Notes that the primary goal for teaching literature is to encourage students to see themselves as having a voice in the question of what constitutes literary merit by defining reasonable parameters by which to judge a creative work. Discusses how the author uses comic books in most of his composition classes and all of his literature classes. (SG)

Explores the early childhood through high school reading experiences of teenagers. Provides details about favorite books, television viewing habits, and students' memories. Provides the results of a survey and explores how students who like reading got that way. (PRA)

Argues that it is time to legitimize the whole of literature for students and reject without qualms the presumption that certain books are more fit to be read than others. Argues that educators deny students gems by proffering them a list of great works, and that this "bulldozing mentality" damages an already fragile acceptance of reading. (SR)

Discusses how students can relate to Mark Mathabane's autobiographical novel "Kaffir Boy"--his questioning why he must attend school, his open defiance of his father, and his struggle to resist peer pressure. Examines where an all-white high-school faculty started in terms of developing a multicultural literature program, where they have…

Shows that reading aloud to students can improve students' reading and writing skills, as well as their attitudes toward reading. (RL)

Describes six characteristics of mature readers and gives suggestions for helping students attain these characteristics. (DF)

Considers how a teacher can help students become avid readers. Describes how cultivating a culture of reading in ninth-grade English has increased student interest and renewed the author's teaching. Suggests that all students are readers, but that the conditions of reading change from person to person. (SG)

Describes the literary lives of four adolescents and explores the reasons why students stop reading as they get older. Discusses what teachers can learn from the opinions of their adolescent students. (PRA)

Offers brief descriptions from four teachers of middle school or high school students concerning how they have successfully used particular young-adult books in their English classrooms. (SR)

Offers eight short essays written by English teachers recommending nonfiction books that they use successfully in their high-school classrooms to grab students' interest, to provoke lively discussions, and to offer refreshing models for student writing. (SR)

Offers a letter written by the author to himself 23 years ago in his first year as an English teacher. Offers four simple suggestions and a bit of extended advice to help him and his students. Encourages him to explore and use the wealth of adolescent literature that is available. Includes a list of young adult books worth reading. (SR)

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…

Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

Offers reasons why popular literature, such as the work of Judy Blume, and the literary "classics" do not keep adolescents interested in literature and reading. Suggests several authors and books that are especially suited to the reading needs of young adults. (RL)

Describes the author's first teaching year in an eighth-grade literature class in which the students had no interest in the topic. Introduces "authentic talk" to engage the students. Discusses how the students' interest in reading increased as they read and discussed favorite works of children's literature. (SG)