Relates a literature class's analysis of a work. Notes student discovery that meaning in a fantasy work resided in a matrix of the author's structuring of the text, the reader's re-creation of that structure internally, and the subsequent development of agreed upon meaning within the group. (MM)

Argues that paragraph form congruent with the patterns and habits of thinking develops from the writer's sensitivity to the impact of visual images on the reader's mind. (MM)

Describes a survey of seventh grade students' reading attitudes. Presents interviews with three of the surveyed students in which they each describe a book they have read and their response to its special meaning. (HTH)

This guide provides the practical support teachers need to make literature circles succeed. The information provided in the guide should answer the kinds of questions teachers ask colleagues about implementing literature circles. It is not intended to stand alone. It is designed to supplement and extend two professional books on literature…

Efferent teaching asks the student to read for a predetermined answer, focusing on another person's ideas of the text's meaning. Aesthetic teaching allows for literature to be read and experienced as art through the reader's personal transaction with the text which focuses on one's own interest to create and understand the meaning. This paper…

Designed to help teachers get started using literature circles in their classrooms, this book gives teachers a boost to begin, offers some insights from other teachers, and helps teachers clarify where to go next. It notes that literature circles (or literature study groups, book clubs, or discussion circles) take many forms and engage students in…

Describes two approaches used in teacher education courses to prepare teachers to teach multicultural literature: (1) teachers read and responded to multicultural texts and then developed thematic units built upon multiethnic literature and incorporating a reader-response approach; and (2) teachers read and responded to children's literature in…

Explores why Chinese students' responses to American literature appear dogmatic and predictable. Examines how Chinese typically study literature by considering (1) the officially recognized relationship between literature and politics; (2) the traditional aims and methods of instruction in middle school; and (3) students' responsibilities in their…

Examines two readers' images of literary characters as a basis for studying text meaning construction. Finds greater variation than commonality between the text and readers, as well as between the readers. Suggests using dialogue and rereadings in instruction to aid in developing and monitoring text understanding. (SR)

Presents an approach to teaching Pierre Boulle's novella, "Face of a Hero," in which students produce their own "Cliffs Notes" for the text. Stresses the importance of using nontraditional literature, and shows how students can discover their own richer responses to literature instead of relying on study aids. (MM)

Presents a notebook or list of 20 ideas that could be used in the language arts classroom to further students' interest in literature and writing. Explains, for instance, how students might write a monologue about or to a character who is upsetting or dismaying them, or how students might collect 10 quotations describing a character. (TB)

Finds (1) no relationship between stance taken in a free response and types of intertextual or autobiographical connections made by students in grades four, six, and eight; (2) descriptions of meaningfulness of intertextual and autobiographical connections was related to students' grade level; and (3) students made more connections to television…

Contends that changing teaching habits may be the only educational reform that really works. Illustrates bad habits by discussing in detail the use of reading quizzes. Suggests that, instead of holding onto such habits to ensure that students read assigned texts, teachers choose more compelling works to read. (HB)

Advocates the use of literature response journals. Describes their use with an eighth-grade class and discusses teaching students how to respond well and how to include parents. (SR)

Describes an activity which uses poetry to help students differentiate between literal and critical comprehension and to focus on topics, main ideas, inferences, paraphrasing, and writing in response to text. (SR)