Points out that there are too few stories in textbooks. Argues that literary memoir can and should be a powerful supplement to the normal fare in history classrooms. Suggests a number of books that can be used. Notes that it is necessary to appreciate the conditions that influence individuals' range of choices of behavior in their time and…

Analyzes the literary thesis papers (based on voluntarily selected books and required of all 675 seniors in a comprehensive, academically superior high school). Finds that young adult literature is perceived by older adolescents as worthy for literary analysis, but their teachers may not fully share their belief. (RS)

Discusses the way that realistic fictional narratives are an effective reading material for adolescents who are uninterested in reading. Provides an extensive list of short realistic novels that all tackle real issues faced by today's teen. (HB)

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…

Argues, from the author's experience and with supporting quotes from many teenagers, that modern retellings of classic fairy tales can be very popular with teenage readers. Discusses numerous such stories, and offers an extensive list of retold fairy tales, organized into: Cinderella stories, Beauty and the Beast stories, Sleeping Beauty stories,…

Considers a number of young adult novels in light of how they cast female characters as potential role models to which late 20th-century adolescent readers can relate. Offers brief descriptions of 28 young adult books of historical fiction set in America with female protagonists. (SR)

Describes an interview with Patrice Kindl, describing her world, her writing process, and discussing her two novels for young adults, "Owl in Love" (1993) and "The Woman in the Wall" (1997). (SR)

Discusses three ways that high school English teachers can use young adult books: as books for whole-class study, as read-alouds, and as "classroom library" books to recommend to students for independent reading. Presents criteria for selecting novels for classroom study and for reading aloud. Mentions 53 young adult novels to consider for these…

Describes characteristics of fairy tales. Discusses use of fairy tales and novels for teens in the classroom. Presents annotations of 31 titles including both picture books and young adult novels grouped by nine popular tales. Concludes that through comparing picture books and teen novels, there is one last chance to introduce fairy tales to older…

Discusses the independent reading choices of students in grades six, seven, and eight at one middle school in Maryland. (MG)

Argues that young adult literature can play a significant role in the emotional and mental health of an adolescent as well as help young males become more literate. Offers a 19-item annotated list of young adult novels with male protagonists, sorted by themes: nature and adventure stories, sports stories, genre stories, historical stories, and…

Discusses author Roald Dahl's view of society as revealed through his books for children and adolescents. Describes Dahl's three major works for intermediate readers ("The BFG,""The Witches," and "Matilda"). Discusses Dahl's view of the world and its place in his books. Notes Dahl's positive impact on adolescent readers; and discusses critics'…

Notes the popularity of the science fiction/fantasy genre, and offers a definition of these genres. Discusses teachers' reluctance to read or teach science fiction, but emphasizes its appeal and its usefulness. Discusses how teachers can select and use good science fiction books. Offers a checklist for evaluating such books, and suggests 18…

Uses the fantasy genre as a vehicle of generating discussion about gender issues in a seventh-grade classroom. Uses 4 fantasy titles and describes how 10 class days were organized. Gives students' reactions to the book and assesses the impact of the unit. (SG)

States that students struggling to find ways of establishing independence need support from home, school, and community. Suggests books and activities suitable for classroom use dealing with moving, being different, money, family concerns, and death. (PRA)