Explores ways that science fiction can be used in the classroom in discussions of world affairs, social studies, and science. (HOD)

Discusses the books of Tolkien according to six basic movements in plot; warns against trying to use these books for classroom instruction. (MAI)

Offers research findings which indicate that the proportion of working women in fiction has not increased commensurately with the proportion of women actually in the labor force. (MH)

Shows that Ann Petry's writings reveal her as a significant critic of American values and illuminate the false illusions created by the American Dream. (GW)

This article reviews the development of the literature of science fiction and fantasy since the mid-19th century. Diversity of topics is a remarkable characteristic of this writing. An annotated reading list is included. (GC)

Defends fantasy fiction as an important literary study. (AA)

Author concludes that " . . . myth-oriented science fiction diminishe(es) the future and the possibilities of humanistic change by positing the idea that beyond the superficial empirical world there lies some meta-reality that is both absolute and unchanging." (Author)

Suggests that Isaac Asimov's science fiction is a legitimate teaching device; it is easy to read and of high interest to students. (JM)

Lists eight methods for preparing to teach and for teaching science fiction: among others, the "superstar" method, the "make a monster method," and the "alternate probable reality" method. (KS)

Argues that Sylvia Plath not only perceives the world as competing male and female languages, but attempts to write in the feminine. Discusses how "The Bell Jar" might define, as a solution to sociological and psychological problems of women, a language and art to secure women against male domination. (MS)

Recounts a boy's experiences with writing a story that helped him fulfill emotional needs. (MS)

Ways in which to use literature to teach science are suggested, with examples given of reading materials for teaching about spiders and eyeglasses. Selected books about seasons, nature, and other scientific themes are listed. (CB)

Explores use of fiction in the classroom as a tool for enhancing the self-understanding of adolescents. Two novels by S.E. Hinton are used as examples. Discusses theoretical consideration as well as practical classroom activities. (Author)