Describes how reader response journals encourage students to interact with literary works. Presents 20 questions, based on David Bleich's response heuristic, which help guide students' responses. (MM)

Explains how analogies teach students to read critically as well as independently. Presents examples of student-written analogies, and notes that this exercise gives students confidence in their powers of literary interpretation. (MM)

Discusses students' responses to SIXTEEN: SHORT STORIES BY OUTSTANDING WRITERS FOR YOUNG ADULTS (edited by Donald R. Gallo), a collection of stories thematically grouped in a format based on a response-centered approach to literature. (MM)

Presents 13 teachers' suggestions for recent novels to use for common reading or classroom teaching at various grade levels. (MM)

Presents English teachers' comments on their relationships with their school librarians. (MM)

Describes several classroom-oriented telecommunications activities for encouraging student writing and expanding their audience. States that electronic bulletin boards are useful in sending students timely responses to their writing assignments. Suggests possible resources (including the author's electronic mailbox number) to learn more about…

Asserts that teachers should help students develop learning strategies, and describes how teachers' actions can increase students' success. Notes that, if students are given a "second chance" at completing their tasks, their chances of achieving academic success are improved. (MM)

Lists five supplementary instructional materials that offer writing lessons for students during independent study time inside or outside of class. Provides publication information and a brief summary for each selection. (MM)

Suggests that teachers should foster situations where text, readers, and teacher can meet in collaborative ways. Identifies four reading research categories focusing on different contexts that surround the reading act. (MM)

Presents three versions of a Judith Peraino poem ("Thoughts,""Unnatural," and "Quarreling") to illustrate a writer's editing processes. Includes comments by Peraino on her revision process. (MM)

Describes an exercise to elicit student interpretations of Robert Wallace's poem, "Ungainly Things." (MM)

Presents a list of the 25 most popular reading choices of Iowa high school students. Provides brief summaries and publication information on books in the following categories: autobiography and personal narrative; contemporary realism; historical fiction and nonfiction; humor and satire; sports; and mystery, adventure, and the supernatural. (MM)

Discusses ways to emphasize social responsibility in the English classroom. (MM)

Probes William Wordsworth's relationship to the young reader. Concludes that although many young people today cannot have the direct, immediate experience of nature that overawed Wordsworth, they can, in a room where they sit down together and read a poem, "learn a contemplative solitude--and respond to [a] poem in their individual ways." (NH)

Describes a teacher's personal memories which, when shared with students, helped make the poetry of Wordsworth and Whitman more meaningful. Suggests that for true comprehension of poetry to occur--Romantic or otherwise--teachers must lead students and model from within their own personal connections. (NH)