(An annotated bibliography for Writing 316.) 

Annotated Bibliography

Abrams, M. H. The Norton Anthology English Literature Seventh Edition. "Richard Lovelace." Norton. New York. 2000. 1670.

Agee, Jane. "Theory, Identity, and Practice: A Study of Two High School English Teachers' Literature". Eric. Accessed 10/27/01 <http://cela.albany.edu/Agee2/index.html> 

Applebee, Arthur N. "A Study of High School Literature Anthologies. Report Series 1.5. National Endowment for the Arts. Albany. University of Albany. 1991.

Bartholomae, David. "Inventing the University." Cross-Talk in Comp Theory: A Reader. Ed. Victor Villanueva, Jr.  Urbana, IL: National Council of Teachers of English. 1997. 589-619.  

                        Bartholomae writes to the idea that as an instructor asks a student to write in the university setting they are asking that student to write in a form explicitly for a college level of writing. The author gives several examples of student's writing that gives example to the differing levels of writing found at the university setting. He goes on to explain that many problem writers have difficulty in seeing the difference between writer based and reader based" writing (Bartholomae p. 593). The idea that students must realize there is a transformation between "students and teachers" ( Bartholomae p. 594). Students are learning to write in a "language available to him" (p. 597). 

            This essay would be of value to anyone interesting in teaching high school writing classes of early college level classes.

Bressler, Charles E.  Literary Criticism.  Englewood Cliffs, NJ: Prentice Hall, 1999.      

Charles E. Bressler's book Literary Criticism takes the reader through several important styles of literary criticism. The first section defines criticism, theory, and literature in simple terms for the reader. The second section deals with the history of criticism. The third chapter of this book begins the author's explanation of literary criticisms; it deals with New Criticism. The following chapter explains Reader-Response techniques. Chapter five deals with Structuralism. In the sixth section the author explains Deconstruction Criticism in detail. Psychoanalytic Criticism follows in chapter seven. In chapter eight Feminism and its literary criticism techniques are looked at. Marxism is detailed in chapter nine. In chapter ten Cultural Poetics or New Historicism is explained. Chapter ten uses Cultural Studies as its theme for the literary critic. The last chapter of this book deals with an overview of the Schools of Literary Criticism.  

This book would be an excellent choice for anyone seeking a guide to the how and why of literary criticism. It is clearly written using language that can be easily understood. The author has made the different types of literary criticisms understandable and exciting to anyone who wishes to read the text.  

Booth, Wayne C. "Why Ethical Criticism Can Never Be Simple." Style 32.2 (1998): 351-365.  

                Wayne C. Booth explains his theory that ethical criticism, although long ignored, is a valuable and teachable literary criticism facet. He explains that even those who attack works of art for their immoral messages are using this idea. He asks the question "Do you think a large share of your ethical education, your construction as a person, was performed by stories, from infancy on?" (Booth p. 3).  According to the author most answered "yes" (p.3). The author goes on to say that "...stories are our major moral teachers" (p. 4). Booth also explains that we have a duty to decide, as readers, if the message is good or bad. 

               This article would be of value to anyone entering or already in the literature teaching profession. 

Brountas, Maria. "The Versatility of Poetry." Teaching PreK-8. 25:6 40-3.

"Cavalier Poets." Columbia Electronic Encyclopedia, 2000 ed. Infoplease.com. Learning Network 2002. Accessed 02 Nov. 2001. <http://www.infoplease.com/ce6/ent/A0810943.html  >

Clatons, Thomas, ed.  Cavalier Poets: Selected Poems. New York: Oxford UP, 1978.

Clausen, Christopher. "Reading Closely Again." Commentary 103.2 (1997): 54-8. RPT. Ebsco. Academic Search Elite. : AN 9702063819. 

               Clausen writes a short detailed explanation about some of the differences in theories of literary criticism. He is writing in favor using New Criticism as a bases for understanding texts. He explains some of the debate over which literary criticism theory is best. 

            This article gives a short but detailed explanation of differing literary criticism styles. 

Cody, Jim. "Why I Do Poetry: A Case Study of the Effect of Poetry on the Basic Writer."  Accessed October 28, 2001. <http://www.ncte.org/notesplus/CodyOctober2000.shtml. >

Estes, Thomas H. Vasquez-Levy, Dorothy. "Literature as a Source of Information and Values." Phi Delta Kappan. 82. (2001): 507-12.  

Fish, Dr. Tom. Formalism The Literary Criticism Web. Ed. Jennifer Perkins. 2000 Cumberland College. 1 May.<http://www.cumber.edu/litcritweb/theory/formalism.htm>

Garrithers, Gale H., Jr.  "Tate, Lytle, and the New Criticism." Southern Review 32.1 (1996): 172-83.  

 Goodman, Joan. Talking Point. 14 October, 1997. "The Value of the Words 'Good' and 'Bad' in the Classroom." 26 May 2002.  http://www.upenn.edu/pennnews/current/features/1997/101497/ValueOfWords.html

Hansen, Desna, Wallin. "Why I Teach Literature." Annual Meeting of the National Council of teacher of English.  November 1979.

Holt-Reynolds, Diane. "Prospective Teachers as Learners: Intellectual Development and Learning To Teach" Diss. U. Oklahoma. April 4, 2000.

Holt-Reynolds, Diane, and G. Williamson McDiarmid.  "How Do Prospective Teachers Think about Literature and the Teaching of Literature?" Diss. National Center for Research on Teacher Learning.  Aug. 1994.

This paper is the beginning results of a study performed on twenty-eight prospective English teachers investigating what they believe literature to be and what criteria they apply in choosing texts they would teach. The written results begin with an explanation of how the study was performed. It describes the setting as each prospective teacher sitting at a desk with several texts laid out before them. The text used were of a wide variety including, works by William Shakespeare, Darwin's "On the Origin of Species" to copies of Rap music text. The next section goes on to describe how those studied classified the texts and how those participating in the study were asked to think out loud an then were their thoughts were recorded. The participants demonstrated their thoughts on which texts used to classify as literature. The article gives an in-depth look at several of the participants and their choices and way of coming to the choices. Each question the participant employees in the choices is explained in detail. The next section deals with the participants choosing the texts they felt were worthy of teaching to students. The article ends with an in-depth summary of the study.

This paper would be a valuable asset to a prospective teacher deciding on the text they may want to teach in a literature class. It contains several graphs giving a visual detail of some of the ideas derived from the study.

Holliday, Carl, M.A. The Cavalier Poets Their Lives, Their Day, and Their Poetry. New York: Neal Publishing Company, 1911.   

Infoplease.com. Cavalier Poets. Accessed, 02 Nov. 2001. http://www.infoplease.com/ce6/ent/A0810943.html

Janeczko, Paul B. "Eight Things I've Learned about Kids and Poetry." Publishing Research Quarterly 8.1  (1992): 55.  

            The author of this article points out eight ideas he believes are important when teaching students poetry. First, he believes children should enjoy the text. Next, students will identify what they like and do not like. Third, to choose good poetry we need to read it. His next idea is that, we should share with our students what is important in the poetry. Then the author explains, using an anthology is not as easy as it looks. Janeczko's seventh requirement is, we may not find good poetry only in popular publications. His  last idea is that poetry is not read as much as we need to see it. 

            This would be a great article for anyone to read that is considering teaching poetry to children. It is written in clear simple language.

Kirkland, Kirkland C. British Literature: Increasing Relevancy for High School Seniors Through Multicultural Augmentation. Diss. Nova University. 1992.

Latham, Eleanor. Personal Interview, 12 Oct. 2001.

Lovelace, Richard. "To Lucasta, Going to the Wars." The Norton Anthology of English Literature Volume 1.  7th Ed.  Ed. M. H. Abrams. New York:  Norton. 1670- 71. 2000.

Lovelace, Richard. "To Althea, from Prison" The Norton Anthology of English Literature Seventh Edition Volume 1. Ed. M. H. Abrams. New York: Norton.  1672-73. 2000.

Marnane, Michael J. "Fostering Moral Growth Through Teaching Literature" Clearing House. Nov/Dec. 67. 2. p80.

May, Jill P.  Children's Literature and Critical Thinking. New York:  Oxford UP, 1995.      

Miall, David S.  "Empowering the Reader: Literary Response and Classroom Learning."  In Empirical Approaches to Literature and Aesthetics.  Ed.  Roger J. Kreuz and Mary Sue MacNealy.  Ablex, 1996.  463-478.  Rpt.  Online Essays, Reader Response: Empirical Research onb Literary Reading.  Eds.  David S. Mial and Don Kuiken (Univ. of Alberta, Canada).  2 Jan. 2002.
<http://www.ualberta.ca/~dmiall/reading/index.htm>  

The essay begins by explaining the theory that we do not teach literature; we teach literary criticism. The author then explains that we are actually studying poetry as we begin to learn language as a child. Miall then explains his belief that students taught poetry today are forced to focus to much on the technical aspects of the poem rather than the enjoyment it can bring them. In the next section the author writes that most students are taught what the teacher sees in the poem rather than letting them explore it for the meaning that they see themselves. Miall then gives examples of students and their negative responses to how they have been taught literature. The next section is devoted to explaining, again, that the student should be allowed to find his or her own meaning within the text. The author concludes by asking that the student be empowered as a reader and be allowed to explore the text with their own mind.

This essay would be valuable to both the new teacher and to someone already experienced in teaching and searching for a new look at teaching literature. It would be of value to anyone interested in finding a way to help the student find his or her own meaning of literature.

Miner, Earl. The Cavalier Mode from Jonson to Cotton. Princeton UP. New Jersey.  1971.

Nagoya International School. "High School Welcome to the NIS High School High School Curriculum - Core Academic Subjects. " October 7, 2001 < http://www.nisjapan.net/high/hscurriculum2.htm>

Jokinen, Anniina. "The Life of Richard Lovelace" April 25, 2001. Luminarium: English Literature: Early 17th Century (1603-1667).  October 7, 2001.  <http://www.luminarium.org/sevenlit/lovelace/lovebio.htm>

This web page discuses in detail the life of Richard Lovelace a cavalier poet of fame. The author of the web page begins with the birth of Lovelace. Jokinen looks at the education of Lovelace in detail. He goes on to explore the not so bright portion of Lovelace's life in prison. The author also goes into clear detail about the military history of the cavalier poet. The page ends with the death of Lovelace. 

The web page would be an excellent resource for anyone exploring the historical and social setting of the poet Richard Lovelace. There are several links to other web pages including such useful pages as the University of Oxford home page. The page includes a link to a page devoted to Sir John Suckling, another cavalier poet. A link to a web published version of "To Althea from Prison" is also included.

Perfect, Kathy A. "Rhyme and Reason: Poetry for the Heart and Head." Reading Teacher 52.7 (1999): 728-738.

Ranta, Taimi M. "Program in Literature for Children and Adolescents Illinois State University."  Teaching Children's Literature.  Ed. Glenn Edward Sadler. New York: The Modern Language Association of America, 1992.

Shulman, Shmuel, and Miri Scharf. "Adolecent Romantic Behaviors and Perceptions: Age-and Gender - Related Differences, and Links with Family and Peer Relationships." Journal of Research on Adolescence 10.1 (2000) : 99-119.

This article is the published findings of a study that looked at a group of adolescents and examined how they related to each other across genders and within their peer groups and family situations as they came to the dating age. The article begins by looking statistic and quotes form other studies done on the same topic. The next section is a in-depth look at the methods of the study including the total number of participants, how the age and gender groups were divided, and a description of family situations. The authors then describe the procedures used in the study, including descriptions of interview techniques, and questions asked during the interviews and on the questionnaires. The next section deals with examples of questions used about romantic behaviors. Shulman and Scharf then describe questions used about romantic perceptions. The next major section of the results is broken down, first about the plan of the analysis. Then the authors describe age, gender, and statues differences in the romantic behaviors. The next sections deal with the findings of opinions from the study group on love styles, advantages of having a romantic partner, and intensity of the relationships. The authors conclude with a discussion of their findings.

This article can help anyone interested in the romantic behaviors of adolescents in general. The study give in-depth findings, including percentage of their data relating to answers give by the study group on romantic issues faced by the adolescent.

Skelton, Robin.  Cavalier Poets.  Essex, Great Britain: Longmans, Green and Company.  1969.

This small but powerful book is written in the voice of the literary critic. It begins with an introduction to a definition of Cavalier Poetry. In the first chapter the author speaks to the poetry of Thomas Carew. The second chapter deals with the works of Sir John Suckling. The next section looks at Richard Lovelace. Chapter five critiques some of Edmund Waller's work.

This book may be looked at as a serious attempt to use literary criticism as a means to understand the cavalier poets, their culture and attitudes. It may be considered as a valuable tool to anyone considering teaching the cavalier poets.

 Smedman Sarah,. "The Worlds of Juvenile Literature University of North Carolina at Charlotte" Teaching Children's Literature.  Ed. Glenn Edward Sadler.  New York: The Modern Language Association of America, 1992.

Stahl, Daniel John. "Canon Formation: A Historical and Psychological Perspective. Teaching Children's Literature Issues, Pedagogy, Resources. Ed. Glenn Edward Sadler. New York: The Modern Language Association of America, 1992.

The Cavalier Poets. Accessed October 7, 2001. <http://www.english.vt.edu/~jmooney/renmats/cavaliers.htm>

The Uvic Writer's Guide.  Vers. September 23, 1995. The Department of English, University of Victoria. 21 Sept. 2002 < http://web.uvic.ca/wguide/Pages/LTMotif.html>.

Twiss, L. Robert. "An English Curriculum for the city." Lecture.  Hartford Public Schools, Conn. 1967.

Watts, L. Elizabeth. "Helping High School Students Find Themselves: Goals and Rationale." Books and Beyond: Thematic Approaches for Teaching Literature in High School. Eds. Greg, P. Gail and Pamela S. Carroll.  Norwood, MA: Christopher-Gordon Publishers, 1998.  2-3.

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