Focuses on the practice of critical reading in the English classroom. Argues that what is done in the classroom should be grounded in critical reading activities and be connected to the real lives of students. Demonstrates such a teaching approach in the context of a literature class studying Henry James's novel, "Washington Square." (HB)

Considers the effects of gender on the way high school students respond to literature. Provides results of a study designed to measure how gender differences affect reader response to a poem by Marla Ropchan. Shows how the female students read "against" themselves. (HB)

Claims that holistic scoring for schoolwide assessment of writing proficiency is influenced by the disciplines represented by the faculty readers. Describes in detail the findings of a study designed to measure reader bias in evaluation, a phenomenon suggested by reader-response theory. (HB)

Describes a method for teaching students how to write about literature that asks students to produce numerous "parts" in one large project. Provides a basic outline and explanation of the assigned tasks. (HB)

Offers 50 diverse suggestions intended to offer students new ways to think about a piece of literature, new directions to explore, and ways to respond with greater depth to the books they read. (SR)

Using an approach developed and refined over a combined 44 years of teaching, this book encourages literature teachers at the high school and college levels to empower their students as readers--and meaning-makers--of literature. The book presents results of a research study in which 288 students, ranging from junior high school to graduate…

Although many teachers force-feed the "meaning" of poetry to puzzled students or teach poetry by way of dissecting poetic techniques, more productive approaches to the study of poetry exist, as reflected in the literature in the ERIC database. Units of study can be organized around particular kinds of inquiry instead of around a literary…

In a collaborative learning experience at the South Carolina Humanities and Writing Institute, writing process teaching methods were used to teach literature. "The Adventures of Huckleberry Finn" was used as a prototype study for the group, while at the same time, each teacher-fellow developed his or her own literature study and teaching…

A study was conducted to explore student response to literature and the influence of classroom experiences on that response. Three novels were selected for study: "The Catcher in the Rye" by J. D. Salinger, "The Grapes of Wrath" by John Steinbeck, and "A Farewell to Arms" by Ernest Hemingway. Each of 54 freshman English students read one of the…

Describes an approach to literacy instruction for immigrant students based on two novels. Focuses on the immigrant experience and teaches both cultural and "school" literacy. (MM)

Discusses a reader-response approach to teaching Nathaniel Hawthorne's RAPPACCINI'S DAUGHTER. (MM)

Presents a student-guided approach (based on Louise M. Rosenblatt's "Literature as Exploration") to teaching Willa Cather's MY ANTONIA. (MM)

Discusses one teacher's use of ungraded reading logs in which students record quotations and their reactions to them. Points out that logs give students writing practice, involve all students in discussions, force students to read closely, and allow students to think about their reading. (ARH)

Discusses the connections between the study of literary texts, language, and composition and the impact of these connections on English instruction and English programs. (SRT)

Discusses the work of D. Smith, who wrote "Fifty Years of Children's Books,""Instruction in English," and Selected Essays," that largely document the history of English instruction in the U.S. for the last 50 years. (SRT)