Suggests a method of teaching the poetry of Alexander Pope that focuses on the satirical nature of his writing. (AEA)

A workshop in which faculty meet with their peers to critically review their work-in-progress, conference papers, or journal articles before they are submitted is described. The program has served to assist faculty in making work more publishable, improve skills, and encourage professional development activities. (MSE)

Examines features of and sources for the discourse of Martin Luther King, Jr., as they relate to the language and assumptions favored by his listeners and readers in an effort to understand how speakers and writers can successfully argue from premises that audiences accept. Indicates how an understanding of King can help in composition…

Introduces four instances of the strong possibilities feminist literary criticism presents for the classroom: roles of heroines and heroes in the novel, the casting of women in Shakespeare, the scope of imagery and authorial voice in poetry, and in the pursuit of the voice in the students' own writing. (EL)

Suggests that the best method of understanding a poem is to experiment with reading it aloud rather than simply discussing the poem. (DF)

Thoroughly discusses teaching strategies for a literature packet entitled "Personality Sketch." (DF)

Challenges the influence of Shel Silverstein's "The Giving Tree": the way it is being viewed, used, misused, understood, and misunderstood by parents, teachers, librarians, and children. (HOD)

Examines how students' difficulty in understanding Chaucer stems from differences between modern and medieval assumptions about the function and method of narrative. (CRH)

Explains how the pairing of the two works allowed the teacher to show the culmination of nineteenth-century short story development with James and a current trend with Oates. (FL)

Contrasts the moral and social values of Thomas Hughes's "Tom Brown's Schooldays" with American school sports stories. (HOD)

Argues that the comprehension of metaphor depends on recognition of the similarities and differences in the semantic features of the words representing both sides of the metaphoric equation. Suggests that inexperienced poetry readers are usually unable to analyze these semantic features without assistance. Outlines a strategy for helping these…

Criticizes topical readers on the English language now being used in freshman composition classes both for implying that language constrains more than aids thinking and for providing poor writing samples for the student to analyze and emulate. Discusses the influence of general semantics on these readers and the reliance on the parodic perspective…

Traces the lack of rhetorical and stylistic criticism of twentieth-century English nonfiction both to a heightening of the traditionally low status accorded to nonfiction created by massive technical and scientific change and to its very recentness and claims that the lack of criticism calls into question generalizations about modern prose on…

Examines the strengths and weaknesses of Terry Eagleton's "Literary Theory," a book explaining the Marxist position on literature and criticizing what it calls the liberal humanist approach for its tendency to isolate literature from life. (MM)

Describes the use of value analysis exercises to promote small group and class discussion. (MM)