Describes a discussion model based on the reader-response approach which thrives on controversy and encourages students to become an active, responsible "community of interpreters." (MM)

Responds to Biggs' article on the case presentation approach in clinical supervision by discussing implications for instruction of two relevant research programs: conceptual level (Harvey, Hunt, and Schroder, 1961) and Hunt's related matching model for education, and Strohmer and associates' cognitive models for clinical judgment. (NB)

Discusses White readers' attitudes and responses to ethnic literature, especially that of Leslie Marmon Silko, Toni Cade Bambera, and Toni Morrison. (SRT)

Presents the thoughts of an author who participates in and espouses the "Writers in Education" project in Great Britain, and notes that she enjoys speaking with younger students because they see her as a fellow writer and are less deferential than older students. (JC)

Analysis demonstrates that interdisciplinary variation in scholarly journal rejection rates is linked to variation in consensus, not to journal space shortages; rejection rates are a good indicator of consensus. The different prospects authors face when submitting manuscripts to different journals result from structural differences between the…

Describes the rationale, problems, and successes of a literature-based reading program. (FL)

Records the attempts of a very young child to construct his own understanding of what it means to die and of the social impact of death within his own culture. Includes transcripts in which the child uses narrative to frame his first, tentative ideas about death and responds to literature to further extend his understanding. (JD)

Reports on a study using teaching strategies for content reading material that focus on the difference between literal and inferential questions. Results indicated that the strategy helped to improve students' responses to questions. (SRT)

Reviews various methods of teaching literature and proposes that response to literature be an element in the teaching of literature. Considers the role of the teacher in a response-centered classroom and how to create a classroom environment that will encourage interpretation and response to literature. (SRT)

Comments on the lack of general agreement as to the aims and objectives of English instruction and draws attention to need for dissemination and continuation of research work that will help schools construct coherent schemes of work based on an understanding of stages of development in students' mastery of meaning construction in modes of writing,…

Reviews Elie Wiesel's "Night," an account of his Holocaust experiences. Concludes that what is important is not that students' questions be answered, but that people continue to ask them. (EL)

Concludes that perceptions of causes of crime vary markedly depending on which news medium is used most. (FL)

Describes imaginative ways to teach "A Wizard of Earthsea," a fantasy novel by Ursula LeGuin, with teaching time limited to one hour a week for six weeks. (HOD)

Argues that creative writing in schools should be considered as the writing students do that approximates forms of literature--literature being a broad discourse term for a number of genres, but especially the narrative and the lyric. (HOD)

Presents a set of arguments defending a humanist model of reading as opposed to students responding as individuals to literary works. (CRH)