Emphasizes that there is a necessity in art for criticism that is the work of reflective intelligence. (CHR)

Describes the difficulties in finding a balance between the masculine and feminine within one's self and the world. (CRH)

Outlines a procedure that increases students' understanding of an assigned novel as it encourages them to write poetry. Suggests that students create lists of about 10 words or phrases that they felt helped create a successful opening to the novel and build on these words to create tone poems. (MM)

Examines two contrasting texts, "Little Goody Two-Shoes" and "A High Wind in Jamaica" to point to differences between "child" reading and "adult" reading. (HOD)

Discusses critic Northrop Frye's work "The Great Code: The Bible and Literature." (FL)

Analyzes persuasive strategies employed by 13 student orators in speeches delivered at Interstate Oratorical Contests from 1974-81 and published in "Winning Orations." (PD)

Analyzes the decision to drop the atomic bomb from a rhetorical point of view, arguing that the bombs were launched because of an American commitment to a particular rhetoric that focused on the propaganda slogan "unconditional surrender." (PD)

Describes seven stages in the poet's life--three periods of great creativity in childhood, early middle age, and ripe maturity and four transitional periods marked by confusion and depression. (MM)

Presented are two lectures on the social responsibility of physicists and physics teachers given at the English Royal Institution on April 29, 1976, by Mr. M. F. D. Young and Mr. R. Schofield. (SL)

Writing critical reviews forces students to practice the two important forms of discourse that are part of the basics that teachers have been asked to get back to: exposition and argumentation. (Author)

Looks at the historical origins of science, and notes that the most obvious difference between artistic and scientific communities is the higher press for orthodoxy among the latter. If there is no one all-embracing science, we may use museums devoted to scientific theory building and we might redesign our museums of art more along ethnographic…

Two models for teaching people to think, the Deweyan problem-solving model and the traditional discipline-oriented model, are described and evaluated. (GW)

Criticized is C. Bereiter's educational philosophy, which calls for skill development rather than concept teaching which is viewed as a way of limiting students' freedom by unwarrantedly influencing development. (GW)

Responds to a previous study which suggested that college professors who teach preservice reading courses cannot agree on what should be taught. (See EJ 129 240) (RB)