Noting National Assessment of Educational Progress findings that indicate students have difficulty analyzing literature, this paper presents a model for teaching students the process of reading and responding to literature in an orderly manner. Following an introduction to the problem of literature analysis in the schools, the model is discussed…

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 how "Gulliver's Travels" was used with 11- and 12-year-olds to stimulate writing activities. (SRT)

Presents guidelines for using Jean Stafford's initiation story in high school literature classes. Describes a story that has humor, warmth, and a richness of theme that is appealing to both boys and girls. (NKA)

Argues that though college examiners seem to desire candidates' personal responses to literature, the examination questions require students to reply to the opinions of others rather than explain their own opinions. (SRT)

Investigated the different levels of response 60 primary children had to literature in the classroom and examined the differences in terms of stages in cognitive development. (DF)

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)

Shows how students can benefit from expressing their emotional responses to literature in writing. (EL)

Argues that coping with the complex demands of a story not only increases readers' enjoyment of literature, but also aids in intellectual and interpretive enjoyment. (HOD)

Examines the issues of how one makes sense of a poem and how to characterize groups of learners, their responses, their attitudes, and their stance in their social constructions of reality. (DF)

Discusses structuralism and liberal humanism and states that both are based upon moral and metaphysical positions. (DF)

Describes a case study that explored the responses of four elementary school students actively involved in a literature-based reading program and how the teacher handled each child. (FL)

Argues that the reader's active transformation and recreation of the text and both the content and function are best understood within the context of the personal style or identity the reader is shaping. (HOD)

Reports on a study that examined the relationship between age and depth of response to poetry. (HOD)