An annotated list of 29 books chosen by 16- to 19-year-olds from over 400 newly-published books. (DD)

Presents an annotated bibliography of the 20 books found to be most popular in an annual survey of high school students' reading choices. (MM)

Discusses with brief annotations several novels that treat the problem of the adolescent trying to survive and grow in a broken home. (TO)

Presents the pros and cons of including teen romances in the English curriculum. (JL)

Lists and appraises books favored by middle school readers as revealed in the most recent "children's choices" poll conducted by the International Reading Association. Proposes a similar poll for older students. (JL)

Various contributors recommend "The Odyssey,""Julius Caesar,""A Dog's Tale,""Ivanhoe,""Star Wars,""The Red Badge of Courage,""Demian,""Antigone,""Children of Crisis," and "Frankenstein" for use in literature classes and justify their recommendations. (JL)

Notes that less than 1% of the new Prentice Hall American literature textbook, "The American Experience," is devoted to works by writers with Hispanic surnames. Offers two guidelines for the selection of literature outside the anthology: independent choice by students and teachers; and indigenous literature which arises from students'…

Discusses a list of books of varying lengths and difficulty that the reading teacher can use to help reluctant readers find that all-important breakthrough book to discover what reading can do for them. (KEH)

Urges high school English departments to integrate literature by and about women into the English curriculum. Describes several activities that bring this literature into the classroom, and provides a list of available materials to balance the curriculum. (MM)

Describes an approach that pairs every male-authored novel, play, short story, or poem taught in the English curriculum with one written by a woman. Illustrates this approach in a course pairing Emily Dickinson and Walt Whitman. Provides an annotated list of works that examine the subject of gender issues in schools. (MM)

Discusses three books that can take readers all over the world in geographies both personal and global, visiting grandfather's and grandmother's spaces, literally and figuratively, helping readers know themselves as they remember their "belonging." (SR)

Presents brief responses from six educators describing the best young adult novel they have ever read, and why they chose that book. (SR)

Describes the designing of a parallel curriculum for ninth graders who are required to take both World Literature and World Cultures. Concludes that there are opportunities for both students and teachers to connect to the cultures of the world and better understand the people and their literature. (SG)

Describes how the school intercom system was used to announce a new book of the day in persuasive terms during December, Reading Month, in Virginia. Includes sample booktalks. (CRH)

Presents a list of resources for teachers and librarians who wish to acquaint themselves with adolescent literature, adolescent reading interests, and approaches to teaching literature to adolescents. (TO)