A distinguished writer looks again at a favorite childhood hero--Robin Hood, a work written by Henry Gilbert. (HOD)

Discusses the writer as critic and criticism in the world of children's books. Argues that the best of children's literature deserves all the searchings and reflections that can be devoted to it. (EL)

Provides a thematic presentation of poems written for young readers during the First World War. Draws heavily upon the poems and articles that appeared in "The Boy's Own Paper," a British popular magazine of the period. (HOD)

Explores the tenets of both the New Criticism and reader response criticism, and concludes that there is a need for a new imperative in criticism that conceives literary understanding in terms of a communication process in which both text and reader are granted importance. (FL)

Explores the possibility that literary theorists and reading researchers are unconscious of each others interests, goals, and assumptions. Seeks to explore how the gaps between these two areas might best be bridged. (EL)

Explains how to involve students in a composition unit that requires them to complete writing assignments from various points of view. (DF)

Discusses the concept that a philosophical approach to reading "Hamlet" is the easiest for students to comprehend. (DF)

Argues that English departments should be concerned with critical reading and writing of all kinds of texts. Suggests that the same kind of careful criticism used in the study of advertising should be used to evaluate literature, music, movies, and the other arts, with the immediate goal being a more self-conscious awareness of verbal and…

Shows how teaching "The Bluest Eye" not only helps students learn about the time period of the novel and its relevant issues and techniques, but also helps them to understand themselves. Shows how it can fit into contemporary literature classes, introductory courses to fiction or literature, or into women's literature classes. (EL)

Discusses what constitutes literary theory and advocates a mandatory course in it for all literature and language majors. (EKN)

Argues that (1) even the most radical critics of departmental structures are committed to the perpetuation of English departments and, therefore, will adopt, regardless of potential contradictions, the professional discourse that validates them and (2) that this will be done even though the Babel of contemporary critical discourse makes a…

Describes the Archive Retrieval and Analysis System (ARRAS), which provides rapid access to textual data and fast, flexible, open-ended analysis of individual texts; explains why the system should be viewed as a new kind of working environment; and suggests that such systems may influence users' intellectual point of view. (MBR)

Examines the strength of Prospero's feelings against those who wronged him and uses that as a focus for a consideration of the way in which readings and interpretations change. (CRH)

Acknowledging that the tradition of school rhetoric in the nineteenth century was narrow and restrictive, refutes the charge that nineteenth century rhetoricians lacked originality. (HTH)

Describes several classroom exercises designed to make film grammar and narrative structure clear to the student. (RBW)