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Focuses on the representation of Prospero, Caliban and Ariel her film adaptation of Tempest. Explains that her decision to change Prospero?s gender participates in Shakespeare's own creative process of portraying human contradictions. Reprinted from The Tempest: Adapted from the Play by William Shakespeare (q.v.).

Demonstrates the elusive nature of the pun by exploring different types of wordplay in Sonnet 135 and John Donne's "A Valediction: Of Weeping." Argues that the pun "designates (or ought to designate) a family of diverse phenomena rather than pinpoints an essential similarity common to them all" and that his method "resists the temptation to unearth definitive criteria common to all puns and allows [him] (eventually) to argue that definitive criteria cannot even be ascribed to a single pun."

Selective list of editions, secondary sources, films, and online sources appropriate for teaching Taming of the Shrew.

Addresses the structural issues of Taming of the Shrew, introducing strategies for teaching the play with an emphasis on literary form.

Recommends asking students to find clues in the text that answer the question of whether Katherine is tamed in Taming of the Shrew.

Uses Taming of the Shrew to argue for the effectiveness of a teaching method that highlight Shakespearean language as a "theatrical form of play that has the potential to engage audiences."

Focuses on the importance of raising students' awareness of the "universal combativeness of human beings" presented in Taming of the Shrew.

Models a teaching approach, drawing on Bianca's role in Taming of the Shrew, that helps students reflect on their interpretive experience and develop independent and imaginative readings.

Uses Taming of the Shrew to argue for the benefits of using bibliographic techniques to teach Shakespeare in order to help students to find critical voices.

Suggests that Taming of the Shrew is an appropriate introductory play in a Shakespeare course. Describes three days of detailed class sessions and assignments.