A critical reader "does more than simply soak up bits and pieces of information." He applies a personal reserve of knowledge and experience to a text to ascribe possible meanings. In other words, he interprets. In addition, he compares his own values and beliefs with those suggested to him by a text and defends them, if necessary. In…

Noting that the predominant questions about characters in literature exams steer students away from reflection about the characters, this booklet on constructing exam questions analyzes current failures in character studies and reviews existing starting-points for an alternate approach. The firt section--on limiting assumptions in current…

Louise Rosenblatt's reader response theory can be applied effectively to film study in the classroom. Although there are differences between film and literature, the processes that one uses to make sense of literature and film are similar, and Rosenblatt's theory provides not only a valuable addition to film theory, but teachers of film study will…

Noting National Assessment of Educational Progress findings that indicate students have difficulty analyzing literature, this paper presents a model for teaching students the process of reading and responding to literature in an orderly manner. Following an introduction to the problem of literature analysis in the schools, the model is discussed…

Based on the experiences of writing lab instructors working with college students whose writing was affected by poor comprehension of difficult texts, this book explores the use of writing about reading to help students become more aware or analytical of their reading processes. The first chapter provides a theoretical context for teaching…

Describes how "Gulliver's Travels" was used with 11- and 12-year-olds to stimulate writing activities. (SRT)

Describes an approach to literacy instruction for immigrant students based on two novels. Focuses on the immigrant experience and teaches both cultural and "school" literacy. (MM)

Discusses a reader-response approach to teaching Nathaniel Hawthorne's RAPPACCINI'S DAUGHTER. (MM)

Presents a student-guided approach (based on Louise M. Rosenblatt's "Literature as Exploration") to teaching Willa Cather's MY ANTONIA. (MM)

Discusses one teacher's use of ungraded reading logs in which students record quotations and their reactions to them. Points out that logs give students writing practice, involve all students in discussions, force students to read closely, and allow students to think about their reading. (ARH)

Shows how students can benefit from expressing their emotional responses to literature in writing. (EL)

Relates a literature class's analysis of a work. Notes student discovery that meaning in a fantasy work resided in a matrix of the author's structuring of the text, the reader's re-creation of that structure internally, and the subsequent development of agreed upon meaning within the group. (MM)

Argues that paragraph form congruent with the patterns and habits of thinking develops from the writer's sensitivity to the impact of visual images on the reader's mind. (MM)

In their anthology, Guth and Rico cite as preface to Nathaniel Hawthorne's "Young Goodman Brown," a student paper saying: "The mere doubt of the existence of good and the thought that other human beings are evil can become such a corrosive force that it can eat out the life of the heart." This is what happens to Brown. In the…

This guide provides the practical support teachers need to make literature circles succeed. The information provided in the guide should answer the kinds of questions teachers ask colleagues about implementing literature circles. It is not intended to stand alone. It is designed to supplement and extend two professional books on literature…