Discusses ways of relating students' personal experiences to complex modern literature such as Joyce's "Portrait of the Artist" and Eliot's "The Wasteland" so that they can better understand and relate to these texts. Also discusses the use of paintings to help students see the literature and then analyze it. (SRT)

Shows how the enthymeme can organize a reader's participation in the text, specifically, George Orwell's "Shooting an Elephant." (SRT)

Reexamines Maurice Sendak's first children's book, published in 1956. Finds it to be filled with the characters, themes, and psychological concerns that were to become hallmarks of the writer-artist's mature works. (NKA)

Describes how Carroll C. Arnold's rare combination of intelligence, skill, dedication, and compassion have made him one of the great teachers in the speech communication classroom. Praises his qualities as a scholar, teacher, professional, and human being. Describes how his works are continuing to shape the field of speech communication. (JD)

Addresses the increasing separation between teaching and research and decides that the still close relationship between the two in literary criticism means that the enhancement of research is likely to be especially fruitful in improving teaching. (NKA)

Recounts experiences studying Eliot's novel at an NEH summer seminar. (NKA)

Presents some personal experimental work relating to world metaphors together with that of others working in the areas of logic, psychology, and philosophy. (NKA)

Contrasts the very popular and enduring Nancy Drew series with the host of imitators that appeared after the initial success of the Drew series. Points out that the Drew books were focused mysteries with only tenuous ties to realism but that imitators usually copied the outlines of the pattern but either overlooked or weakened important parts of…

Discusses the issue of the multiple literary traditions of English writers in non-Anglo-Saxon areas such as India, Africa, and the West Indies, each of which is marked by particular linguistic, literary and aesthetic preoccupations that constitute a literary ecology. (Author/SED)

Examines the novels of two African writers to determine the nature of the black African women's experience. Attempts to determine how this experience can be analyzed in depth and breadth by progressing through four feminist perspectives: (1) personal, (2) social, (3) multicultural, and (4) spiritual/philosophical. (Author/SA)

Examines the rhetorical situation of the modern freshman composition student in America, in light of nineteenth-century developments in rhetoric pedagogy and discourse classification conventions. (MS)

Discusses whether the methods of linguistic analysis can help students of English as a second language (ESL) as they struggle with a complex piece of creative writing. Argues that stylistic analysis, instead of aiding an ESL student's reading, actually impedes it because it is alien to the spirit in which persons read. (SED)

Presents a classroom exercise in literary analysis that requires students to imitate Ernest Hemingway's writing style. (DF)

Raises questions about process research in writing. Points out the need to broaden the concept of what happens when people write and the need to press some questions about processes involved in coming to know generally. (EL)

Contains lengthy reviews of new and reissued books in different reading categories, including poetry, myth, and science. (CRH)