Discusses several approaches that students have found helpful for analyzing "Jane Eyre," including point of view, comparison, character development, language, imagery and symbolism, and the novel's elements of autobiography. (HTH)

Outlines the teaching of Edward Thomas' poetry over a six-week period. (SRT)

Proposes an approach to rhetorical criticism that features the relationship between a message and a culturally distanced interpreter or critic. Applies Paul Ricoeur's critical approach to an interpretation of the Gettysburg Address to illustrate how hermeneutics reveals the underlying meaning and cultural significance of enduring texts. (NKA)

Argues that American literature courses need stories about surviving within American civilization. Asserts that critical analyses should identify American themes and characters who survive the "civilizing" experience in ways that grow out of a female tradition, but are symbolic enough to embody American traditions. (RAE)

Examines public address in the post-bellum South (focusing on the years 1865 to 1900) as a form of epideictic speaking, in order to illuminate both the genre and the Southern mind. (SR)

The relevance of postmodernism for formulating educational policy is discussed, emphasizing the postmodern critique of computerization. Postmodernists suggest that the computer in education may not be as productive as was originally thought because it will bring to fruition the theories of modernism that separate truth from context. (JL)

Argues that Juan Luis Vives' efforts to rehabilitate the discipline of discourse may well have been the most original of the sixteenth century, and that his discussion of elecutio (the essence of rhetoric) is considerably more distinguished than that of the better known Peter Ramus. (RS)

Argues that the nuclear threat is fundamentally a textual problem, a problem created and perpetuated by argumentative and rhetorical practices. Maintains that argument critics need to formulate a politically powerful "nuclear criticism" in order to subvert and dismantle argument formations which might motivate nations to engage in…

Analyzes Edmund Burke's "Letter to a Noble Lord," noting that it not only reflects Burke's character, but also represents a significant example of the public letter as a rhetorical form and illustrates Burke's concern for the alignment of principle with public action. (MM)

Argues that Lincoln modeled certain major speeches on a chiasmus, and that this stylistic device governs the integration of form and function in Lincoln's presidential rhetoric. Argues that the chiasmus reveals that Lincoln saw himself as called by God to fulfill a special messianic mission. (MS)

Argues that provision must be made for new works to enter the literary canon, suggesting that meaningful reformation of the canon must evolve from discussion among those involved in the profession of humane letters. Claims lethargy inhibits the process of canon reformation, and discusses revisionist approaches to curriculum. (ARH)

Discusses how writing is the combination of two voices, "creator" and "critic," and how writers use these voices to create a recognizable yet variable pattern. Presents two story beginnings by Rachel McCaleb Watts that illustrate the repetitions and variations in one writer's work. (ARH)

Offers one teacher's approach to teaching Robert Hayden's poem "The Whipping," along with her students' responses to the poem. (ARH)

Discusses problems that arise through use of ironic language in arguments. Examines how and why irony is used in argumentation and, specifically, how an ironic tone is recognized. (AEW)

Discusses whether Burke is the implacable American or the embodiment of the major "isms" in European literary, rhetorical, and social thought. (FL)