Describes a textbook approach to teaching literature that deemphasizes recitation and emphasizes transactions between readers and texts, involving readers' personal knowledge, emotion, and experience. Sets up a reading plan including prereading, postreading, personal response, and shared response. (TB)

Discusses responsive reading, resistant reading, and dialogical reading in literature instruction. Uses William Carlos Williams' short story, "The Use of Force," to illustrate these reading processes, in particular that of dialogical reading. (SR)

Presents a ninth grader's written responses to Adrien Stoutenberg's story "Reel One." Describes the authors' senses of the student's readings of the story. Summarizes reflections on the authors' evaluations. Invites other teachers to do the same. (HB)

Describes how a high school student was able to express powerful feelings and achieve some kind of reconciliation with his father through his therapeutic exploration of Arthur Miller's play "Death of a Salesman." (PRA)

Presents two responses to Meredith Kopald's article, "Arthur Miller Wins a Peace Prize: Teaching, Literature, and Therapy" in the same issue of this journal. (PRA)

Considers the nature and function of the past in the way people construct the present, particularly with regard to the study of literature. Presents reader response as a feasibile approach for teachers of literature. Discusses issues surrounding the literary canon and the role of literature teachers. (HB)

This study administered two questionnaires to college sophomores in an English literature class. Tests measured the student's satisfaction with different types of instruction, including lectures, group work, and individual work. (RB)

Responds to E. D. Hirsch's "Cultural Literacy" and Allan Bloom's "The Closing of the American Mind," confronting questions of teaching values through literature. Argues that while teachers should deplore societal tyrannies, they can endorse the list proposed by Hirsch and allow students to develop their own responses to items…

Discusses ways in which Mikhail Bakhtin's two key ideas--multivocality and carnival--are played out in John Knowles' novel "A Separate Peace." Suggests that the novel will remain vital, alive, and accessible to students as long as they hear, respond to, and participate in the dialogues in the novel. (RS)

Argues for the consideration of food and gastronomy in the teaching of English in high schools. Provides methods of teaching writing in conjunction with student response to eating. (HB)

Discusses 10 reasons to end the senior year of high school with Bernard Malamud's novel "The Natural." (RS)

Describes how reader response journals encourage students to interact with literary works. Presents 20 questions, based on David Bleich's response heuristic, which help guide students' responses. (MM)

Summarizes the history of, and theory and research in, reader response approaches to teaching literature. Proposes an instructional process employing response-based teaching. (MM)

Shows how one teacher used William Faulkner's "A Rose for Emily" to teach inference and implication. (ARH)

Reports on a study that examined the responses of young people to a new poem. Covers the background, procedures, processes, conclusions, and implications of the study. (EL)