Discusses stories that show the actual processes and satisfactions of writing that can serve as models to promote children's writing interest and skills. (HTH)

The author notes the growing use of scientific concepts in contemporary experimental novels, as well as the development of structuralism, a method of literary criticism drawing heavily upon the sciences. He suggests that these are valuable trends toward strengthening the bridge between the sciences and the humanities. (Author/SJL)

Analyzes recent realistic fiction for children produced in the United States in terms of ethnicity, stereotyped behavior, and themes. Concludes that the sample did not reflect equivalent treatment of males and females nor the culturally pluralistic makeup of U.S. society. Provides an annotated bibliography of the books analyzed. (Author/FL)

Lists one picture book, four works of nonfiction, and four fiction works that have been translated from English to Spanish for the intermediate grade reader. (FL)

Children's books published in 1978 that are judged to have special merit are listed in three categories: picture books, fiction, and nonfiction. One book of interest to adults is also listed. (GT)

Contends that the dissertation is becoming a genre; illustrates through three recent examples that dissertations that are accepted by graduate schools although they are clearly fictions can serve a valuable purpose. (DD)

Uses students' writings about their responses to particular books to raise questions about the kinds of responses students are being taught. (AA)

Draws teaching suggestions from an analysis of secondary school students' comments about their experiences with fiction. (AA)

Comparing Helen Hunt Jackson's novel, Ramona, with her government report on the mistreatment of American Indians, this article illustrates both Ms. Jackson's writing expertise and her sensitivity to the Indian problems of the late 1800's. (JC)

Explores the evolution of Ernest Gaines's vision through his four works of fiction, a movement from a personal and racial history toward history sensed as the rebirth of a people--their liberation. (JM)

Presents as overview of the children's and adolescent literature of Betsy Byars, giving special weight to technique and theme. (TB)

Queries Kingston about her fiction and nonfiction writing--her influences, how being Chinese American has shaped her, her thoughts about history, and her ideas on the writing process and on teaching. (PA)

Describes how to explain the organization of a library to elementary school students by making an analogy of a library being like a state: each state is made up of towns and neighborhoods as libraries are made up of areas for fiction and nonfiction. Includes a worksheet. (LRW)

Considers whether the tales of Robin Hood should be presented as fact or fiction. Discusses the appropriateness of the tales for use in literature programs. Presents arguments for Robin Hood as fact and arguments for Robin Hood as fiction. Considers different versions of the tale. (SG)

Considers science fiction as an imaginative forum to focus on the relationships between science, culture, and society. Outlines some of the ways in which using the genre can help achieve a dynamic and pluralistic understanding of the nature and evolution of science. (Author/KHR)