This research paper investigates two main volumes taken from "Children's Literature Association Quarterly"; the earlier one is Vol. 11 published in 1986, and the other one, a more recent one, Vol. 32 published in 2007, as to understand the differences and similarities regarding the approaches used in the articles to understand Children's…

The paper takes Katherine Anne Porter's two short stories: "Flowering Judas", "The Grave" as objects of study. It will try to analyze Porter's writing style through her imaginary conception, vivid psychological description and multiple symbolisms so that we can understand her studies and her attitudes to female psychological…

Suggests practical ways to activate and build appropriate cognitive schema for understanding the classics via adolescent novels. Presents eight pairs of books, each pair an adolescent novel and a classic, on eight themes. Presents a brief discussion of each theme and each book, and a rationale for the pairing. (SR)

Contends that educators are using the term "thematic unit" too broadly--a majority of thematic units developed and presented by teachers are centrally focused but on something other than a literary theme. Discusses eight types of centrally focused units. (RS)

Applies the idea of the theme booktalk to "Wuthering Heights," which serves as a springboard for talking about themes of family rage, confrontation, quarrel and rebellion in other works of literature with relevance to contemporary young people. (JK)

The author urges the adoption of regional, national, and comparative approaches to Canadian literature in Canadian secondary schools. (AN)

Compares the works of Joseph Conrad and other novelists as they describe the symbolic process of an initiation voyage. (AEA)

Reports on the development and content of an English course that used death as a theme in literature. (RL)

A study of the fictional treatment of the same theme--man's depravity--in "Lord of the Flies" and "Heart of Darkness" provides an approach to literary study which sharpens students' analytical skills through a comparison of the books and an exploration of the uniqueness of each. Although there are differences evident between…

Describes the difficulties in finding a balance between the masculine and feminine within one's self and the world. (CRH)

A proposed unit of study for high school literature classes, exploring a particular image of man as he appears in the past and is found in contemporary society. (Author/JB)

Details the planning and the specific assignments involved in teaching "Great Expectations" over a period of nine months. Explains how the novel was coordinated with other reading using the themes of Judgment, Influences, and Control. (NH)

Discusses the use of literature clusters (8 to 12 children's books on a particular topic) to enhance learning and instruction. Concludes that the process of developing a literature cluster on intergenerational relationships will result in a cluster that expresses both the participants' experiences and their understanding of the intended audience.…

Teachers should help students gain a sense of where they stand. It is difficult to imagine literature without a sense of place--places bridge time and evoke and recreate the past. To compose is to remember, to recreate, and a sense of place begins the composing. Some northwestern U.S. books illustrate the point. In a college literature class,…

This teaching guide is for use with two novels of young adult literature, "A Far-Off Land" (Rebecca Caudill) and "The Trail on Which They Wept" (Dorothy Hoobler). The teaching guide is divided into three sections: Major Themes (8 themes are listed); Interdisciplinary Topics (9 topics are suggested); and Significant Quotations…