Grounded in the three-part literary concept of the narrator, the narratee, and the implied reader, this article provides teachers and students with a heuristic for -- uncovering, attending to, and critiquing assumptions about youth found in the first-person narrative form that predominates in young adult literature.

Suggests that television's imaginative hold on its viewers is produced by its use of primal mythological stories and powerful ritual narratives. (MM)

Recounts an experience with a "stage prop" bomb made by the art department for a high school production of John Patrick's play, "Anybody Out There?" (EL)

A discussion of the power of first person narrative and the modern predilection for personal witness, especially among the young. Explores personalized reporting based on direct experience, passive observation (or vicarious experience), and the public announcing of personal views, and relates all to the teaching of English, particularly…

Describes the activities in a high school English class aimed at instructing students concerning the concept of "historical fiction." Outlines class activities in which students are asked to write fictional narratives based on the historical facts concerning the sinking of the "Titanic." (HB)

Examines the symbolism and theme of Eudora Welty's Petrified Man" and finds the most pitiless indictment of the venal spirit of modern civilization. (Author)

Describes the way one English teacher used a variety of stories to introduce students to the conventions of narrative fiction. Shows how students can be taught how great narrative artists manipulate the emotions of their audiences. (HB)

Describes an approach to teaching narrative poetry writing to tenth-grade students. (RL)

Describes the way one English teacher used a variety of stories to introduce students to the conventions of narrative fiction, with specific attention paid to the problem of the unreliable narrator. Claims that teaching the truth of fiction depends upon a clear appraisal of the story's narrator. (HB)

Describes how one English teacher celebrated the power of students' personal writing to clarify and validate their own personal life experiences. Argues for the use of personal narrative in teaching students to develop as writers and thinkers. (HB)

Describes a game which can be used to acquaint students with the basic elements of narrative fiction. (DD)

Disputes the claim that narrative writing is of lesser value than expository forms, and argues that narrative holds great potential for use in writing curricula. Describes a summer science institute for minority students in which narrative was utilized. (HB)

Describes how one English teacher developed an approach to teaching personal writing which juxtaposed the refined power of literary stories against the raw power of students' personal and sometimes tragic stories. Encourages English teachers to relate literary works to real, everyday life. (HB)

Describes recent critical and theoretical works dealing with the topic of narrative and storytelling. Provides citations and brief annotations of 13 works. (HB)