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)

Presents four techniques, based on two philosophical premises, that are designed to extend readers' responses to literature: (1) literary sociogram, (2) semantic webs, (3) plot profile, and (4) Burgess summaries. (RBW)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Discusses the opposing viewpoints of the two most influential linguists of this century--Saussure and Chomsky--suggesting that while both are interested in form as opposed to substance, Saussure sees linguistics as a branch of semiotics and Chomsky sees it as part of cognitive psychology. Evaluates the relevance of these two viewpoints to the…

Addresses two questions: (1) What are the functions of literature? and (2) How do children respond to literature? (HOD)