Describes how students in secondary classrooms create artistic "symbols" in response to literature, thus becoming a connection between a student's interpretation of meaning and an author's text. (SR)

Discusses responsive reading, resistant reading, and dialogical reading in literature instruction. Uses William Carlos Williams' short story, "The Use of Force," to illustrate these reading processes, in particular that of dialogical reading. (SR)

Presents a ninth grader's written responses to Adrien Stoutenberg's story "Reel One." Describes the authors' senses of the student's readings of the story. Summarizes reflections on the authors' evaluations. Invites other teachers to do the same. (HB)

Responds to previous articles by Avis, Kaufman, and Bograd on role of marital and family therapists in dealing with family violence among clients. Considers articles' emphasis on neutrality, asserting that abusers must both be understood and held accountable. Discusses shortcomings of previous articles and concludes that multiple approaches are…

Articulates two different conceptions of writing that come from ancient Greece (classical and sophistic) and uses them as a field in which to compare two writing scenes involving reader response and software documentation. Explores whether these scenes are the same, similar, or absolutely different and whether they imply similar, different, or…

Reiterates some of the major tenets of reader-response theory. Describes the "writerly" text as a source of activity rather than of meaning, and examines Gary Paulsen's "The Winter Room" as an example of the active writerly text. (SR)

Asserts that audiotape commentary on student papers should not be considered a panacea for composition teachers. Argues that, although its effectiveness always depends on a greater dialogic context, it can be a collaborative, enabling method for reader and writer to exchange information about intention and effect that exceeds the limitations of…

Notes that subject of transgenerational patterns of suicide attempt calls for examination of variables extending beyond those examined in previous article (Sorenson and Rutter, 1991). Considers possible significance of such variables as respondent's income, employment status, and length of residence in the community. Contends that scales assessing…

Offers a Pyrrhonist reading of "Hamlet." Describes an experiment in teaching that attempts to reconstruct for literature students the prudential-ethical context of human rhetoric, placing "prudentia," or practical wisdom, at the center of their own imaginative involvement. (PRA)

Comments on Weinrach's (1990) article "A Psychosocial Look at the Jewish Dilemma" and offers an alternative view of how a Jewish counselor educator responds to tension created by membership in multiple communities with multiple and often competing ritual systems. Concludes challenge of being Jewish is to willingly engage in dialogue. (Author/ABL)

Asserts that student resistance to assigned reading is an essential part of the process of critiquing and intervening in oppressive ideologies. Argues for using resistance to help students see where they are located within ideology and within the interplay of conflicting ideologies and their own experience. (PRA)

Describes how a high school student was able to express powerful feelings and achieve some kind of reconciliation with his father through his therapeutic exploration of Arthur Miller's play "Death of a Salesman." (PRA)

Presents two responses to Meredith Kopald's article, "Arthur Miller Wins a Peace Prize: Teaching, Literature, and Therapy" in the same issue of this journal. (PRA)

Responds to three articles included in, as well as philosophical underpinnings of, special issue on Mental Health Counseling for Men of the "Journal of Mental Health Counseling" (v14, n3). Explicates nonsexist approach to counseling men and contrasts it with approach of this special issue. (Author)

Considers the nature and function of the past in the way people construct the present, particularly with regard to the study of literature. Presents reader response as a feasibile approach for teachers of literature. Discusses issues surrounding the literary canon and the role of literature teachers. (HB)