Below is a short article from English Journal about how one teacher uses published "critical interpretations" (or what we might call "textual analyses") with high school students. Read this article and consider each of the interpretations in relation to the original poem--in your opinion, are they all "equal"? What separates a "good" from a "not-so-good" textual analysis? Please post your response to the discussion forum above before our 3/4 class.

Doyle 1992 Frost

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