Reviews research concerning television's impact on students' reading interests and achievement. (MKM)

Suggests practical methods for teaching students to check and evaluate the source of reading material in order to aid their thoughtful reaction. (MKM)

Describes four stages in a reading and writing transaction involving a reader's response to literature. The four stages described are involvement, perception, interpretation, and evaluation; student writing is required at each of these stages. (MKM)

Argues that a coherent program of moral education should be a part of the school's total effort to provide opportunities that foster the development of intelligent behavior and that the skills of critical reading may be used in this endeavor. (FL)

Describes one element of the reading act as it operates in time--how "good-enough" readers of complex fiction strike a personal balance between the need for momentum and the need for accountability to the text. Draws from protocols provided by 33 readers, from eighth grade to Ph.D. level, following two readings of a novel. (PA)

Reproduces a poem about an urban landscape by Jayne Cortez and reflects on how students are willing to tackle its complexities and its ideas about beauty. Finds that the poem is effective for a discussion of beauty among students. (PA)

Describes a seminar course for underprepared college students which focuses on the study of the hero's quest and solves many of the difficulties inherent in the remedial writing course previously taught. Aims to teach critical thinking, close critical reading, and critical and creative writing as necessary for making the journey of inquiry. (PA)

Notes that pleasure rarely receives much attention in literacy pedagogy. Argues that while composition should engage in the work of making writing pleasurable, it is equally important to recognize the pleasures that already exist for students and all textual users. Examines a critical reading of textual meaning and sensation. Explores an…

Outlines the author's experience of teaching David Mamet's play "Oleanna" in an introductory college drama class. Proposes that "Oleanna" in the classroom becomes a powerfully reflexive text, framing the student-teacher relationship. Concludes this work confronts teachers and students with the relationships of power and…

Addresses problems concerning the ways Flannery O'Connor's fiction has been read. Proposes an alternate reading of "A Good Man Is Hard to Find." Suggests the primary theme of the story is the idea that each generation has the responsibility to pass on values to the next. (PM)

Outlines a teaching method for Wright Morris's "A Fight Between a White Boy and a Black Boy in the Dusk of a Fall Afternoon in Omaha, Nebraska." Proposes that the story provides and opportunity to introduce stream-of-consciousness writing and to convey the significance of memory recall. (PM)

Outlines a method to teach Ray Bradbury's "The Foghorn." Explains the background for the story and different approaches to the story. Proposes the story has marvelous unity because of its symbolism. Discusses revisions, characterizations, and the resolution of the story. Lists questions for discussion. (PM)

Considers the arguments for seeing work rather than response as key to the poetic experience. Explains the development of such experience in the classroom. Notes that this is worth exploring not only in terms of literacy curriculum, but with respect to curriculum as a whole, since poetry is often invoked as an important resource for the…

Describes the Fulbright-Hays seminar and the author's experience with it. Discusses the application process and experiences with Fulbright seminars in Poland, Hungary, Peru, and Ecuador. Notes how she and her colleagues use Fulbright information in their classrooms. (SG)

Examines problems of interpretation posed by Avi's "Nothing but the Truth," particularly those concerning what truth is and what access the reader has to it. Shows how a "documentary novel" employs "objective facts" but allows various characters to manipulate them. Suggests that a traditional approach to the novel is problematic and recommends…