Concludes through an examination of recent criticism of William Blake's works that the literary canon is subject to change over time. Suggests that this is true because of both new critical developments and accumulations of new information through research. Argues that even critical theory is affected by such research. (SG)

Describes how the author changed his pedagogical stance to address students' interests and concerns in a college composition course. Argues that this approach helps explore students' educational values and improves the quality of their writing. (MM)

Argues that career preparation courses often serve only the vocational, not the intellectual and emotional, student needs. Argues that business and technical writing instructors can develop students' thinking skills by teaching them to investigate the history and culture of their chosen careers. (MM)

Explains why courses on adolescent and children's literature are valuable additions to the college English curriculum. Outlines the content for both courses offered at Youngstown State University in Ohio. (MM)

Examines the history and usage of the words "lay" and "lie." (MM)

Describes the author's use of John Milton's "Paradise Lost" in a college freshman composition course. Argues that focusing on significant works of imaginative literature can revitalize and reinvigorate freshman writing courses. (MM)

Shows how teachers can increase students' general appreciation of literature and improve students' writing skills by studying literature with legal issues and images of the law. Cites several examples of such literature, including Geoffrey Chaucer's "Canterbury Tales," William Shakespeare's "Measure for Measure," and Jonathan…

Discusses how the nonfiction genre of natural history literature (particularly by women writers) provides a valuable addition to the college English curriculum. (MM)

Describes how "jigsawing," a teaching method using two types of group inquiry in sequence, is uniquely suited to the classroom analysis of literature with multiple perspectives. Outlines the procedure with examples from lessons on Judith Guest's "Ordinary People." (MM)

Argues that Jewish literature and the Jewish perspective should be given some representation in college world literature courses. (MM)

Argues that literature classes will grow more interesting and more effective if educators coordinate two kinds of emphases: allowing for discovery and moving toward productivity. Offers four principles for developing assignments: respect the process; nourish the participants; aim for a variety of products; and reflect together on process,…

Discusses the differences between male and female utopian (and dystopian) writers. Notes that some male utopian and dystopian writers emphasize science and product, stressing social and political theories of class control and struggle, whereas some female utopian writers stress conservation, community, and collective action. (RS)

Discusses the problem of integrating reading, writing, literature, and composition courses. Offers suggestions on new ways to approach literature through writing. (PRA)