Discusses how a teacher forced his college students to think critically, rather than intuitively, about children's literature. (SRT)

Reports responses of several authors of young adult literature concerning the importance of first readers' reactions to their unpublished drafts. Offers comments on the general subject of writers' attitudes toward criticism and revision. (EL)

Clarifies some common misconceptions about the nature of narcissism and projection and employs recent developments in post-Freudian psychoanalytic theory to explain how projective activities are filtered and altered by a certain notion of textual objectivity: objectivity as defined by the text's material signifiers. (FL)

Compares the theories of writing style advocated by Barthes and Coles. (FL)

Responds to Caple's self-organization paradigm with interest in methods of promoting student growth and maturity. Finds use of a continuum with developmental and self-organization theories at opposite ends unnecessary, believing that growth takes place in a state of equilibrium or disequilibrium. Considers closed systems theory, as well as Caple's…

This article offers a critique of Thiessen's "Indoctrination and Religious Education."

Suggests humorous ways to generate student interest in literature such as creating advertising campaigns for characters in fiction. (SRT)

Argues that children's responses to the literature in their classroom need not always be formal and structured and that spontaneous, informal responses are equally meaningful. (DF)

Discusses how romantic novels can be used to generate interest in the secondary school classroom. (DF)

Explores preschoolers' responses to life and childhood experiences and how this response carries over into their subsequent response to literature. (HTH)

Contrasts the dramatic potential of two media--the novel and the television production--and illustrates why great novels should not be made into television shows. (AEA)

Reports on the responses of children in Northern Ireland to "The Twelfth Day of July" by Joan Lingard, a contemporary novel set in their own country. (HOD)

Offers three explanations drawn from language and literature theories about what happens when people read: (1) receiving sense, (2) finding sense, and (3) making sense. (EL)

Describes a teaching technique that capitalizes on the individual meanings a piece of literature can have for different students. Explains how it encourages students to concentrate first on facts that they notice in a text and in the inferences they make based on those facts. (FL)

Presents a criticism of Evan Carton's description of a writing assignment, noting the contradiction between the assignment's real purpose and the rigid writing restrictions inherent in the assignment that preclude the purpose. Presents Carton's response. (HTH)