Describes an assignment to focus students' attention on the thinking process in which students write dialogues that reproduce concretely the dialectic movement of a formal argument. Includes a more advanced exercise in which students' address the remarks of literary critics. (HTH)

Reports results of survey questioning "School Library Journal's" reviewers of children's literature in four main areas: review aspects (relating plot, commenting on literary quality); reviewer roles (reviewer, critic); review practices; and personal and professional background (demographic questions). The survey questionnaire and 38…

Explores how Burke's texts engage readers. Discusses his determinate meaning, propositional content, stylistic content, interest in his audience, attitudes of assent and dissent toward reading, and the idea of reading as rebirth. (EL)

Three critics comment on weaknesses in Louis G. Ceci's September 1983 "College English" article, "The Case for Syntactic Imagery," and Ceci responds. (CRH)

Discusses the issue, raised by Solzhenitsyn's work and the film "Scum," of the relation of literature to the world it purports to depict. (CRH)

Outlines Bleich's theory of subjective criticism and traces its roots in the work of the psychoanalytic critic Norman N. Holland. Suggests that the subjective criticism approach to literature can help elicit student response in the classroom and initiate discussions of value questions which literature inevitably raises. (RBW)

Examines what teachers do when they read texts in particular genres, and suggests how to encourage similar behavior in students. (CRH)

Presents outlines to help students focus on the qualities of good writing when reading for book reports. The outlines cover mysteries, biographies, and science and science fiction. (HTH)

Discusses how a college literature class staged a mock murder trial of the main character of Faulkner's "A Rose for Emily," using the text to substantiate the prosecution and defense. This method encouraged previously quiet students to join in class discussion and fostered a careful interpretation of the story. (HTH)

Argues that the essential discipline in literature is neither learning to write essays for an exam nor keeping up with the latest scholarship but giving close attention to the words on the page and learning to respond to them. (MM)

Reviews current conceptions of rhetorical theory and criticism. Proposes that the ultimate goal and justification of rhetorical theory and criticism be regarded as pedagogical: to teach students how to experience their rhetorical environments more richly. (PD)

A brief compilation intended to guide teachers and department chairpersons who want to know more about Afro-American literature. Includes sections on anthologies, criticism, periodicals, and specialized bibliographies. (CRH)

Examines the effect of maternal deprivation on the stories of George MacDonald, C. S. Lewis, and J. R. R. Tolkien. (HOD)

Discusses how "Sons and Lovers" was used to elicit values discussions using questions from "Teaching in the Content Areas" by Harold Herber. (CRH)

Provides a critique of Paul Hirst's views on the forms of knowledge and outlines an original scheme for describing and understanding the forms that knowledge takes. (Author)