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A prolific poet and a protofeminist, Christine de Pizan worked within a sophisticated late medieval court culture and formed an identity as an authority on her society's preoccupations with religion, politics, and morality. This volume offers strategies for guiding students through Pizan's work.

The greatest work of one of France's greatest writers, Victor Hugo's Les Miserables seemed stylistically and even politically out of date when it was published in 1862. The novel's length, multiple narratives, and encyclopaedic digressiveness make it a pleasure to read but a challenge to teach. This volume is designed to address the needs of instructors in a variety of courses.

"This is a superb historical and critical study of

This new bibliography of over 1,300 Chaucer references builds on a rich tradition of vigorous scholarship, starting with Caroline Spurgeon's 1925 landmark compilation, Five Hundred Years of Chaucer Criticism and Allusion, 1357-1900.

Offers an up-to-date overview of significant theories and theorists in literary studies. The volume contains introductory essays on a range of critical theories - from Russian formalism and New Criticism to postcolonial studies and the new historicism - and lists nearly two thousand journals and books (including translations) published in English. Many of the entries provide brief annotations.

Besides listing pertinent bibliographies and studies of literature, this comprehensive guide offers a bibliography of Luso-Brazilian linguistics, philology, and lexicology and includes the most recent dictionaries of argots and dialects.

The Florence Howe Award for Outstanding Feminist Scholarship, created in 1974, has played a major role in establishing the legitimacy and visibility of feminist inquiry. This volume presents the seventeen essays that won the award for the years 1990-2004, an era that witnessed a diversification of the objects of feminist study and critical approaches.

Twenty-two essays focus on how policies shape practices in writing assessment and how practices are intertwined with politics.

Today's students are as likely to encounter Thoreau in freshman composition classes as they are in upper-level environmental literature seminars. ""The challenge of teaching Thoreau, then,"" Richard J. Schneider says, ""is how to make most effective use of his obvious appeal amid the variety of possible course structures, critical theories, and pedagogical methods.

Fourteen essays chart the history of writing-in-the-disciplines programs in the United States and Great Britain and examine the forms they have taken in American higher education.

Twenty essays examine the role of computers in the classroom, electronic networks as tools for reading and writing, and how hypertext relates to traditional notions of text.

Twenty essays examine the role of computers in the classroom, electronic networks as tools for reading and writing, and how hypertext relates to traditional notions of text.

Fourteen essays chart the history of writing-in-the-disciplines programs in the United States and Great Britain and examine the forms they have taken in American higher education.

Writing Theory and Critical Theory discusses the growing body of work linking composition studies and literary studies. Enlisting the strategies of deconstruction, hermeneutics, post-modernism, feminism, neo-Marxism, neopragmatism, psychoanalysis, reader-response criticism, and cultural studies, the twenty-seven contributors investigate the resources that critical theory can bring to an examination of discourse.Part 1, Refiguring Traditions, contains six essays that use critical theory to illuminate the history and orthodoxies of writing instruction. The four essays in part 2, The Language and Authority of Theory, analyze recent clashes between theorists and empirical researchers. Part 3, Narrative Theory and Narratives, addresses issues ranging from the significance of narrative as a defining feature of human nature to the problems -- both political and pedagogical -- with a writing course based on difference. In the final section, a symposium, five contributors evaluate their roles in past an future developments in composition.Composition teachers, critical theorists, and writing program administrators will find this Collection a provocative and insightful overview of the field of composition studies.

Discusses the growing body of work linking composition studies and literary studies. Enlisting the strategies of deconstruction, hermeneutics, postmodernism, feminism, neo-Marxism, neopragmatism, psychoanalysis, reader-response criticism, and cultural studies, the twenty-seven contributors investigate the resources that critical theory can bring to an examination of discourse.

Now at seventy-three volumes, this popular MLA series (ISSN 1059-1133) addresses a broad range of literary texts. Each volume surveys teaching aids and critical material and brings together essays that apply a variety of perspectives to teaching the text. Upper-level undergraduate and graduate students, student teachers, education specialists, and teachers in all humanities disciplines will find these volumes particularly helpful.

This book is devoted exclusively to critical discussions of Afro-American literature and focuses specifically on critical issues that are especially pertinent to designing courses in Afro-American literature.

Features essays on traditional and modern American Indian literature and provides course outlines that instructors can implement singly or sequentially. The book includes material on introductory and survey courses, regional studies in the oral tradition, transitional literature, feminist and interdisciplinary approaches, and Indian themes and perspectives in American literature.

This is Peter Elbow's challenging and very personal "picture of a profession that cannot define what it is." Written in a lively and accessible style, What Is English? contains Elbow's reflections on the 1987 English Coalition Conference and on its implications for the profession as a whole. Elbow identifies and tackles the major areas addressed by the conference.