Argues for the use of nonfiction in classrooms. Presents three passages from sources usually far removed from the typical secondary language arts classroom to help make the point. Concludes that just as the study of fiction, drama, and poetry help students explore their thoughts and feelings, nonfiction can offer a reality check with which to…

This article presents an interview with Cassandra Barnett, a school library media specialist at Fayetteville (Arkansas) High School. She is also a member of the AASL Learning Standards Rewrite Task Force, which has been working on developing AASL's new National Learning Standards. Fayetteville schools experienced multiple challenges during…

Explains how reviewers for "Horn Book" determine which books will be designated "especially worthy of attention." (FL)

Discusses M. Landsberg's "Guide to Children's Books," which contains her thoughts about 350 children's books. (FL)

Discusses the sources of learning and pleasure in reading Aristotle's "Rhetoric," the basic practical and theoretical text in speaking and writing. (PD)

Argues that the use of microcomputers and prewritten computer programs can save teachers time and effort in calculating the readability levels of written materials. (FL)

Suggests that using young adult literature from other countries or set in other countries can open the eyes of young readers to commonalities of experiences with different cultures. (RS)

Explores some of William Blake's poetry that is suitable for middle school readers and its relationships to a number of current works for young adults. Highlights the "Songs of Innocence and of Experience" and suggests how Blake might be connected to other literary and musical works. Hopes to encourage teachers to reread or read some of…

Discusses the appeal of romance fiction for adolescent girls, particularly the "Sweet Valley High" series, and summarizes some research in the area. Topics addressed include reading preferences of teenage girls, sales and marketing of romances, literary criticisms, what readers gain from the books, and what constitutes good pleasure…

Muses on the meaning of last month's column, chides instructional materials that include instructions on how and what to think about their contents, and lists a large number of books that the author recently enjoyed reading. (SR)

Questions the reasons for continuing to teach the same texts by canonical writers, instead of works of greater depth and meaning by the same authors. Describes other, less canonical works that are suitable for the secondary English classroom. (HB)

Relates the author's frustration with the idea that writers of young adult literature should avoid profanity and make the books unobjectionable. Discusses the need for truth in telling the stories of his characters, and asserts that making his books unobjectionable would be to lie about what it is to be human. (PRA)

Offers seven reasons for using Big Books with young children. Discusses how to make and use Big Books. (PRA)

Provides a fresh look at the genre of historical fiction and its use in the classroom. (MG)

Presents an annotated list of the 10 best fiction and the 10 best nonfiction young adult literature published in the 1980s. Notes that the books mix popularity and quality into a cake of reading motivation. (RS)