Presents the third part of a six-part series in which the authors respond to a ninth grader's first impressions of "Reel One," a poem by Adrien Stoutenburg. Urges readers to participate by reading the student's impressions and reflecting on the student's interpretations. (MM)

Observes that when teachers use their writing as "models" for their students, they motivate students to ask appropriate and instructionally profitable questions about other works. Notes that this "response heuristic" can decrease the distance between students and literature. (MM)

Examines four stages of reading development, and discusses the differences between a developing adolescent reader and an adult reader. Notes that early stages of reading development are bridges to the world of mature, adult experiences with books, and urges English teachers to encourage developing readers' enthusiasm for all literature. (MM)

Explores how high school students' reading logs reveal their reading processes as they read and respond to literature. Examines the reading logs from three eleventh-grade English classes throughout the school year. (MM)

Notes that recent research on peer response suggests that with training and practice, peer respondents learn to read, talk, and think about writing with greater maturity and sophistication. Argues that students have a great deal to learn from giving as well as receiving response. (RS)

Examines tasks provided for students in most literature textbooks used in the United States, noting that these tasks typically control students' responses to literature. Relates these tasks to current theory and research on the reading process. Describes activities from literature texts used in Canada that facilitate literary response. (MM)