Argues that viewing writing as a social process where writers and readers attempt to make contact is more appropriate than viewing language as information exchange. Also outlines the central assumptions underlying aesthetic reading research. (JC)

Shares personal and profound experiences that permitted the emergence of a method of response to literature, circles of meaning, including excerpts of a master's thesis case study of a student making meaning of short stories using the method. Notes some of the learnings that this experience brought into the author's work with education students.…

Suggests the double-entry journal as an effective method of encouraging the creation and discovery of new information in literature classes. Describes the three processes involved (and the theoretical underpinnings of each), including: (1) activating prior knowledge and present feelings; (2) learning collaboratively; and (3) integrating reading,…

Examines how students make and revise meaning when writing in purposeful, informal ways about their interpretation of literary texts. Also reveals five ways in which students develop their understanding of literature through writing. Suggests a mutually enriching reading-writing process of interpretation. (AEW)

Explores responses to fiction reading by students who record these responses in journals. (NKA)

Defends the study of literature in the elementary and secondary grades for its ability to help students think both creatively and critically. Provides objectives for teaching literature such as development of perception, expression, cognitive style, aesthetic awareness, moral values, and writing ability. (SRT)