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Contends that teachers should provide the historical context of early modern marriage to the Taming of the Shrew classroom.
Advocates using homilies to teach Taming of the Shrew to lead students to understand complexities of gender both in the play and in the early modern world.
Explores Ludwig Wittgenstein's concept of "private language" in Phoenix and Turtle and John Donne's "The Ecstasy," both "entertain the idea of an elusive tongue [. . .] so as to investigate the possibilities of Edenic intimacy."
Notes that music and Ovid can play a significant role in brining students' attention to Taming of the Shrew's "complex representation of educational practices."
Advocates teaching John Fletcher's The Woman's Prize alongside Taming of the Shrew to bridge the gap between the students' textual reading of Katherine's final speech and the contemporary performance of the play.
Encourages reading and teaching Katherine of Taming of the Shrew in the context of larger early modern tradition of "shrewish women".
Proposes a teaching activity to help students analyze the effectiveness of Katherine's and Petruchio's rhetorical strategies.
Describes a student production of Taming of the Shrew at Villanova University in 2008 that had an emphasis on using tools of literary scholarship to stage the dramatic production.
Addresses issues and benefits of learning through performance by relating experiences with a student production of Taming of the Shrew.
Describes teaching exercises focused on Taming of the Shrew and its induction. Shows how his introduction of two senses of action in the play can be used in student discussion of the play.