Traditionally, we English faculty have warned our students against simply identifying with a literary work's characters. For us, such attachments constitute "reading badly." But we engage in identifications, too, including ones with the work's author. A consideration of critical responses to "Benito Cereno" and "Uncle Tom's Cabin" enables us to…

Examines the reasons why so many people have preconceptions about how much "truth" is in fiction. Notes the effects of believing that authors base their fiction primarily on personal, "true-to-life" experiences. (RL)

Considers how the hypertext fiction is only the next stage in the evolution of text. Discusses sites that contain an index of current hypertext fiction favorites, reviews by readers, theory and criticism and bibliographies. Presents some suggestions on what to study when using hypertext fiction. (SG)

Describes the background to some books written by the author, and discusses her desire to motivate those adolescents who do not usually read to read her books. Expresses a desire to write quality books that will win adolescents over to reading. (MG)

Award-winning author Madeleine L'Engle discusses issues concerning censorship and relates her own views about the role of children's literature in a rapidly changing world. Fiction should help make children aware of inward as well as outward change and should stress the individual's ability to make a difference. (PP)

Discusses poststructuralist theories and describes how they can be useful in explaining the phenomenon of children's gendered literature preferences. Offers insights into the complexities of gender and its connections with reading fiction. Discusses children's reading preferences in school, the publishing industry, the school curriculum, and…

Recommends Louis L'Amour's books to adolescents on the basis that the books will motivate them to read more, expose them to a strong advocate of the value of education, and stimulate interest in the classical literature referenced in L'Amour's works. (SRT)

Discusses ways fictional characters can help children develop reading habits and overcome reading frustrations. (FL)

Discusses a research project that is producing articulate responses from children about their responses to reading, presents a transcript of an interview with a 14-year-old boy regarding his responses to fiction, discusses various stages of response to reading, and outlines classroom implications of studies of reading responses. (GT)

Suggests that children need instruction in reading to produce readers who are capable of seeing deeper layers of meaning in a text and "shifting gears" to see stories in a new way in order to appreciate their complexity. (JC)