Suggestions to help social studies teachers use historical fiction and biography to teach critical reading to intermediate grade students are made. For example, teachers should help students to check various sources for the author's qualifications, purpose, and bias and assist students in analyzing language and writing style. (RM)

Responds to Richard Ekman's criticism of poststructuralism and discusses three strands of a poststructuralist English curriculum. (EL)

Discusses the teaching of literature in an instrumentalist or bureaucratic culture. Gives examples of instrumentalist influence in the English department at the University of Iowa: changes in department offerings, the emergence of a new departmental coherence, and the concentration of literary theory in the program of comparative literature. (EL)

Explains how the wolf has been misrepresented in children's literature. (HOD)

Shows how students can benefit from expressing their emotional responses to literature in writing. (EL)

Describes a method of teaching Chaucer's "Canterbury Tales" to secondary students that involves their reading the text aloud and discussing the responses of modern critics to Chaucer. (AEA)

Examines the promulgation of authors' ideologies in children's literature through the politics of advocacy, attack, and assent. (HOD)

Relates how initiation and growth are experienced by both readers and characters in C.S. Lewis's classic fantasy, "The Lion, the Witch, and the Wardrobe." (HOD)

Discusses the pedagogical concern of teaching students of English for special purposes (ESP) to interpret scientific and technological texts. Discovering the intentions of the author is not in accord with the actual practice of grammatical-rhetorical analysis. Rather the focus is on the message of the text itself. (SED)

Suggests that the teaching of translation should be given an increased importance in language study curricular revisions because it develops very usable language skills, makes the students aware of cultural differences, and can help in the study of literary criticism as a way to perform text "deconstruction." (Author/SED)

Discusses structuralism and liberal humanism and states that both are based upon moral and metaphysical positions. (DF)

Lists five steps in developing a literature program for a journalism class, including knowing what you want to find in literature and sharing results of the program with other teachers. (DF)

Discusses the redesign of the sophomore literature course at Francis Marion University by an interdisciplinary team. Considers the three diverse epistemologies found in different disciplines, concluding that literary study is best pursued within the rhetorical tradition of analysis and disputation. (DMM)

Describes an approach to teaching introductory college literature courses that allows students to engage text directly without help from critical analysis papers and to express feelings of frustration, confusion, and anger in deciphering the meaning of the text. Points up ways in which the text gives rise to comprehension difficulties. (RBW)

Describes a method of writing across the curriculum that works and identifies two Spanish-language young adult novels written by Hispanic authors. (HOD)