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| Preface for Instructors | |
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| Acknowledgments | |
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| Critical Theory and You | |
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| Does Critical Theory Have to Do with Me? | |
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| What Will I Learn about Critical Theory from this Book? | |
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| Three Questions about Interpretation Most Students Ask | |
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| Why Feeling Confused Can Be a Good Sign | |
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| Using Concepts from Reader-Response | |
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| Theory to Understand Our Own Interpretations | |
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| Discovering the Role of Our Personal Responses | |
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| How Our Personal Responses | |
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| Can Help or Hinder Interpretation | |
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| Using Our Personal Responses to Generate Paper Topics | |
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| Using Concepts from Psychoanalytic Theory to Understand Literature | |
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| Why Should We Learn about Psychoanalytic Theory | |
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| Basic Concepts | |
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| Interpretation Exercises | |
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| Analyzing Character's Dysfunctional Behavior: Interpreting "Everyday Use" | |
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| Analyzing a Character's Insanity: Interpreting "A Rose for Emily" | |
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| Analyzing Dream Images in Literature: Interpreting "" started Early--Took my Dog" | |
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| Analyzing a Character's Self-Healing: Interpreting "Don't Explain" | |
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| Using Psychoanalytic Concepts in Service of Other Theories: Interpreting "The Battle Royal" | |
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| Food for Further Thought | |
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| Using Concepts from Marxist Theory to Understand Literature | |
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| Why Should We Learn about Marxist Theory? | |
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| Basic Concepts | |
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| Interpretation Exercises | |
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| Analyzing the Operations of Capitalism: Interpreting "Everyday Use" | |
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| Analyzing the Operations of the American Dream: Interpreting "The Battle Royal" | |
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| Analyzing the Operations of Classism: Interpreting "A Rose for Emily" | |
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| Resisting Classism: Interpreting "Don't Explain" | |
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| Learning When Not to Use Marxist Concepts: resisting the Temptation to Interpret "I started Early-Took My Dog" | |
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| Food for Further Thought | |
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| Using Concepts from Feminist Theory to Understand Literature | |
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| Why Should We Learn about feminist Theory? | |
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| Basic Concepts | |
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| Interpreting Exercises | |
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| Rejecting the Objectification of Women: Interpreting "The Battle Royal" | |
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| Resisting Patriarchal Ideology: Interpreting "Don't Explain" | |
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| Analyzing a Conflicted Attitude toward Patriarchy: Interpreting "Everyday Use" | |
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| Analyzing a Sexist Text: Interpreting "A Rose for Emily" | |
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| Analyzing Patriarchy's Psychological Oppression of Women: Interpreting "I started Early-Took my Dog" | |
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| Food for Further Thought | |
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| Using Concepts from Gay and Lesbian Theory to Understand Literature | |
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| Why Should We Learn about Gay and Lesbian Theory? | |
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| Basic Concepts | |
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| Interpreting Exercises | |
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| Resisting Lesbian Stereotypes: Interpreting "Don't Explain" | |
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| Analyzing Homophobia: Interpreting "The Battle Royal" | |
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| Analyzing a Gay or Lesbian Subtext: Interpreting "Everyday Use" | |
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| Using Queer Theory: Interpreting "A Rose for Emily" | |
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| Drawing upon Context: Interpreting "I started Early-Took My Dog" | |
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| Food for Further Thought | |
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| Using Concepts from African American Theory to Understand Literature | |
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| Why Should We Learn about African American Theory? | |
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| Basic Concepts | |
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| Interpretation Exercises | |
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| Analyzing the Operations of Institutionalized Racism: Interpreting "The Battle Royal" | |
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| Understanding the Operations of Internalized Racism: Interpreting "Everyday Use" surviving "Less Visible" | |
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| Forms of Racism: Interpreting "Don't Explain" | |
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| Analyzing the Function of Black Characters in White's Literature: Interpreting "A Rose for Emily" | |
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| Learning When Not to Use African American Concepts: Resisting the Temptation to Interpret " | |
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| I started Early-Took my Dog | |
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| Food for Further Thought | |
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| Using Postcolonial Concepts to Understand Literature | |
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| Why Should We Learn about Postcolonial Theory? | |
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| Basic Concepts | |
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| Analyzing Colonialist Ideology: Interpreting "The Battle Royal" | |
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| Analyzing the Colonial Subject: Interpreting "Everyday Use" | |
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| Analyzing the Influence of Cultural Categories: Interpreting "A Rose for Emily" | |
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| Analyzing Anti-Colonialist Resistance | |