Observes that when teachers use their writing as "models" for their students, they motivate students to ask appropriate and instructionally profitable questions about other works. Notes that this "response heuristic" can decrease the distance between students and literature. (MM)

Identifies eight resources that help educators extend and enrich the literacy experiences of students through the weaving of drama, music, and the visual arts into responses to literature, writing, and other areas of the curriculum. (RS)

Explores the influence of diverse approaches on third-grade students' stance in writing literary responses and the complexity of their responses. Finds that in the final response, the literary approach affected whether students wrote from an aesthetic or literary analysis stance. (PA)

Debates whether a text claiming to have scientific value is using seduction irresponsibly at the expense of the truth, and discusses who is the subject and who is the object of such seduction. It argues that, rather than being an assault against scientific ethics, seduction is a necessary premise for a sensible conversation to take place. (GR)

Claims that the insights of reader response theory can be brought into the teaching of poetry in college literature courses. Outlines methods for utilizing reader response techniques to help students enjoy and understand poetry. (HB)

Describes how five fourth-grade students and a teacher transacted with text and with each other as they talked about books. Finds that students' responses to literature are not limited to movements among text and personal experiences but also include movements among improvisations stimulated by the text and related texts such as other books and…

Describes a teacher's unsuccessful attempt to introduce the poetry of Tu Fu, a wayward bureaucrat of the T'ang dynasty, to a class of part-time students. Uses his students' resistance to this poetry as an occasion to discuss the importance of personal responses to poetry, as opposed to "correct" academic responses. (TB)

Finds the commentaries of U.S. critics on the works of Chinua Achebe and other African writers ethnocentric, misinformed, and devoid of cogent analysis. Advocates a microscopic sociocultural contextualization of the works, emphasizing the nuances, history, and specifications of the African milieu. Discusses Achebe's special place in reading lists…

Discusses the usefulness of literary theory to instruction. Identifies, from a brief classroom transcript, a student's "misreadings," explains how theory helped understand their nature, and how it suggested an instructional strategy. (SR)

Responds to previous article on supervision of beginning and advanced graduate students of counseling and psychotherapy (Ronnestad and Skovholt, 1993). Assesses usefulness of developmental model in understanding and evaluating supervisory process and compares differences between Norway and United States in supervisory practice. (NB)

Investigates whether changes in the written structure of a proposal will affect the reader's attitudes. Maintains that writers can help readers of proposals by providing the information, detail, and structure the reader expects. (SR)

Examines children's responses to nine works of realistic literature and film. Finds (1) between-text differences for stance and understanding; (2) book and film differences for stance but not for understanding; (3) most responses were written from an aesthetic stance; and (4) the use of an aesthetic stance is associated with significantly higher…

Responds to previous article by Borders and Drury (1992) on effectiveness of school counseling programs by focusing on conclusions that school counseling interventions have substantial impact on students' educational and personal development and that individual and small-group counseling, classroom guidance, and consultation activities seem to…

Asserts that students should be encouraged to be risk takers and derive their own meaning from expository text. Discusses the impact of several reading strategies on the reading attitudes and classroom performance of college-level developmental readers. (PRA)

Describes the responses of one English teacher recorded in a journal throughout her second reading of Margaret Mahy's novel, "Dangerous Spaces." Considers how later rereadings of the novel were influenced by earlier readings. Shows how one reader can fail to do justice to a book when reading it alone. (HB)