Examines and celebrates the power of literature and its effects on readers. Considers how literature invites readers to experience vicariously the inner secrets of its characters. Provides numerous illustrations from popular fiction. (HB)

Contends that some of the most alarming examples of classroom censorship of reading materials are undertaken by English teachers themselves. Gives evidence from a recent survey of high school English teachers in seven states. Documents the fears of losing jobs or of public censure because of controversial reading materials. (HB)

Describes the way one teacher utilizes a variety of activities by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language play, specifically through the use of puns. (HB)

Describes how one teacher taught poetry and its principles by relying mainly on poems written by her former and current students. Comments on why this approach seemed to bring out in students a true appreciation of poetry. (HB)

Gives an overview of how one English teacher tried to make connections between the many short stories that were being read in her English classroom. Claims that teachers should always try to make explicit connections between works of literature. Provides examples of how this was done in one class. (HB)

Suggests four exercises to undertake prior to the actual reading and study of William Shakespeare's "The Tempest" in high school English classes. (HB)

Presents citations, plot summaries, and thematic overviews of 12 works of young adult literature that are distinguished by their emphasis on personal relationships. (HB)

Discusses the issues involved with the selection of materials for English classrooms, particularly literary selections. Provides guidelines for teachers faced with the selection of texts. (HB)

Argues that young adult novels demonstrate that adolescents in the 1990s face a fast-paced and bewildering culture in which family structures are fragmented and routinely break down. Discusses numerous novels that illustrate this thesis. (HB)

Presents information gathered informally from junior high English teachers concerning the teaching of grammar. Debates the question of the feasibility of grammar instruction in English classrooms. Prescribes reasons for the teaching of grammar and useful methods for its instruction. (HB)

Presents the responses of numerous professional writers to the question, "What did you do on your summer vacation?" (HB)

Describes the activities in a high school English class aimed at instructing students concerning films. Discusses how film study has been radically altered in recent years through the influence of theory. Gives numerous examples of how English teachers might utilize film by focusing on text, viewer, and context. (HB)

Describes the way one English teacher used newspapers together with works of fiction to demonstrate the relevance of literature to daily news items. Shows how students were able to discover "news links" between today's newspapers and John Steinbeck's novel, "The Pearl." (HB)

Describes the activities in a high school English class aimed at instructing students concerning the concept of "historical fiction." Outlines class activities in which students are asked to write fictional narratives based on the historical facts concerning the sinking of the "Titanic." (HB)

Describes how one English teacher developed an approach to Homer's "Odyssey" that focused on the mythical hero lurking within each individual and the power of myth to shape everyday human experience. Provides excerpts from student writing about the personal odysseys in their own lives. (HB)