An author of young adult literature describes the difficulties confronted in writing the third novel in a trilogy and suggests that, for children, the historical novel can be a signpost between the fixed, always relevant, past and the changing present. (AEA)

Argues that it may be possible to help students read more and, at the same time, to pique their interest in the classics by suggesting that they read the works of Western writer Louis L'Amour. (FL)

Responds to both Kate Water's May l985 article, "Members of the Last Generation" and to a response to it written by Bryna J. Fireside in the January l986 issue, both dealing with whether authors of adolescent literature have a moral obligation to address the issue of nuclear war. (EL)

Discusses the dangers of censorship, children's right to read a variety of types of books, and the importance of children's books in which authors express their personal world view rather than deliberately writing for children. (GT)

The author of "Jacob Have I Loved" and "Come Sing, Jimmy Jo" describes the characters in books she has written who are like "Wednesday's children"--full of woe. Discusses dealing with tragedy in children's books. (EL)

An author of books for reluctant adolescent readers discusses his style of writing and explores some of the issues--personal, sociological, and political--raised by the aspirations of teachers for more and better reading. (HOD)

Reviews the title book and comments on Jarrell's use of language and themes, and his concern with the physical layout of the book. (EL)

Discusses the four major concentrations that can form the framework for a childrens literature program: children's interests, literary types, literary elements, and creators of children's literature. (DD)

The articles in this journal issue focus on adolescent literature. In the first article, author John Neufeld discusses how he chooses a particular topic and writes to uncover his own particular bias. The second article discusses the theme of "a price must be paid" in the works of Ouida Sebestyen while the third article presents an…

This book aims to help library media specialists and teachers build a love of reading and promote reading comprehension, all while experiencing the fun and excitement of an author or illustrator visit. The book provides step-by-step help in organizing actual author/illustrator visits or "virtual" celebrations--including curricular…

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)

Finds that sharing research on a particular author (Katherine Paterson) with a friend's sixth-grade class increased the students' interest in both the author and her books, led to fruitful discussions with the children, and aroused their curiosity about other authors and books. (NKA)

Intended for the junior high school or secondary school English teacher, the articles and features in this journal focus on young adult literatue and the adolescent audience. The first article, Zibby Oneal's "Writing for Adolescents: Pleasures and Problems," describes the responsibilities of authors of adolescent fiction, while the second article,…

The articles in this special journal issue focusing on children's literature were drawn from papers presented at the Conference on Children's Literature held in 1982 at The Ohio State University. The first section contains articles that address the question "What makes a good children's book?" The question is approached from a historical…

The essays in this collection are about neglected classics of children's fiction. The essays first appeared in the "Washington Post" and the "Los Angeles Times." With a scope limited to those works (mostly from the 20th-century) already overlooked or in danger of slipping from view, the 30 essays lead the reader through a wide…