Language arts are at the forefront of education these days. Instructors at all levels are being encouraged to teach writing in their courses, even if those courses cover subjects other than English. Literature instructors have long used fiction to teach composition. But because the novel reflects a broad range of human experiences and historical events, it is the ideal medium for learning about contemporary social issues. This book helps educators learn how to use the novel in courses in English, the humanities, social and behavioral sciences, and professional studies. The book is divided into broad sections on general education classes; multiculturalism; literature classes; humanities courses; classes in social, behavioral, and political sciences; and professional studies, such as social work and teacher training. Each section includes chapters written by gifted teachers and provides a wealth of theoretical and practical information. While the book examines major canonical works such as "Hard Times," "Billy Budd," and "Invisible Man," it also looks at graphic novels, science fiction, and popular contemporary works such as "Finishing School" and "Jarhead." Chapters reflect the personal successes of their authors and cite works for further reading. The book begins with an introduction by Colin C. Irvine and then divides into six sections and 27 chapters. Section One, Teaching the Novel in General Education Classes, contains: (1) Reading Wollstonecraft's "Maria" from Cover to Cover and Back Again: The Novel in the General Education Course (Amy C. Branam); (2) A Nabokovian Treasure Hunt: "Pale Fire" for Beginners (Monique van den Berg); and (3) Teaching the Dog's Tale: Vere's "moral dilemma involving aught of the tragic" in "Billy Budd" (Peter Kratzke). Section Two, Using the Novel to Teach Multiculturalism, contains: (4) Using the Novel to Teach Multiculturalism (Michelle Loris); (5) Teaching Chinua Achebe's Novel "Things Fall Apart" in Survey of English Literature II (Eric Sterling); (6) Implicating Knowledge with Practice, Intercultural Communication Education with the Novel (Yuko Kawai); (7) Teaching Nora Okja Keller's "Comfort Woman" in a Comparative Literature Classroom (Lan Dong) ; and (8) "Who knows but that, on the lower frequencies, I speak for you?" The Polyphony of Ralph Ellison's "Invisible Man" (Stephanie Li). Section Three, Teaching the Novel in Literature Classes, contains: (9) Written Images: Using Visual Literacy to Unravel the Novel (Ricia Anne Chansky); (10) Reading Right to Left: How Defamiliarization Helps Students Read a Familiar Genre (Christine M. Doran); (11) Ford Madox Ford's "The Good Soldier," Creative Writing, and Teaching the Modernist Novel in the Introductory-Level Literature Classroom (Stephen E. Severn); and (12) A. S. Byatt's Finishing School: Literary Criticism as Simulation (Alan Ramon Clinton). Section Four, Teaching the Novel in the Humanities, contains: (13) Teach the Conflict: Using Critical Thinking to Evaluate Anthony Swofford's "Jarhead" (John Bruni ); (14) Novel Truths: "The Things They Carried" and Student Narratives about History (John Lennon); (15) Questioning Ethics: Incorporating the Novel into Ethics Courses (Rachel McCoppin); (16) Teaching Dickens's "Hard Times" in a General Education Humanities Course (Marshall Toman); and (17) Novels in History Classes: Teaching the Historical Context (Gregory F. Schroeder). Section Five, Teaching the Novel in the Social, Behavioral, and Political Sciences, contains: (18) Reading Our Social Worlds: Utilizing Novels in Introduction to Sociology Courses (Kristina B. Wolff); (19) Science Fiction as Social Fact: Review and Evaluation of the Use of Fiction in an Introductory Sociology Class (Peter P. Nieckarz, Jr.); (20) Insights from the Novel: Good Citizens in Social Contexts (Janine DeWitt and Marguerite Rippy); (21) Using "The Autobiography of Malcolm X" to Teach Introductory Sociology (Brent Harger and Tim Hallett); (22) Stories in Psychology: Sensation and Perception (Alexis Grosofsky); (23) Usefulness of "Lord of the Flies" in the Social Psychology Classroom (Douglas P. Simeone); and (24) Demystifying Social Capital through Zola's "Germinal" (Lauretta Conklin Frederking). Section Six, Teaching the Novel in Professional Studies, contains: (25) The Use of Contemporary Novels as a Method of Teaching Social Work Micropractice (Pamela Black and Marta M. Miranda); (26) Multicultural Novels in Education (Elizabeth Berg Leer); and (27) Theories and (Legal) Practice for Teachers-in-Training (Colin C. Irvine). The book also contains a Selected Bibliography, About the Editor and Contributors, and an Index.