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The encouragement and formulation of a student's imaginative response to and "engagement" with literature and the concerns of the papers and summaries of discussions in this Dartmouth Seminar report. James Britton discusses refining the student's natural response to literature by developing his increased sense of form ("principally a sense of the pattern of events") and by encouraging wide reading together with close reading. D. W. Harding, in "The Report of the Study Group," links the development of young people's behavior and personalities to their developing responses to literature, indicating three modes of presentation of literature, the kinds of materials to select, and ways to bring about students' affective responses. James E. Miller's paper, "Literature and the Moral Imagination," suggests that studying literature frees students from platitudinous ethical parochialism and encourages self-examination. In "Reading, Writing, Reality, Unreality," Benjamin Demott emphasizes the need to discuss literature primarily to awaken the students' sense of their own and others'"humanness." A sampling of statements from the conference on general topics concerning the study of literature in the schools is presented by James Squire. Suggested readings on response to literature are also included. (LB)

Grouped together are four miscellaneous papers from the 1966 Dartmouth Seminar. The first by Alfred Grommon addresses the education of teachers of English, commenting on the current status of teachers and putting forth some proposals which reflect the changes in attitudes toward teacher education programs and a recognition of the social, professional, and educational context in which such teacher education must occur. The second paper comments on educational research, suggesting that with the impact of research and development arising out of research, there is likely to be a more rapid shift from the personal to the technical approach to teaching. The third paper considers teaching the disadvantaged child and comments on a creative teaching approach based on recognizing the need to give disadvantaged children that minimum of practical literacy which a sophisticated society demands. The last paper by Alan Purves discusses writing about literature (literary criticism) and the elements of writing that an individual might combine in any number of ways to fashion an essay. (HOD)

The aim of English teachers should be to refine and develop responses of children to literature. Development is defined as an increasing sense of form. In literature this relates to a sense of the patterns of events, a sense which increases as one's frame of reference of reality grows with experience. Children must be encouraged to trust their responses to literature and not rely solely on critics and teachers for their opinions. A means of improving response is to encourage individual reading in order to further literary experience. Included are study groups' discussions prompted by Britton's paper. The discussions deal with "Adolescence in Relation to Literature,""Modes of Approaching Literature in the Classroom,""Cultural Heritage,""The Emergence of Responses to Literature.""The Study of Literature," and "Response to Literature.""Literature and the Moral Imagination" argues that imaginative experience parallels the nature of real experience and in this way solicits moral imagination. Treatment of the moral imagination in the study of literature is discussed. (LL)

Fourteen papers collected under three headings--literature, language, and composition--consider what lies ahead in the teaching of elementary school English. Papers on literature cover the role of literature in elementary English programs (Alan S. Downer), the necessity for developing the student's imagination (James E. Miller, Jr.), the nature of the analytic process in studying literature (Roy Harvey Pearce), and the relationship between the "knowledge explosion" and the values of traditional literature (Edward W. Rosenheim, Jr.). Papers on language treat what children need to know about language (Ruth G. Strickland), the distinction between competence and performance in language (Owen Thomas), the limitations of imitation in language acquisition (Philip B. Gough), sentence growth as explained by transformational generative grammar (Kellog W. Hunt), system and variety in American English (Raven I. McDavid, Jr.), problems of Negro speakers of nonstandard English (William Labov), and E. E. Cummings' creative manipulation of grammar (Priscilla Tyler). Three papers on composition discuss teaching the process of writing, the place of rhetoric in the preparation of composition teachers (both by Wallace W. Douglas), and the interrelationship of composition and literature in the elementary grades (Eldonna L. Evertts). (LH)

Eighteen papers on recent scholarship and its implications for school programs treat American ideas, novels, short stories, poetry, Emerson and Thoreau, Hawthorne and Melville, Whitman and Dickinson, Twain and Henry James, and Faulkner and Hemingway. Authors are Edwin H. Cady, Edward J. Gordon, William Peden, Paul H. Krueger, Bernard Duffey, John A. Myers, Jr., Theodore Hornberger, J. N. Hook, Walter Harding, Betty Harrelson Porter, Arlin Turner, Robert E. Shafer, Edmund Reiss, Sister M. Judine, Howard W. Webb, Jr., Frank H. Townsend, Richard P. Adams, and John N. Terrey. In five additional papers, Willard Thorp and Alfred H. Grommon discuss the relationship of the teacher and curriculum to new approaches in American literature, while Dora V. Smith, Ruth A. French, and Charlemae Rollins deal with the implications of American literature for elementary school programs and for children's reading. (MF)

THESE 14 PAPERS EMPHASIZE THE VARIETY OF CURRENT THOUGHT ABOUT RHETORIC AND THE EXTENT TO WHICH MODERN RHETORIC IS EXPLOITING NEW INFORMATION AND RESEARCH. THE EDITOR'S INTRODUCTION DEFINES THE RECENTLY REVIVED ART OF RHETORIC IN TERMS OF ITS PURPOSES AND TYPES, AND THE PAPERS THEMSELVES DEMONSTRATE THAT MUCH OF WHAT IS NOW HERALDED AS NEW IN THE FIELD IS ACTUALLY OLD AND THAT MUCH CAN BE LEARNED FROM FORMULATIONS OF THE RHETORIC OF THE PAST. THESE PAPERS EXAMINE--(1) THE CONTEMPORARY PERTINENCE OF RHETORIC AND SEMANTICS TO COMPOSITION, (2) THE SIMILARITIES AND DIFFERENCES BETWEEN COMPARABLE ORAL AND WRITTEN MESSAGES AND HOW BOTH SHARE THE RHETORICAL "STANCE," (3) THE DANGERS OF USING PRESCRIPTIVE CLASSIFICATIONS IN PARAGRAPH COMPOSITION AND STYLE ANALYSIS, (4) RHETORICAL ANALYSIS APPLIED TO LITERARY CRITICISM AND TO THE EXPLICATION OF POEMS AND POETIC STRUCTURE, (5) THE APPLICATION OF SCIENTIFIC FIELD THEORY TO RHETORIC, TO LANGUAGE, AND TO LITERATURE, (6) THE RELATIONSHIP OF RHETORIC TO OTHER DISCIPLINES, AND (7) NEW APPROACHES TO THE TEACHING OF RHETORIC AND TO EFFECTIVE CURRICULUM PLANNING. (THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH, 508 SOUTH SIXTH ST., CHAMPAIGN, ILL. 61820, $1.75, ORDER NO. 31600.) (JB)

The 11 papers collected in this book provide an analysis of a number of issues basic to English education. J. W. Patrick Creber discusses "rigour" in creative work and the question of "subject-centered" versus "student-centered" curriculums in British schools; Francis G. Townsend describes the working relationships between the departments of English and English Education at Florida State University; James D. Barry analyzes some of the difficulties of implementing the guidelines of the English Teacher Preparation Study; Donald D. Small discusses the content of methods courses in small colleges; Alan L. Madsen considers what instruction English teachers should have in literary critical theory; Alfred L. Papillon takes up the problems of a curriculum sequence in modern grammars for English teachers; Frank J. Zidonis studies the curriculum, learning theory, and teacher strategy for language instruction at the secondary level; Earl Seidman points out the values and limitations of microteaching; Sister M. Philippa Coogan surveys new materials and methods for helping and evaluating student teachers; Gordon M. A. Mork explains the use of the Verbal Reaction Behavior Log (VRBL) as a basis for evaluating student teachers; and Bryant Fillion presents methods of better preparing classroom teachers for the supervision of student teachers. (This document previously announced as ED 025 522.) (LH)

The primary purpose of this article is to clarify the place of myth in literature and the English curriculum. Conceived of as symbolic form, myth underpins all human expression, as a way of organizing human response to reality. It holds a central place in literature and can make clear the intimate connections between history and literature because its larger pattern reveals the constant interplay between social mythology and timeless archetypes. It is the task of the English teacher to enable students to identify and utilize myths in their own thinking, reading, and writing through the use of exercises and readings involving exploration and identification of myths. Seven appendixes prepared by the study group on myth are included and address themselves to such issues as how the study of myth might affect teaching style, training in myth criticism, effects of translation on cultural myths, modern psychoanalytic approach to myth, problems in modern readings of myth, and accountability of education for social myths. (LL)

This poetry assignment for college freshmen involved preparing a paper. Reading of an Unterecker essay on poetry, extensive reading in a chosen poet, study of criticism, and organization of the paper are discussed. Excerpts from the results are included. Results are discussed in relation to the appreciation of poetry and composition skills. (AF)

The thirteen papers in this collection were presented at the eleventh Annual Meeting of the Midwest Modern Language Association in 1969. The general concern of the collection is an examination of the relationships between literary and social criticism and culture. The first section, consisting of four papers, includes "The Present Plight of a Man of Letters,""Whatever Happened to Criticism,""Cultural Elitism and the Study of Literature," and "Social and Literary Values and their Analogical Resemblances." The second section, consisting of nine papers, includes "The Irony of Nature: Tennyson's 'Idylls' and the Problem of Culture,""Baudelaire: Literary Criticism and the Advent of Technology,""Matthew Arnold and the Castration of Culture,""Some Aspects of Nineteenth-Century Russian Criticism,""Culture and Counterfeit,""Dreiser and Fitzgerald as Social Critics,""Sherwood Anderson and the Coming of the New Deal,""Czech Literature in the 1968 Crisis," and "The Concept of Formula in the Study of Popular Literature." (DI)

This book is designed to help the student plan and present a paper in literature. The first sections deal briefly with the selection of a topic, research sources, steps in the organization and development of the paper, fundamentals of term paper form, and a few general tips on term paper writing. The second section presents more than 1000 suggestions for term paper topics, drawn from the genres of novel, poetry, and drama; graded according to levels of difficulty; and arranged by period from classic to 20th century literature and by country, including English, American, French, German, Russian, and Scandinavian literature. (DD)

This is the response of the American Rehabilitation Counseling Association's Research Committee to the research report, From Student to Practitioner: Professionalism and De-Professionalism in Rehabilitation Counseling, Working Paper No. 7. The authors of this critique present certain criticisms of the paper's methodology and validity and offer nine recommendations for future consideration concerning this research. (Author)

Three papers, all concerned with literary analysis, are presented in this book. The first essay, "How Ordinary Is Ordinary Language," (Stanley E. Fish) argues that a distinction between literature and other uses of language leads logically to an impoverished conception of both rather than insuring literature's status as a repository of value. Recent developments in linguistics and philosophy are also discussed and are seen to indicate that former assumptions are being questioned and that major revisions in linguistic theory are eminent. The second essay, "Waiting for Godel," (Ruth apRoberts) points out the cautions that must be exercised when attempting to extrapolate Godel's conclusions on inherent limitations in the axiomatic method to the realm of literature. Finally, the third essay, "The Scope and Mood of Literary Works: Toward a Poetics Beyond Genre," (Paul Hernadi) reexamines the concept of the monistic principle underlying most summary classifications of literature into distinct kinds of suggests a more flexible framework of classification such as painting and music for analogies, calling attention to the generic qualities of the imaginative arts. (HOD)

Selected works in translation currently available by and about 33 Soviet Russian authors comprise the major portion of this annotated bibliography. Approximately 850 items published between 1920 and 1966 are included. Materials relating to Sholokhov, Leonov, and Esenin are especially well represented. Separate sections provide references to histories, studies, and discussions related to Soviet Russian literature and a list of 21 periodicals with frequent discussions of Soviet literature. (RL)

As composition teachers, we need to learn to stop evaluating the student writer's values and assumptions, and rather evaluate what he does working from those assumptions. (JH)