Discusses students' responses to SIXTEEN: SHORT STORIES BY OUTSTANDING WRITERS FOR YOUNG ADULTS (edited by Donald R. Gallo), a collection of stories thematically grouped in a format based on a response-centered approach to literature. (MM)

Describes a writing activity in which children in England wrote letters to various children's authors. Discusses the content of both the children's letters and the author's replies. (MM)

Examines two passages from Thucydides'"History of the Peloponnesian War" to illustrate the origins of scientific writing and to explore the relationship between scientific writing and epideictic rhetoric. Concludes that Thucydides' work merits an important position in the history of scientific and technical writing. (JAD)

Indicates that frequent one-to-one story readings in a school setting increased the number and complexity of comments and questions from a group of four-year-old children of low socioeconomic status. (ARH)

Commends the stress-coping meta-analysis (Matheny, et al) and addresses some of the questions which are raised. Discusses three major issues: stage of stress, types of stressors, and dealing with situations where the stressor cannot be objectively eliminated. (KS)

Responds to Caple's self-organization paradigm of student development, where humans are viewed as open systems, unstable because of continuous exchange of energy with their environments. Corroborates the inevitability of disequilibrium in human existence but is disturbed by the notion of random determination of second-order change. Raises…

Three main points from Thiessen's "Indoctrination and Religious Education" are explored. (DF)

Generalizes about the use of literature in classrooms in South Australia, Victoria, A.C.T., Tasmania, New South Wales, Queensland, Western Australia, and Northern Territory. (DF)

Discusses using reader response instead of standard literature interpretation teaching methods for the study of adolescent literature in high schools. Asserts that this method gives authority to the students as reader because they must assume responsibility for understanding the text, themselves, and the world. (SRT)

Offers a method of using reader response theory that emphasizes the expectations about a text and how those expectations are fulfilled or deflated. Specifically, students read traditional fables, fairy tales, and parables, and compare them to contemporary works such as Kafka's "Metamorphosis" and Marquez's "The Very Old Man With Enormous Wings."…

Notes that writing center teachers' responses to students depend on what the writers want to say (content), how the writers approached the writing (process), and the conventions needed to prepare the final manuscript (skills). Discusses effective ways to conduct these three types of conferences for each stage of the writing process. (HTH)

Concludes that readers recall syntactic subjects very poorly. Suggests that to understand more precisely how readers represent such subjects in memory, new and rich models of language and of possible domains in text will be needed. (FL)

Attempts to show in detail how the human literary activity called literary interpretation consists of personal selection and use of communal tools. (CRH)

States that the teacher's ultimate responsibility is to assist individuals to continue to appreciate Shakespeare's plays in later life. Discusses (1) the play as a live process, (2) methods of play appreciation, and (3) the play experience as an integrated whole. (EL)

A distinguished writer looks again at a favorite childhood hero--Robin Hood, a work written by Henry Gilbert. (HOD)