Emphasizes the importance of having students write "artistic" responses to literature, thereby revealing what meaning the literary work has for them. (HOD)

Suggests that readers participate in literary texts by creating and perceiving voices in the work. (HOD)

Discusses several levels of mystery fiction for children and explains how these narratives extend and shape the literary reading habits of the young. (HOD)

Proposes ways of blending the study of literature and the teaching of writing. Suggests assignments that involve writing or rewriting literature, writing about literature, and writing in response to literature. (MM)

Many students in grades 3-5 may be reluctant to participate in literature discussion groups because they are accustomed to round-robin reading and whole-class discussions followed by individual workbook exercises. These children may require extensive instructional support to learn to participate in more independent discussions. This book describes…

Anthologists and editors prepare the way for poetry readers, selecting works that reward close reading and assisting interpretation through annotation. But on the Internet people can return to poetry in its native state--one set of words among many others competing for appreciation--and read with fresh eyes. The learning objectives of this lesson…

Introduces a student-composed diagram as a means of discussing obstacles and resistances to teaching literature, such as assumptions about what a text is and whether it should be analyzed at all. Discusses a possible structure for the introductory literature course. (TB)

Addresses the question of how literature should be discussed with children. Illustrates how a knowledge of literature beyond a single story and beyond a particular child's response can be of help in teaching. (SR)

Argues that the primary value of literature lies within the work itself, an appreciation of it, and the connections readers make to it. Discusses how a reader response approach offers one way to open the door for children to the lived-through experience of literature as art with intrinsic value. (SR)

Describes the way one teacher utilizes literature in the English classroom to help students to identify and explore their own personal life philosophies. Advocates moving away from the actual fiction and applying its philosophies to the lives of the readers. (HB)

Explores the mystery of why readers choose to read texts. Considers the psychology of reading for pleasure and the figures of speech linking reading with love. Discusses a wide array of books and the reasons that readers have felt such a strong attachment to them. (HB)

Reconceptualizes the idea of curriculum integration to include "cultural imagination." Uses the example of a fifth-grade child's responses to literature to demonstrate the types of connections that can be made. (SR)

Suggests teachers and students develop a critical aesthetic in approaching the picture book genre. Discusses three picture books concerning the Australian environment to illustrate that guiding students to read for information alone disregards the aesthetic value of the genre. (NH)

Discusses Margaret Atwood's "provocative and funny" short story "Rape Fantasies," and describes how, when teaching this story the author encourages students to sympathize with Estelle (the narrator) before they judge her (instead of rushing to achieve closure and begin interpretation). (SR)

States that 1998 marks the 70th anniversary of Wanda Gag's picture book, "Millions of Cats" and that Wanda considered herself an artist rather than a writer of children's books. Recounts events in her early life; discusses why her book became a classic. Lists seven classic elements in the book and seven questions for stimulating student response.…