An author of young adult novels gives her reasons for writing for that particular audience rather than for adults. (FL)

Traces the history of English literature and instruction in Nigerian schools, from the classical Western canon imposed by colonialism to popular pamphlet literature. Reviews books that are related to the Nigerian teenager's personal and social needs, filling a lacuna previously occupied by European and North American books. (JK)

Annotates 29 English-language books about Russia that are suited for middle and secondary school students. (HTH)

Presents the results of a study that supports the premise that children should read literature written for children in other countries to increase their knowledge and understanding of other cultures. Includes a bibliography of Russian children's literature. (AEA)

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)

Suggests that humor rates a place in the curriculum. Presents a bibliography of humorous books, categorized according to age and the developmental stage of humor. (JM)

Suggests using children's literature to help high school students understand the elements of literary form. (MKM)

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

Discusses the differing opinions about the value and quality of adolescent literature. Draws from sources indexed in the ERIC system. (MKM)

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…

Reviews a number of materials and sources on books and reading materials for high schools students. (RB)

Argues that the humorous books that teenagers choose to read are appropriate in relation to their interests, maturity, and experience. (AEA)

Describes three junior novels, "The Contender,""Harlem Summer," and "Mary Jane," to use in motivating Black disadvantaged students to read. (MKM)

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 the 1991 Young Adults' Choices, the fifth annual list of books preferred by readers in middle schools and junior and senior high schools in the United States. Offers annotations for all 28 books which include a short description of the book and possible uses in the classroom. (SR)