Suggests that published critical analyses of literary works can be used as a pedagogical tool to expose students to informed literary perspectives. Outlines strategies that incorporate these resources into instruction by addressing several interpretations of Robert Frost's poem "The Road Not Taken." (RS)

Studies how the novel "Permanent Connections" by Sue Ellen Bridgers explores the coming of age of teenage and older characters, particularly of two women who begin to lead their own lives. Analyzes the feminine "crisis of choosing" experienced by these two main characters. (HB)

Describes how, in his class on script analysis, the author has students watch videos of stage productions or films of a play that they have previously read. Includes a resource list of plays on video and where they can be obtained. (SR)

Offers a series of related approaches to teaching poetry and helping students to overcome their phobia of it. Suggests that students gain from discussion of vocabulary, the poem's speaker and his or her perspective, and word choices in the poem. (TB)

Offers glimpses into the landscapes of people's lives. Discusses Edith Bruck's "Who Loves You Like This,""Life Stories: Profiles from 'The New Yorker'," and Hugh Sidey's "Portraits of the Presidents: Power and Personality in the Oval Office." (SG)

Examines images and the written text in the picture book, "The Day of Ahmed's Secret," by Florence Parry Heide and Judith Heide Gilliland. Examines the book in greater detail by looking for issues of authenticity as well as social issues within the book's pictures and written texts. (SG)

One of six student guidebooks in a series of 11 arts and humanities career exploration guides for grade 7-12 teachers, counselors, and students, this student book on exploration of theater and media careers presents information on specific occupations in five different career areas: Performance, writing, production, business, and…

Popular culture in America is comprehensively reviewed in this book. The book is designed for either high school or college level social studies or English courses and includes a variety of graphic illustrations that provide a thread of continuity throughout. Basically the author has developed a method of analysis that reveals how popular culture…

Thirty-three linguistically oriented questions are presented that have proved useful in teaching literature. They are followed by a brief description of the kinds of linguistic knowledge needed to use the questions and an application of the technique to a novel and a poem. (KM)

Presents a philosophical discussion on two approaches to teaching literature, comparing the rational, textual centered approach to the more subjective, experience oriented method. (RB)

Challenges the idea in the critical and educational thinking about literature that poetry is an experience that does not need analysis. (RB)

Concludes that junior novels have changed in form and content, are more difficult to read, and deal with mature topics. (RB)

Many well-known adolescent novels perpetuate the dangerous stereotype that killing--and especially killing what one loves--is manly. (JH)