what factors and circumstances empower readers to give a text life, value, and validity. Argues that empowered readers are situated readers, are focused on their concerns, and strive to be self-aware and other-aware. (HB)

Responds to "The Validity of the Myers-Briggs Type Indicator for Predicting Expressed Marital Problems" (Douglass and Douglass, 1993). Addresses three contentions from earlier article concerning tendency to marry same type, tendency of similar types to have fewer marital problems, and use of opposite type scores on each preference to…

Responds to article by MacEwen and Barling (1991) on effects of maternal employment experiences on children's behavior. Argues that MacEwen and Barling's empirical model lacks correspondence with their theoretical model. Reanalyzes data following incremental strategy of model building that more closely approximates theoretical model. Notes that…

Responds to previous article by Popenoe on American family decline from 1960 through 1990. Contends that, if Popenoe is correct in his assessment of the American family, feminists need to try to reverse the negative family changes while still preserving the gains women have made. Sees this as a realistic goal. (NB)

Considers the benefits and impact that come from reading texts aloud with other persons. Provides a plan by which partners can read books together aloud. Claims that this is a vital and habit-forming activity. (HB)

Describes a method ("buddy book journals") of encouraging independent reading among students. Outlines the activity, in which students select partners with whom they read and study a particular book. Argues that this method is an excellent means of generating thoughtful response to literature. (HB)

Claims that computer games have little educational value, are antisocial, and classroom time should be spent on more worthwhile pursuits. Argues that computer games are not literary texts in that they cannot inform students of their cultural heritage, provide an opportunity to respond to ethical questions, or deal with significant and lasting…