Reveals the ways college curricula influence secondary school reading lists, and examines how and why definitions of "classic" literature change. (JL)

Points to trends in the publication of young adult novels; discusses a number of young adult novels from the 1970s that appear to have a good chance of becoming classics of the genre. (RL)

Adolescent or young adult novels can be paired with classic novels with similar themes to help ease the student transition from self-selected to teacher-assigned literature. (Three examples of the pairing technique are offered.) (Author/RL)

Discusses how eight English teachers have dealt with recent censorship issues in their schools. (RS)

Describes several classic literature abridgements and retellings recommended by high school teachers for young adults. Provides title, publisher name and address, price, and a brief description of each book's content. (MM)

Provides reviews of 11 historical novels with a U.S. setting that secondary school teachers recommend for adolescent readers. (PRA)

Provides short descriptions of 25 books that offer adolescent readers colorful and appealing young characters. (SR)

Describes the current state of reading lists in high school English courses as stagnant and in dire need of renewal. Argues for the canon of literature used in high schools to be opened up to include works by minorities and women writers. (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)

Lists adolescent novels that dramatize the trauma of war for the young. (EL)

Describes works that develop skills to help students face the inevitability of death, make sophisticated decisions about the issues of death and dying, and appreciate life while they are living it. (CRH)

The inclusion of a substantial amount of nonfiction in your English class is one of the easiest ways to involve the uninvolved high school student; specific books are suggested. (Author/SP)

Considers a number of criteria to use when selecting books involving the handicapped for use in mainstreamed classrooms, including accuracy of information, logical development of plot, dialogue, attitudes expressed, character development, believable situations, and use of humor. (RL)

Details an English teacher educator's struggle with his implicit part in prejudice during his high school years. Notes that the literature curriculum of English classes at that time represented a white perspective on the human experience. Contends that the study of diverse literature affords students the opportunity to become socially conscious.…

Notes that resources for the King holiday and Black History Month abound, and many Web sites provide interesting information along with reading lists for teachers and students. Discusses about 20 books that the author has read most recently or has found to be worth rereading. (SG)