Hernan Perez de Oliva (1494?-1531) was a learned Spanish humanist who wrote his major works in the decades following the discovery of America. By articulating events of his career and literary life, my goal is to comprehend his contributions to the early literary production regarding the newly-found Americas. The thesis consists of three parts.…

Searches for 117 British authors are compared in the Annual Bibliography of English Language and Literature (ABELL) and the Modern Language Association International Bibliography (MLAIB). Authors are organized by period and genre within the early modern era. The number of records for each author was subdivided by format, language of publication,…

Recounts author's experience in teaching 'King Lear' to her community college students. States that many students denounced Shakespeare's work as having little relevance to contemporary society. Argues that the author's plays and poems are relevant and timeless, and that one should "reason not the need" for reading his work. (AUTH/NB)

Describes a method for teaching literature, specifically Spanish literature of the sixteenth and seventeenth centuries. The method depends upon encouraging the students to experience affectively what they are reading. (CLK)

Explores the theme that the suffering arising from Richard II's loss of power, a power that consisted more of appearance than of intrinsic worth, led him to spiritual growth and the development of real value as a person. (MB)

Contrasts Shakespeare's "Henry V" and "Henry IV" series, in which human interaction becomes history, with plays such as "Julius Caesar," which focus on psychological analysis and the internalized protagonist. (MB)

Utopian authors of the 16th and 17th centuries recognized the importance of exercise and preventive medicine. (MM)

Urges composition teachers to use Montaigne's essays as useful rhetorical models of the personal essay. (DD)

Advocates the value of Classics study, expecially in conjunction with study of English Renaissance poetry. Such a combination enhances both the classical model and the vernacular work. Poetic form, content, language and prosody are discussed. (CHK)

A bibliography for a course in humanism and the Reformation is divided into sections on a syllabus, general bibliography and specialized bibliography covering important figures and issues of the period. (CHK)

Reports how the use of drama allowed children to focus on issues raised by the text and to bring their own experience to bear on working through problems. (CRH)

Notes that most students have had prior exposure to Shakespeare's works, and that this exposure creates special problems for which instructors must fashion appropriate solutions. (CRH)

Reviews the first volume of Germany's national bibliography of sixteenth-century editions--"Verzeichnis der im deutschen Sprachbereich erschienenen Drucke des XVI. Jahrhunderts" (VD16)--and describes the project which is currently cataloging and recarding all known editions printed between 1501 and 1600 in German-speaking regions of that era. (EJS)