Suggests that the usual interpretation of "The Lord of the Flies"--that human nature is inherently evil--may not be the best interpretation. Indicates that the behavior of the book's characters may reflect the child rearing and early education experienced by upper class English boys in the 1930s. (TJ)

By classifying questions asked into categories of form, content, and affect, this analysis interprets Alan Purves' 1979 reanalysis of student responses to literature in a 1973 study. Notes that students emphasized form when viewing literature in the abstract, but that they looked at individual stories in terms of content and affect. (MKM)

Notes that real (purposeful) writing about literature can be achieved by capitalizing on student responses to the literary experience, whether these responses are positive or negative. Offers suggestions for giving direction to students' unstructured responses. (RL)

Explains why the American views of optimism and progress are impediments to the teaching of literature. Tells how the teaching of tragic fiction can help students deal with important philosophical and aesthetic issues. (RL)

Analyzes the special qualities of a number of books (especially Walter de la Mare's "Come Hither") that have delighted the author as a child and as an adult. Pinpoints three qualities: a "tough" story, precise language, and creative imagery. (GT)

Analyzes the speeches and writings of Jose Angel Gutierrez. His rhetoric, like that of earlier Black radicals, creates a new term--Chicano--sufficiently powerful to act as the rallying cry in the struggle for social change; restructures the experienced reality of the audience; and uses threats of violence. (JMF)

Emphasizes attention to the sound of a poem in both teaching and writing poetry. Provides selected poems written by students and teachers. (JT)

Addresses the problems in discussing nineteenth-century British literature in the classroom and advocates encouraging students to take and support various interpretations of text. (DF)

The mental activities of reading and responding to literature and the difficulties that occur as students try to produce written accounts of what they have gained are explored, as are the demands made on the student's language when putting into words what s/he has gained through a study of literature. (Author/KC)

Describes the responses of five high school students to a short story. Summarizes other research on student response groups. Proposes ways to use the response process in classroom literature programs. (RL)

Examines the effectiveness of slogans based on the symbolic nature of human beings and then identifies the functions and characteristics of slogans as they are used in movements and campaigns. Provides a classification system to view the slogan as a rhetorical device and social symbol. (JMF)

Examines the hecklers and their tactics as well as the major candidates' strategies for dealing with this phenomenon during the 1968 campaign. Assesses the heckling's legitimacy in light of the First Amendment which protects the rights of both the hecklers and speakers to be heard. (JMF)

Claims that loosely structured, complex rhetorical situations possess a strong internal structure with regard to their development or maturation over a period of time. The implications of this position are developed via an analysis of the discourse surrounding the American Revolution and the Vietnam War. (JMF)

Offers an approach to teaching the essence of John Knowles'"A Separate Peace" by juxtaposing the novel's events and statements with quotations from the works of Ralph Waldo Emerson. (RL)

In April, 1978, 109 chairpeople of academic radio and television departments were surveyed concerning the instruction they provide in television aesthetics and criticism. From the 63 responses, these findings are discussed: courses offered, perceived importance of these courses, pedagogical goals, and operational definitions of television…