Motives For Metaphor: Literacy, Curriculum Reform, and the Teaching of English

Index

INDEX  Aaron, Jane,  Achebe, Chinua, , ,  Advanced students, , , –, , , , ,  Allen, Gracie,  Altman, Meryl, , – Argument, – Aristotle, , , –, , , , –,  Ashbury, John,  Atkins, G. Douglas,  Audience, – Austin, J. L., ,  Axelrod, Rise B.,  Bailey, Arthur,  Bain, Alexander,  Baird, Theodore,  Bakhtin, Mikhail M., , , ,  Baldwin, Charles Sears,  Baldwin, James, , , –, ,  Barthes, Roland, –, , –, , –, , , - Bartholomae, David, , , , ,  Barzun, Jacques, ,  “Basic” skills, practices, –, ,  Baumlin, James S.,  Baumlin, Tita French,  Beacham, Walton,  Belanoff, Pat,  Belsey, Catherine, ,  Benjamin, Walter,  Bennett, William,  Berlin, James,  Berthoff, Ann, ,  Bialostosky, Don,  Bizzell, Patricia,  Black, Max, , –, , , , – Blair, Hugh, –,  Bloom, Harold, ,  Booth, Wayne, –, , , ,  Boyd, James R.,  Bradford, Curtis,  Brandt, Deborah,  Brannon, Lil,  Brecht, Bertolt,  Brooks, Cleanth, –, -, ,  Brower, Ruben, ,  Brown, Andrew, – Brown, Rita Mae, ,  Brown, Stuart C.,  Buck, Gertrude, - Bump, Jerome,  Burke, Kenneth, , – Calvino, Italo, –, –, , –, , – Campbell, George, ,  Campbell, Jo Ann,  Canby, Henry S.,  Carr, Jean Ferguson,  Carr, Stephen,  Carroll, Michael,  Cassirer, Ernst,  Cather, Willa,  Cicero,  Cleaver, Eldridge,  Cohen, Ted,  Coles, Nicholas,  Coles, William E. Jr., ,  Comley, Nancy, –,  Comparison, , , –, , –, –,  Composition courses, , , –, , , ; aims of, –; freshman composition , , , ; place of style in, ; role of literature in, ; teaching of metaphor in, ; textbooks for, . See also Composition studies; Composition textbooks; Teaching of writing Composition studies, , ; future of, ; place in English studies curriculum,  •  Composition studies (continued) –; relationship to literary studies , , –, , ; rising status of, , ; war on skills-based instruction , . See also Teaching of writing Composition textbooks: approaches to metaphor in, , –, –, , –; exercises in, –; use of fiction in, ; role-play assignments in, ; unorthodox version of, –. See also Composition courses Conference on College Composition and Communication, ,  Connors, Robert J., –, ,  Cooper, Charles R.,  Cooper, David, , –,  Corbett, Edward P. J., ,  Couser, G. Thomas,  Craig, Armour,  Creative writing, , , , , –,  Culler, Jonathan, , , , ,  cummings, e. e.,  Curriculum: advanced or upper-division, , , –, , , ; college, , , , –, , ; graduate, ; introductory, , –, –, ; literalist, –; metaphoric, –; politics and pleasure in, ; revised, , . See also Curriculum reform; English studies curriculum Curriculum reform, , , , , , . See also Curriculum Currie, Mark, ,  Davidson, Donald, –, –, , – Davidson, Robyn, –,  Deconstruction, – Derrida, Jacques, , , , , , , ,  Dialogism,  Dickens, Charles, – Dickinson, Emily, ,  Donahue, Patricia, ,  Donne, John,  Donoghue, Dennis,  Doreski, William,  D’Souza, Dinesh,  Eagleton, Terry, ,  Ede, Lisa,  Eliot, T. S., ,  Emerson, Ralph Waldo,  “Enabling constraint,” ,  English departments, , , ; connections of with community literacy projects , ; curricula designed by, , , , , ; factions within, , , –, ; teaching of metaphor in, . See also English majors; English studies; Teaching of English English majors, , , , , , ,  English studies, , , , , ; advanced study in, ; factions within, –, , , –, ; reconceptions of, , ; specialization in, ; theories of metaphor in, –, , ; writing instruction in, . See also English departments; English studies curriculum English studies curriculum, , , , , , ; approach to literacy in, ; failures of, , ; metafiction in, ; fragmentary texts in, , ; role-play assignment in, , ; teaching of metaphor in, , , , –; writing fiction in, , , . See also English studies; Teaching of English Enos, Theresa,  Faigley, Lester, ,  Faulkner, William,  Figurative language: challenges to Aristotelian view of, ; in composition textbooks, –, , , , , ; effect of on readers, ; metaphor as instance of, ; paradoxes of, ; as treated by contemporary theorists, , –. See also Figures of speech; Metaphorical discourse Figures of speech, –, , , –, . See also Figurative language Flannery, Kathryn T.,  Fleissner, Robert F.,  Flesch, Rudolph,  Flower, Linda, – Fogelin, Robert J., –, –, –  •  Foley, Barbara,  Foucault, Michel, – Fowler, H. Ramsey,  Fowler, Lois Josephs,  Fragment/Fragmentary texts, –, –, –, –,  Freire, Paulo,  Freud, Sigmund,  Frost, Robert, , , –, –, , –,  Frye, Northrup,  Gage, John T.,  Gamer, Michael,  Gatt-Rutter, John,  Genung, John, , ,  Gibson, Walker, –, – Goffman, Erving, ,  Gordimer, Nadine, –,  Graduate programs in composition and rhetoric, – Graff, Gerald, –, –, – Gray, Francine du Plessix,  Grice, H. P., –,  Guth, Hans P.,  Hall, Dorothy Judd,  Harper, Mary J., ,  Harris, Joseph, ,  Harris, Muriel, – Hart, John S., ,  Hausman, Carl R.,  Hawkes, Terrence,  Heath, Shirley Brice,  Hemingway, Ernest,  Hepburn, A. D., ,  Herrick, Robert,  Hill, Adams Sherman, ,  Hill, David J.,  Hirsch, E. D.,  Hirschkop, Ken,  Hjortshoj, Keith, – Hols, Edith,  Holt Handbook, The, –, ,  Horner, Winifred Bryan,  Hulme, T. E.,  Huntington, Tuley Francis,  Identification, –, , –, –,  Iser, Wolfgang,  Jamieson, Alexander, ,  Johnson, Mark, , ,  Johnson, Michael L.,  Johnson, Nan,  Johnson, Samuel, – Jonson, Ben,  Joyce, James,  Junker, Clara,  Kameen, Paul,  Kane, Thomas S.  Kavana, Rose,  Keats, John, –,  Keith, Philip, – Kellogg, Brainerd,  Kerl, Simon, ,  King, Stephen,  Kingston, Maxine Hong, ,  Kitzhaber, Albert R., ,  Kline, Charles R. Jr., – Knoblauch, C. H.,  Krupa, Gene,  Lacan, Jacques, – Lakoff, George, ,  Lanham, Richard, –, ,  Lavers, Annette,  Lawrence, D. H.,  Lawrence, Jeremy,  Leavitt, David, ,  Lentricchia, Frank, – Levin, Samuel R., –, , – Lindemann, Erika, ,  “Linguistic utopias,” ,  Literacy: challenge of, ; conceptions of, –, ; defintions of, , ; relationship of to literature, , ; projects , ; teaching of, , , ,  Literalism: misunderstandings of, , ; necessity of, ; potential place for in curriculum, , ; relationship of to metaphor, , , , , –, , , –; in student reading and writing, , , , . See also Literal language/discourse; Literal meaning Literal language/discourse, –, , –,  •  –, , ; place in composition textbooks, –; readers of, , , , –, –, –, ; reading for, –, –, ; strained, , –, , , ; substitution view of, ; teaching of, –, , , –, ; ubiquity of, , , –. See also Figurative language; Figures of speech; Metaphorical discourse ; Metaphorical meaning Metaphorical discourse, , , , –, . See also Metaphor; Metaphorical meaning Metaphorical meaning, , –,  Metonymy, , , , . See also Figures of speech...