Gale Researcher Guide for: Writing toward a Critical-Creative Interpretation: The Example of Oscar Wilde is selected from Gale's academic platform Gale Researcher. These study guides provide peer-reviewed articles that allow students early success in finding scholarly materials and to gain the confidence and vocabulary needed to pursue deeper research.

The definitive research paper guide, Writing Research Papers combines a traditional and practical approach to the research process with the latest information on electronic research and presentation. This market-leading text provides students with step-by-step guidance through the research writing process, from selecting and narrowing a topic to formatting the finished document. Writing Research Papers backs up its instruction with the most complete array of samples of any writing guide of this nature. The text continues its extremely thorough and accurate coverage of citation styles for a wide variety of disciplines. The fourteenth edition maintains Lester's successful approach while bringing new writing and documentation updates to assist the student researcher in keeping pace with electronic sources.

One of the greatest challenges for English language arts teachers today is the call to engage students in more complex texts. Tim Gillespie, who has taught in public schools for almost four decades, has found the lenses of literary criticism a powerful tool for helping students tackle challenging literary texts. Tim breaks down the dense language of critical theory into clear, lively, and thorough explanations of many schools of critical thought---reader response, biographical, historical, psychological, archetypal, genre based, moral, philosophical, feminist, political, formalist, and postmodern. Doing Literary Criticism gives each theory its own chapter with a brief, teacher-friendly overview and a history of the approach, along with an in-depth discussion of its benefits and limitations. Each chapter also includes ideas for classroom practices and activities. Using stories from his own English classes--from alternative programs to advance placement and everything in between--Tim provides a wealth of specific classroom-tested suggestions for discussion, essay and research paper topics, recommended texts, exam questions, and more. The accompanying CD offers abbreviated overviews of each theory (designed to be used as classroom handouts, examples of student work, collections of quotes to stimulate discussion and writing, an extended history of women writers, and much more. Ultimately, Doing Literary Criticism offers teachers a rich set of materials and tools to help their students become more confident and able readers, writers, and critical thinkers.

‘Pen, Pencil, and Poison’ is one of Wilde’s most intriguing essays. Part biography, part social commentary, and part philosophical debate, he writes the biography of an art critic, who was also convicted of murder. However, in true Wildean style, there’s more to the essay than meets the eye. While documenting the life and crimes of Thomas Griffiths Wainwright, Wilde explores the ideas of dual identity, sin in the formation of the personality, and the relationship between crime and culture. ‘Pen, Pencil, and Poison’ is a fascinating insight into some of the conventions of the time. Oscar Wilde (1854 – 1900) was an Irish novelist, poet, playwright, and wit. He was an advocate of the Aesthetic movement, which extolled the virtues of art for the sake of art. During his career, Wilde wrote nine plays, including ‘The Importance of Being Earnest,’ ‘Lady Windermere’s Fan,’ and ‘A Woman of No Importance,’ many of which are still performed today. His only novel, ‘The Picture of Dorian Gray’ was adapted for the silver screen, in the film, ‘Dorian Gray,’ starring Ben Barnes and Colin Firth. In addition, Wilde wrote 43 poems, and seven essays. His life was the subject of a film, starring Stephen Fry.

Reprint. Originally published: New York: Random House, [1969]

Oscar Wilde: A Literary Life tracks the intellectual biography of one of the most influential minds of the nineteenth century. Rather than focusing on the dramatic events of Wilde’s life, this volume documents Wilde’s impressive forays into education, religion, science, philosophy, and social reform. In so doing, it provides an accessible and yet detailed account that reflects Wilde’s own commitment to the “contemplative life.” Suitable for seasoned readers as well as those new to the study of his work, Oscar Wilde: A Literary Life brings Wilde’s intellectual investments into sharp focus, while placing him within a cultural landscape that was always evolving and often fraught with contradiction.

In this title, first published in 1984, Peter Morton argues that in late Victorian Britain a group of novelists and essayists quite consciously sought and found ideas in post-Darwinian biology that were susceptible to imaginative transformation. The period between 1860 and 1900 was a time of great confusion in biology; the natural selection hypothesis was in retreat before its acute critics, and no extension of evolutionary theory to human affairs was too bizarre to attract its quota of enthusiasts. Writers capitalised on this prevailing uncertainty and used it to their own artistic or polemic ends. A fascinating and interdisciplinary title, this reissue will interest students of late Victorian literature, as well as historians of biological theory between The Origin of Species and Mendel.

Rhetorics, Poetics, and Cultures is James Berlin's most comprehensive effort to refigure the field of English Studies. Here, in his last book, Berlin both historically situates and recovers for today the tools and insights of rhetoric-displaced and marginalized, he argues, by the allegedly disinterested study of aesthetic texts in the college English department. Berlin sees rhetoric as offering a unique perspective on the current disciplinary crisis, complementing the challenging perspectives offered by postmodern literary theory and cultural studies. Taking into account the political and intellectual issues at stake and the relation of these issues to economic and social transformations, Berlin argues for a pedagogy that makes the English studies classroom the center of disciplinary activities, the point at which theory, practice, and democratic politics intersect. This new educational approach, organized around text interpretation and production-not one or the other exclusively, as before-prepares students for work, democratic politics, and consumer culture today by providing a revised conception of both reading and writing as acts of textual interpretation; it also gives students tools to critique the socially constructed, politically charged reality of classroom, college, and culture. This new edition of Rhetorics, Poetics, and Cultures includes JAC response essays by Linda Brodkey, Patricia Harkin, Susan Miller, John Trimbur, and Victor J. Vitanza, as well as an afterword by Janice M. Lauer. These essays situate Berlin's work in personal, pedagogical, and political contexts that highlight the continuing importance of his work for understanding contemporary disciplinary practice.

This collection of 24 essays explores what happens when proponents of writing across the curriculum (WAC) use the latest computer-mediated tools and techniques--including e-mail, asynchronous learning networks, MOOs, and the World Wide Web--to expand and enrich their teaching practices, especially the teaching of writing. Essays and their authors are: (1) "Using Computers to Expand the Role of Writing Centers" (Muriel Harris); (2) "Writing across the Curriculum Encounters Asynchronous Learning Networks" (Gail E. Hawisher and Michael A. Pemberton); (3) "Building a Writing-Intensive Multimedia Curriculum" (Mary E. Hocks and Daniele Bascelli); (4) "Communication across the Curriculum and Institutional Culture" (Mike Palmquist; Kate Kiefer; Donald E. Zimmerman); (5) "Creating a Community of Teachers and Tutors" (Joe Essid and Dona J. Hickey); (6) "From Case to Virtual Case: A Journey in Experiential Learning" (Peter M. Saunders); (7) "Composing Human-Computer Interfaces across the Curriculum in Engineering Schools" (Stuart A. Selber and Bill Karis); (8) "InterQuest: Designing a Communication-Intensive Web-Based Course" (Scott A. Chadwick and Jon Dorbolo); (9) "Teacher Training: A Blueprint for Action Using the World Wide Web" (Todd Taylor); (10) "Accommodation and Resistance on (the Color) Line: Black Writers Meet White Artists on the Internet" (Teresa M. Redd); (11) "International E-mail Debate" (Linda K. Shamoon); (12) "E-mail in an Interdisciplinary Context" (Dennis A. Lynch); (13) "Creativity, Collaboration, and Computers" (Margaret Portillo and Gail Summerskill Cummins); (14) "COllaboratory: MOOs, Museums, and Mentors" (Margit Misangyi Watts and Michael Bertsch); (15) "Weaving Guilford's Web" (Michael B. Strickland and Robert M. Whitnell); (16) "Pig Tales: Literature inside the Pen of Electronic Writing" (Katherine M. Fischer); (17) "E-Journals: Writing to Learn in the Literature Classroom" (Paula Gillespie); (18) "E-mailing Biology: Facing the Biochallenge" (Deborah M. Langsam and Kathleen Blake Yancey); (19) "Computer-Supported Collaboration in an Accounting Class" (Carol F. Venable and Gretchen N. Vik); (20) "Electronic Tools to Redesign a Marketing Course" (Randall S. Hansen); (21) Network Discussions for Teaching Western Civilization" (Maryanne Felter and Daniel F. Schultz); (22) "Math Learning through Electronic Journaling" (Robert Wolfe); (23) "Electronic Communities in Philosophy Classrooms" (Gary L. Hardcastle and Valerie Gray Hardcastle); and (24) "Electronic Conferencing in an Interdisciplinary Humanities Course" (Mary Ann Krajnik Crawford; Kathleen Geissler; M. Rini Hughes; Jeffrey Miller). A glossary and an index are included. (NKA)