Presents five reasons for classroom study of Mary Shelley's gothic work: (1)intriguing style and subject matter, brevity and novelty; (2)narrative versatility; (3)representation of the Romantic Era in English literature; (4)female authorship; (5)significance of the central theme of "scientific aims pursued in reckless disregard of human…

While taking issue with the medium that has given students a distorted view of the world in which they live, proposes legitimizing television's presence in the classroom by studying its rhetorical devices in order to demystify it. Offers a methodology for analyzing television news and includes two schematic figures. (JK)

Examines the ideas in the parochial sermons of Thomas Cradock of Baltimore County, Maryland. Argues that Cradock's pulpit rhetoric expressed what Richard Weaver, a southern scholar, has called the "roots" of southern thinking. Claims that these roots had begun to develop even earlier than Weaver traces them and from a denominational…

Argues that by acting out, rather than only reading Shakespeare's plays, they can be better interpreted and appreciated. (SRT)

Discusses the reasons for Black women novelists not allying themselves with White feminists and the differences between the two groups' perspectives. Introduces the term "womanism" to express a philosophy that celebrates Black roots and the ideals of Black life while giving a balanced presentation of Black womandom. (SA)

Offers a method for using structural analysis of literature, specifically, students discussed both structure and content within the context of four short stories, thus enriching their understanding of each by way of contrast. (SRT)

Discusses Mather's "Companion" in view of the thesis that Puritan rhetoric can be considered a genre only in the sense that it was a developing or a becoming, rather than a fixed entity. (MS)

Compares two illustrated retellings of the Anglo-Saxon epic "Beowulf" that show how the modern approach to myth has evolved over the past 20 years. (HOD)

Explores feminist heroines in Julia Cunningham's "Tuppenny," who elude patriarchal entrapment and revitalize a community. (HOD)

Reacts to the essays in "Alice in Genderland," a publication of the National Association of Teachers of English, that are concerned with the ways in which society's sexually differentiated view of "normality" is mediated to children in schools. (HOD)

Disagrees with the attributes two critics give to nonfiction. Stresses presenting the complexity of the world without analyzing it. (EL)

Discusses criteria to use when evaluating poetry written by children and contains numerous examples of poetry written by children. (DF).

Discusses the character of Claudius in "Hamlet" to determine the character's sincerity. (DF)

Notes that the problem facing educators now is to make a single educational system from several isolated activities while at the same time creating a general theory of discourse that will include them all. Proposes a curriculum to solve that problem. (FL)

The relationship of film meaning to film criticism and film education is examined. Film scholarship needs to be more self-conscious in regard to the language used and to its value assumptions. (RM)