Explores, through rhetorical criticism, the prismatic character of the Gettysburg Address. Gives attention to the form and constituents of Lincoln's speech and to available topoi that were omitted from it. (SR)

Argues that persuasive qualities in the Plan of Delano (a powerful persuasive document in the interrelated Chicano and farm worker's movements of the 1960s and 1970s) are illuminated best from the perspective of its own ethnic legacy. Demonstrates that the Plan's Mexican-originated generic form and Mexican-American cultural context reveal sources…

Describes and critiques Maurice Sendak's newest book, "We Are All in the Dumps with Jack and Guy," which includes nursery rhymes and pictures. Relates Sendak's book to the poetry of William Blake. Suggests possible readings for the book and approaches to teaching it. (HB)

Presents "The Autobiography of Malcolm X" as an effective text for the basic writing classroom. Describes how this book affirms literacy skills and charts perceptual growth. Claims that this text is effective in helping students understand the passion and strength of character necessary for any writer's growth. (HB)

Observes that teaching today is a major challenge as teachers attempt to sift through everything that confronts them and as they constantly struggle with conflict while trying to address the complex dilemmas facing them daily in their classrooms. (SR)

Counters six arguments against humor in English classes. Presents arguments in support of studying humor in English classes, noting its usefulness and benefits. (SR)

Explores the growth of literature proposing corporate spirituality as a means of motivating employees. Suggests that critical analysis articulates and advocates two entrepreneurial views of subjecthood that obscure contemporary corporate power by centering the individual as an autonomous agent. Concludes that these discourses reinforce social…

Relates the author's own experience of reading "Morning Girl," by Michael Dorris, as an example of practicing literary criticism. Provides an in-depth analysis of "Morning Girl" and how it could be interpreted and discussed through Langer's model of envisionment building. Illuminates Langer's theory so that it may be applied to…

Describes the gradual breakthroughs and the classroom procedures in one teacher's efforts to find a pedagogy for poetry that would side-step or eliminate the need for a direct assault on meaning. Discusses the complex first response to poems. Uses visual art to encourage looking and seeing over judging, and reporting over interpretation. (PA)

Claims there is a missing link between the two seemingly independent stories in Will Hobbs' novel "Bearstone." This missing link can be found through looking at four kinds of play that occur in the novel. (NH)

Argues that librarians, teachers, and parents can and should become book critics, since all perform acts of criticism when they select picture books to read aloud or to recommend to children. Discusses limitations of book criticism, skills or sensibilities needed, and the steps involved. Outlines four activities that help develop analytical…

Traces the history of Western theories of metaphor and discusses misperceptions that have arisen concerning the nature and function of metaphors that restrict their educational use. Shows that their extensive use in conventional speech can be used by educators to help students enrich and extend their thought and language. (DSK)

Presents basic working principles and a vocabulary of semiotics for classroom teachers; interprets semiotically a story from the teaching of "Romeo and Juliet" that reveals the literary and nonliterary texts of students' lives; and demonstrates semiotic approaches to two texts that illustrate how to locate literature in the context of…

Analyzes Stanley Cavell's essay "Notes and Afterthoughts on the Opening of Wittgenstein's Investigations," arguing that the piece provides a basis for a Wittgensteinian pedagogics. Examines the ways in which Cavell looks at Wittgenstein's representation of the figure and voice of the child in his work, suggesting that Cavell's own…

Presents the case for a consensus-driven approach to setting subject matter standards for history education. The author argues that the National History Standard Project, designed to broaden the scope of U.S. and world history education, has carried out the original intent of its funders, rejected one-sidedness, and achieved a compromise that…