Argues that it is time to legitimize the whole of literature for students and reject without qualms the presumption that certain books are more fit to be read than others. Argues that educators deny students gems by proffering them a list of great works, and that this "bulldozing mentality" damages an already fragile acceptance of reading. (SR)

Describes an efficient, open-ended set of instructional activities for high school students that has students analyze song lyrics of R.E.M. (an alternative rock band from Athens, Georgia) for literary techniques, topics, themes, and form as preparation to experiment with reading, deciphering, and mimicking Emily Dickinson. (SR)

Looks at how the best writers of English from the 1600s to the present use punctuation in their nonfiction. Finds three bases for punctuation: intonation, grammar (or syntax), and semantics (or rhetoric). Shows that these authors do not regularly and consistently follow the institutionalized rules. Argues for rhetoric-based punctuation because its…

Claims Reader Response theories form the basis for helping students to enjoy reading and studying the classics. Discusses: (1) asking students to "step into" and explore the world of the text; and (2) helping students "step out" of the world of the text to consider it analytically. Presents drama activities to help students…

While the past issues of the "Journal of Children's Literature" have shared many professional resources that support thinking about international children's literature, the field is continually refreshed by new titles such as the ones described in this article. Each title offers a unique consideration of how literature might be used or…

The modern character education movement emerged in the 1980s as a consequence of growing parental and public concern for moral drift, or what sociologist James Davison Hunter referred to as "the death of character." This public anomie was captured in these words from Sanford McDonnell, chairman emeritus of McDonnell Douglas and chair of…

Proposes using "theme baskets" as a progression of texts to scaffold core literature. Defines the theme basket as a combination of several approaches: using a thematic approach to teaching literature; using children's books in secondary classrooms; coupling young adult books with the classics; and capitalizing on young adults'…

Gives responses of 12 practicing teachers to the question, "What is your favorite modern transformation of a literary classic?" Provides citations, summaries, and overviews of the works. (HB)

Offers observations on the author's experience of the past two years as she returned to teaching high school English after over 20 years of training adults in business in government to improve their writing. Reflects on the differing demands of these work environments, and on how the canon itself and approaches to teaching classics have changed…

Offers brief descriptions from four teachers of middle school or high school students concerning how they have successfully used particular young-adult books in their English classrooms. (SR)

Offers pointers for librarians and teachers to help them make the opportunity to recommend reading material to college-bound students a positive and rewarding experience rather than a frustrating one. Discusses lessons learned while working with motivated teen readers; discusses finding books to pair with readers; and lists numerous resources to…

States that Great Britain's National Curriculum pre-20th century list of prescribed authors is overloaded with unrealistic choices. Reports on a small-scale survey of actual choices made by teachers from this list. Calls for further research. Discusses teaching treatments of actual texts and makes a case for recognizing the work of the poet John…

Describes an experiment in pairing the novels "The Great Gatsby" (F. Scott Fitzgerald) and "Jazz" (Toni Morrison) in a teacher preparation class. Relates that the students (all European American) initially resisted "Jazz" and accepted "Gatsby" as a timeless classic. Includes responses about another Toni…

Describes how, at a school in Texas, Shakespeare becomes a teaching vehicle for learning-disabled students as they engage in a year-long class that studies Shakespeare and his times, as well as produce an entire play. Argues that the experience works so successfully because it is student-centered, collaborative, and experiential. (SR)

Describes a project that got ninth-grade students to read and respond to classics, and lists the books they read. (JL)