Discusses responsive reading, resistant reading, and dialogical reading in literature instruction. Uses William Carlos Williams' short story, "The Use of Force," to illustrate these reading processes, in particular that of dialogical reading. (SR)

Considers the nature and function of the past in the way people construct the present, particularly with regard to the study of literature. Presents reader response as a feasibile approach for teachers of literature. Discusses issues surrounding the literary canon and the role of literature teachers. (HB)

Seeks to add another vocabulary to the pedagogy of the creative writing workshop: the language of use and action, of practice and implementation. Investigates how to reform the discursive walls between creativity and theory and ends by suggesting how educators might bring classrooms and communities together. (RS)

Discusses ways in which reader response journals can be useful as a teaching method. (SRT)

Harvey Daniels (1994) describes literature circles as small, temporary discussion groups consisting of students who elect to read the same text. As each member assumes specific responsibilities in preparation for the discussion, those members come to the discussion with supporting notes related to his or her role. One elementary teacher refined a…

Explores how two-year college students may be assisted in the transition from reader response criticism to literary analysis and research paper writing. Proposes a heuristic that requires student researchers to draw on previous student essays on their topic. (TB)

Describes how one teacher uses children's literature to help children learn about the Holocaust. Shares reactions from some of the students to the literature. (MG)

Shows how teachers can use the videotapes and writings of Joseph Campbell to help students see patterns in literature and respond personally to it. Presents Campbell's explanation of the monomyth of the hero's journey, and discusses three works in which the pattern is present. (SR)

Discusses a pedagogical approach promoting collaboration as an integral part of teaching/learning writing. Discusses attaining student autonomy through discourse and using group histories to promote student autonomy over individual goals. Discusses student autonomy in directing reader response, student autonomy in responding to group suggestions,…

Presents guidelines for introducing secondary students to "King Lear" before and during engagement with the text. Includes providing opportunities to (1) improvise, (2) examine specific speeches in depth, and (3) speed write about a character's thoughts. Presents questions used during auditions and explanations of characterization in…

Brings to focus, on Paterson's novel "Park's Quest," the author's own experiences. Emphasizes the importance of personal engagement with literature in the present as the foundation of a commitment to literature. Discusses transactional theory of response, a personal transaction with "Park's Quest," and implications for…

Shows why aesthetic reading is a crucial pedagogic component in lessons using historical fiction and non-fiction. Provides criteria for selecting high quality books dealing with historical subjects for use in aesthetic reading activities. Discusses specific teaching strategies for promoting aesthetic reading. (SG)

Using a canonical literary text to elucidate a noncanonical one--and vice versa--is an effective means of teaching multicultural literature. For instance, John Keats'"Ode to Melancholy" and many of his other poems comment on Murasaki Shikibu's 10th-century Japanese novel "The Tale of Genji." Helping college students to…

The advent of postmodern criticism has brought about numerous changes in the way those in the academy read and teach the reading of texts. From Michel Foucault's "What is an Author?" to Roland Barthes'"The Death of the Author" and beyond, critics and theorists have sought to decrease the author-ity of the material that is read.…

Noting that readers of all ages seek out favorite authors, this book offers a model that encourages readers to respond aesthetically, biographically, and critically to an author's literature. At the heart of the book are four author studies that were implemented with children at various grade levels. These studies span the genres of picture…