Presents a way of interesting students in high school literature by starting with children's books. The technique involves teacher modeling, using illustrations to motivate writing, and linking a children's book with a more advanced work on a similar topic. (SKC)

Appraises the literary genre of adolescent literature and describes ERIC documents that discuss the pros and cons of the genre. (HOD)

Describes a methodology for teaching the complex prose structures common to nineteenth- and twentieth-century literature. Identifies modifying structures, conditional structures, and periodic sentences as stumbling blocks for students. Argues that students should be taught the effect of these structures on the meaning of both the sentence and the…

Draws information from documents in the ERIC system to define oral interpretation, demonstrate its benefits for students, and describe classroom approaches to oral interpretation, including readers' theatre. (DD)

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

Explores a few of the trends contributing to the apparent decline in substantive literature instruction and suggests some teaching methods that can help restore the human element to literature. (HOD)

Reviews eight 1988 American Library Association Best Books for Young Adults in which literacy contributes to identity building and daily functioning of the characters. Presents discussion, writing, speaking, and listening techniques to enhance students' engagement in literacy through reading these books. (RS)

Provides examples of American short stories based on folk tradition which can be used to interest students in literature and provide insight into social mores and culture. (MKM)

Contributors offer suggestions for teaching "David Copperfield," a vocabulary unit built around the theme of love, and a vocabulary guessing game. (HOD)

Argues that children's literature has a place in the remedial secondary school reading class. Relates the positive reaction of eleventh grade students having "Jack and the Beantree" read to them. (RS)

Describes the use of character journals (a written diary kept by the reader who assumes the role of the main character) with a group of eighth-grade students. Shows how students think more about what they are reading and come away with a better sense of their own identity. (SR)

Outlines a genre study program, useful for undergraduate or graduate classes in children's literature as well as adaptation for use with learners in grades 6 through 9. Enumerates questions and reading assignments pertaining to changing gender roles. Contains an annotated (by level and genre) bibliography. (JK)

Explains ways that juvenile science fiction has changed and improved during the last decade. Includes a bibliography of titles popular with children and adolescents. (MKM)

Discusses how teachers can help students learn to read with a sense of the author--who wrote the book, how, and why. Argues that building a schema for various genres and more sophisticated writing techniques strengthens comprehension and enables students to enjoy books on their own. (RS)

Outlines a process approach to teaching literature which focuses both on meaningful writing and on the ways students respond to what they read. Suggests that such an approach can create in students a life-long love of literature. (ARH)