Explores concrete poetry through traditional prosodic analyses of representative poems and suggests an analytic framework for the oral interpreter's approach to concrete poetry. (MH)

Describes a creative writing course offered to 60 inmates of China state prison and involving class discussion of literature. (DD)

Discusses Ellison's unique understanding and use of the blues and his relationship to a mainstream western philosophy, which he comes to through the blues; existentialism. (Author/AM)

Some work has been done with identifying the components of and constructing a taxonomy for alternative schooling, but the movement itself has dealt primarily with means, rather than goals--and thus falls short of being truly "alternative." (MB)

Analyzes the logical and stylistic flaws in George Orwell's "Politics and the English Language" and Arthur Schlesinger, Jr.'s "Politics and the American Language," suggesting a new approach to the study of public language. (DD)

Offers reactions to critiques of a proposed research model: consensual qualitative research (CQR). Clarifies the meaning of consensus, explicates the representativeness of samples, analyzes the limitations and advantages of self-report data, and explores the nature of truth. Explores theory and verification in CQR and compares CQR to other…

Analyzes the rhetoric of history as it functions in Robert J. Connors'"Teaching and Learning as a Man" (published in the February 1996 issue of "College English"). Shows how Connors' historical account of a shift from agonistic to feminist values in composition studies reveals unexamined political and ideological positions that…

Suggests that what makes Charles Johnson's "Middle Passage" significant and eminently teachable is that it is an accessible example of "historiographic metafiction"--bestselling postmodern novels set in the past. Notes that students find the novel "easy" and enjoyable and that teaching the novel with some of its intertexts, such as H. Melville's…

Undergraduate students in education are increasingly using post-structuralist theory and concepts in discussions of gender, but because of their lack of knowledge of structuralism, their use of post-structuralist theory is often confused. Discusses the work of Judith Butler in a critique of student confusion, particularly evident in student use of…

Analyzes A. Jones' exposition of the problems her students face in acquiring post-structuralist discourse and the aspects of that problem that Jones attributes to the writings of B. Davies. A focus is on the concept of the post-structuralist "subject." (SLD)

Offers an exercise involving popular culture to help students experience the contemporary power of Shakespeare. Explains that after reading a Shakespeare play, students develop new cereal brands based upon the work's plot, characters, or themes, afterward naming, designing, creating, and displaying the cereal package. Combines literary analysis,…

Argues that developmental psychology can profit by incorporating ideas from recent philosophies of knowledge. Delineates three "families" of philosophies of knowledge: the contemporary German critical-theoretical thinking of Holzkamp and Habermas; postmodern French thought; and North American multiple-voices approaches that emphasize the…

Notes alternative visions of the relationship between developmental psychology and three theoretical approaches described by Teo. Highlights four such visions: positivism or exclusivism, which rejects alternate viewpoints; inclusivism, which assimilates elements of alternate viewpoints; detachment or relativism, which sees different viewpoints as…