In this article, the authors describe how integrating music with reading and writing practices stimulated transmediation to (1) honor musical students' identities, (2) deepen readers' meaning making with literature, and (3) invite writers' memories to generate emotional grist for composing poetry. The authors share examples to inspire teachers to…

By exploring the uses of plain, middle, and grand styles, the author examines how theories of classical rhetoricians can be applied to Atticus Finch's speeches in "To Kill a Mockingbird." In the high school English classrooms the author has encountered, "rhetoric" has not been a focus or even a passing discussion. It forms the…

The nonfiction letter offers students an opportunity to study a dying art while also gaining insights about people, places, and eras. Teaching students the value of letters teaches community, caring, and connection. Whereas reading great works of literature can and does provide insight into life's purpose and meaning, the nonfiction text of a…

The young adult novels of Alex Sanchez belong in every high school English classroom and media center. With compelling plots and significant themes, Sanchez's six novels create numerous rich learning opportunities for students. In this article, the author describes how Sanchez's novels on lesbian, gay, bisexual, and transgender themes can be…

Guiding students through a unit of study in any discipline can be a challenging endeavor. Answers to possible questions that may be raised about historical events and literary texts cannot be confined to just one text, one author's point of view, or even one genre. The song-poem, in combination with poetry, novels, nonfiction, and other genres, is…

Expresses disappointment in the book and publishing community for not giving an award each year to the best young adult book. Presents an annotated list of the author's own favorites for each year from 1964 to 1995. (TB)

Author recommends use of mystery stories in English classes, and describes six categories of mystery. (SP)

Suggestions for using Dead Souls" in the high school literature class. (SP)

Science fiction today provides the best opportunity to introduce ideas that will get students involved.

Reviews and critiques a new collection of essays edited by Virginia R. Monseau and Gary M. Salvner: "Reading Their World: The Young-Adult Novel in the Classrooms." Considers especially the "literariness" of literature. (HB)

Discusses the issue of whether or not Mark Twain's novel, "Huckleberry Finn," should be taught. Reviews various arguments for and against teaching the novel. Concludes that the novel is worthy of being taught. (HB)

Gives an overview of how one English teacher taught "Cold Sassy Tree" by Olive Ann Burns. Emphasizes the novel's first-person narration and its themes of maturation. (HB)

Gives responses of 11 practicing teachers to the question, "What novel published since 1987 do you recommend for high school readers?" Provides citations, summaries, and overviews of the works. (HB)

A discussion of Aleksandr Solzhenitsyn's novels, The First Circle" and One Day in the Life of Ivan Denisovich," and a recommendation for their inclusion in the English curriculum. (RD)

Considers Mark Twain's novel "Huckleberry Finn" as an object of literary instruction, especially its racist overtones. Argues that Twain's depiction of the runaway slave Jim is positive. Shows how Twain's novel might be used from a multiethnic approach. (HB)