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)

Provides an explicit critique of existing poetry teaching practices which illustrates how adolescents, particularly boys, develop antipathy to this genre. Describes the theory and practice of "responsive teaching." Reports selected findings from a three-year action research investigation examining how keen readers of pre-twentieth-century poetry…

Discusses how reader-response activities combat lack of interest in introductory literature courses. Considers the value of a reader-response approach, activities which liberate students, a student-driven syllabus, and pragmatic concerns. Notes how employing a reader-response approach in the introductory literature course helps maintain the…

Presents nine student responses to "Pink and Say" by Patricia Polacco. Gives the students opinion and often times their response to some of the scenarios presented by the book. (SG)

This article explores young readers' fascination with particular authors. It begins with a brief analysis of the contents of fifth graders' letters to their favorite authors. It then juxtaposes their range of responses with the varying perspectives that teachers typically adopt when designing an author study, advocating a model of author study…

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)

Shares the responses of children to an initial exploration of books with gay and lesbian characters. Intends to learn from this experience in order to plan future curriculum engagements that encourage conversation around such a critical and controversial issue, and to use differences to take some sort of action against discrimination. (SG)

Shares extracts of letters from readers which raise questions about some of the differing cultural contexts in which the author's works of children's literature are being read. Presents a theoretical framework in which reading is a personal and social transaction. Discusses issues of racism and multiculturalism. (RS)

Describes a method of teaching writing founded on a concept of response papers based on the strong emotional reactions of students to assigned texts. Gives examples from several student papers, highlighting typical kinds of response. Argues for the response paper as a site for safe thought concerning difficult issues. (HB)

Describes and critiques Maurice Sendak's newest book, "We Are All in the Dumps with Jack and Guy," which includes nursery rhymes and pictures. Relates Sendak's book to the poetry of William Blake. Suggests possible readings for the book and approaches to teaching it. (HB)

Notes that much of what students read in high school (both young adult literature and the classics) leaves them feeling sad and confused. Argues that teachers can balance that with windows of hope through literature. Offers examples from young adult literature for each of three categories of optimism. Discusses two young adult novels which…

Considers how in this modern world a teacher masters children's literature for the purpose of guiding selection and literary experiences. Presents three vignettes illustrating different uses of literature today. Discusses a workshop, the Children's Choice and the Teacher's Choice projects. (SG)

Discusses a master class (conducted at the annual meeting of the National Council of Teachers of English) that focuses on supporting student responses to literature within the context of an undergraduate or graduate course in children's literature. Notes that at the conclusion of this successful session, participants generated numerous strategies…

One hundred undergraduate business students completed a questionnaire designed to determine their reactions to a traditional and a "flashier" textbook format. Before completing the questionnaire, subjects spent several minutes examining two business textbooks--one an older textbook with black ink on white paper, narrow margins, and few…

States that teachers need to understand the appeal of novels that teenagers prefer to read and analyzes a popular romantic novel, "Flowers in the Attic." (DF)