Describes the characteristics of an alternative writing workshop in which the author controls the discussion. Discusses the respective roles of the writer, the readers, and the teacher in such a workshop. (HTH)

To assess the effects of textual variation on students' preferred patterns of literary response, 166 college students were asked to read two poems and two short stories. The findings provided support for the notion that students' preferred patterns of response are strongly influenced by the nature of the texts they read. (HOD)

Explores the literary connection between writers and readers by offering examples from the work of the writers and the responses of their readers. (HOD)

The author of "Jacob Have I Loved" and "Come Sing, Jimmy Jo" describes the characters in books she has written who are like "Wednesday's children"--full of woe. Discusses dealing with tragedy in children's books. (EL)

Discusses how the imagination not only helps one to create fantasy worlds, but makes one's self what he or she is. (HOD)

Discusses the problems of readers' different responses to essay test passages and the implications for the subsequent writing assignment. Describes a model of the writing assessment episode and discusses four generalizations about writing task interpretation. (HTH)

Describes a study of the influence of wording changes in essay questions on test performance. Results did not support the hypothesis that such changes would affect writer performance. (HTH)

Answers the question of whether fiction can mean anything you want it to. Offers suggestions to help students use their personal experiences to make sense out of Kafka's "A Hunger Artist." (EL)

Approaches Susan Glaspell's work by uniting role playing and reader response to foster student understanding of their values of the text. (CRH)

Emphasizes the importance of having students write "artistic" responses to literature, thereby revealing what meaning the literary work has for them. (HOD)

Suggests that readers participate in literary texts by creating and perceiving voices in the work. (HOD)

Discusses several levels of mystery fiction for children and explains how these narratives extend and shape the literary reading habits of the young. (HOD)

Proposes ways of blending the study of literature and the teaching of writing. Suggests assignments that involve writing or rewriting literature, writing about literature, and writing in response to literature. (MM)

The Children's Book Council of Australia's (CBCA) Book of the Year Awards for 2001 include a new category--Book of the Year: Early Childhood. This category was introduced because some contemporary picture books are for mature readers, and it was recognized that books for young children were often being overlooked. This guide explores books in all…

This book provides practical strategies for K-6 teachers for using nonfiction trade books in language arts and content area instruction. Research-based classroom-tested ideas are spelled out to help teachers: select from among the many quality nonfiction trade books available; incorporate nonfiction into the classroom; work with students to…