Poet and essayist Gary Soto considers the senses while reading and the purpose of maintaining a reading life. According to the author, it's the pleasure of a story, and the intimacy of getting to know the characters well enough to exercise tenderness (or dislike) toward them. It's to weigh but not judge the behavior of characters, who are like…

For teachers seeking to create a culture of reading, the author believes that the joys of reading can come alive in the classroom in several simple, easy steps. This article will bring together what to do in one straightforward and coherent manner. The author argues passionately about the benefits of providing an authentic and rich reading…

In this article, the author shares interview data showcasing teacher expertise and calls for more focused professional development in reading and discussing literature.

Presents 10 specific reasons in response to a student's question "Why should we read literature?" Answers the question from 10 angles: escape, empathy, mirror, time machine, cultural heritage, language, art, "lifesaver,""reading of life," and fear of change. (NH)

Describes a high school language arts elective course on the novel, based on copious reading both in and out of class, a mix of assigned books and personal choice books in a broad range of difficulty in sophistication, and a wide range of activities, discussions, and writing. Notes enthusiastic responses, individual victories, and the sense of…

Describes how Gary Paulsen's novels for young adults transformed the author's teaching, and caused her eighth-grade reluctant readers to read as if inspired. Relates how Paulsen's stories about his adventures and misadventures in education and in life stirred students to become active participants in the reading process. Offers a select…

A high school teacher has used a novel by Stephen King as her end-of-the-year literature unit to teach her students. She suggests how this selection helps in achieving her goals to get students to practice reading and discussing literature and to apply these skills beyond the English classroom.

Describes a unit plan for teaching "Lord of the Flies" that allows students to respond freely to the reading and to "get out of their seats" and experience the first chapter of the book. Includes guidelines for the response-based approach, for discussion groups, and for character portfolios. (NH)

Presents a debate between two English teachers (in the form of a critique of a March 1997 article in this journal, a response to that critique, and a rebuttal of that response) on the classics, student choice in reading, and teaching. (SR)

Offers practical suggestions for encouraging reluctant (and all) high school readers and writers. Advocates looking at student reluctance and motivation; understanding the process of reading; understanding that everyone learns differently; and that reading is a social act. Offers the response from a high school English teacher with a sampling with…