College English

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December 1987

  1. The Feminist Discourse of Sylvia Plath's the Bell Jar
    Abstract

    The situation of women in the modern world is clearly a major concern of Sylvia Plath’s The Bell Jar (see Allen 160-78 and Whittier 12746). Less obvious is how the book might embody a feminist aesthetic, that is, how it might define, as a solution to the sociological and psychological problems of women, a language and an art competent to secure women, especially the female writer, against male domination. In her essay on “Women’s Literature,” Elizabeth Janeway suggests that to be distinct from men’s literature women’s literature must constitute “an equally significant report from another, equally significant, area of existence” (344-45). Hence, some of the major themes of women’s literature: madness, powerlessness, betrayal and victimization. Though not exclusively feminine, nonetheless these situations frequently arise from the situation of women as women (Janeway 346). Equally important to women’s literature, however, is a unique literary language and form. Marjorie Perloff’s “‘A Ritual for Being Born Twice,’” for example, focuses in Laingian terms on The Bell Jar’s “attempt to heal the fracture between inner self and false-self . . . so that a real and viable identity can come into existence” (102). It touches on many female issues. The title itself expresses a female motif. But it does not establish a specifically feminist context. As Erica Jong puts it, “the reason a woman has greater problems becoming an artist is because she has greater problems becoming a self” (qtd. in Reardon 136), which means not just integrating the masked self and the genuine self, but also, as Joan Reardon explains in her analysis of Jong, “in coming to terms with her own body,” expressing herself in her “own diction . . . images and symbols” (136). In her introduction to The New Feminist Criticism, and in her two contributions to the volume, Elaine Showalter describes how, in recent years, attention has shifted from the treatment of women in male fic-

    doi:10.2307/378115

October 1987

  1. Franz Kafka Applies for a Literary Fellowship
    doi:10.2307/377805

March 1987

  1. Opinion: The Wyoming Conference Resolution Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing
    Abstract

    Preview this article: Opinion: The Wyoming Conference Resolution Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/49/3/collegeenglish11485-1.gif

    doi:10.58680/ce198711485
  2. The Wyoming Conference Resolution Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing
    Abstract

    Linda R. Robertson, Sharon Crowley, Frank Lentricchia, The Wyoming Conference Resolution Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing, College English, Vol. 49, No. 3 (Mar., 1987), pp. 274-280

    doi:10.2307/377922

February 1987

  1. Review: What Critical Intellectuals Do Now
    Abstract

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    doi:10.58680/ce198711499
  2. What Critical Intellectuals Do Now
    doi:10.2307/377879

January 1987

  1. Wendell V. Harris Responds
    doi:10.2307/377795

November 1986

  1. Russell Rutter Responds
    doi:10.2307/377384

September 1986

  1. Selling with Character
    Abstract

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    doi:10.58680/ce198611599

April 1986

  1. Patrick Hartwell Responds
    doi:10.2307/377268

February 1986

  1. Infinite Indignation: Teaching, Dialectical Vision, and Blake’s Marriage of Heaven and Hell
    Abstract

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    doi:10.58680/ce198611626
  2. Infinite Indignation: Teaching, Dialectical Vision, and Blake's Marriage of Heaven and Hell
    doi:10.2307/377299

December 1985

  1. A Comment on "Tattle's Well's Faire"
    doi:10.2307/376625
  2. Patrick Hartwell Responds
    doi:10.2307/376627

October 1985

  1. Patrick Hartwell Responds
    doi:10.2307/377167
  2. Gordon Brossell Responds
    doi:10.2307/377171

April 1985

  1. Reviews
    Abstract

    Books on literary theory and criticism by Cain, Â Eagleton, and Lentricchia Kenneth Johnston The Other Tongue, ed. Braj B. Kachru Alan C. Purves The Leaning Tower of Babel, by Richard Mitchell Richard F. Gregory

    doi:10.58680/ce198513282

January 1985

  1. The ESL Composition Course and the Idea of a University
    doi:10.58680/ce198513309

November 1984

  1. Tattle's Well's Faire: English Women Authors of the Sixteenth Century
    doi:10.2307/376931
  2. NCTE: The House of Intellect or Spencer Gifts
    doi:10.58680/ce198413340
  3. Tattle’s Well’s Faire: English Women Authors of the Sixteenth Century
    doi:10.58680/ce198413342

September 1984

  1. Russell A. Hunt Responds
    doi:10.2307/377058

April 1984

  1. For Bernie O’Donnell
    doi:10.58680/ce198413370
  2. For Bernie O'Donnell
    doi:10.2307/376947

February 1984

  1. How Well Does Writing Across the Curriculum Work?
    doi:10.58680/ce198413382

January 1984

  1. Watching from the Bushes: A Last Farewell to the Sixties
    doi:10.2307/376761

March 1983

  1. Reflections on "Reflections on Class and Language"
    doi:10.2307/377112

February 1983

  1. If You Know the Answer, Don't Tell Me
    doi:10.2307/377223
  2. Essentials of English: A Document for Reflection and Dialogue
    doi:10.58680/ce198313653

December 1982

  1. Cara Chell Responds
    doi:10.2307/377344

November 1982

  1. Ruth Mitchell Responds
    doi:10.2307/376820

October 1982

  1. The Demoralization Paper; or, Janet Mandelbaum, Jane Clifford, Anna Giardino, Zelda Campbell, Mira Ward, and Myself: The Fate of Six English Teachers
    doi:10.58680/ce198213688

September 1982

  1. Computers in English Class: Finally Beyond Grammar and Spelling Drills
    doi:10.58680/ce198213701

March 1982

  1. Two Comments on "Smooth Things: The Rockefeller Commission's Report on the Humanities"
    doi:10.2307/377022

January 1982

  1. Reflections on Class and Language
    doi:10.58680/ce198213741

November 1981

  1. A TESOL Model for Native-Language Writing Instruction: In Search of a Model for the Teaching of Writing
    doi:10.58680/ce198113768

September 1981

  1. Smooth Things: The Rockefeller Commission’s Report on the Humanities
    doi:10.58680/ce198113787
  2. "Reading versus the Jello Monster": William Wresch Responds
    doi:10.2307/377077
  3. Smooth Things: The Rockefeller Commission's Report on the Humanities
    doi:10.2307/377067

April 1981

  1. Writing, Ideology,a nd Politics: Orwell’s “Politics and the English Language” and English Composition
    doi:10.58680/ce198113795
  2. The Ant and the Grasshopper: Some Reflections on Prewriting
    doi:10.58680/ce198113807
  3. Writing, Ideology, and Politics: Orwell's "Politics and the English Language" and English Composition
    doi:10.2307/377118

March 1981

  1. The Ant and the Grasshopper: Some Reflections on Prewriting
    doi:10.2307/377234

January 1981

  1. Ruth Mitchell Responds
    doi:10.2307/377324
  2. Showing, Not Telling, at a Writing Workshop
    doi:10.58680/ce198113835

November 1980

  1. Establishing Reading Groups; or, Selling Your Product on the Open Market
    doi:10.58680/ce198013853

April 1980

  1. Evaluating Periodicals in English Studies: Tell It in Gath If Ye Must, Young Men, but Publish It Not in Askelon
    doi:10.2307/376058

March 1980

  1. Dehellenizing Literary Criticism
    doi:10.58680/ce198013895

January 1980

  1. A Comment on Thomas J. Farrell's "The Female and Male Modes of Rhetoric"
    doi:10.2307/375732
  2. Thomas J. Farrell Responds
    doi:10.2307/375733