Four writers discuss how dealing with students, exams, lesson plans, and creating philosophies for their courses connect with their own writing. (CRH)

Because of the short life expectancy of recent books for adolescents, the author recommends examining the field in terms of its history and also calls for learning more about teenage books in general and teaching criteria for judging works. (CRH)

The author describes what future teachers should know about the quality, opinions of, developmental stages in; and the variety, use, and availability of adolescent literature in the years to come. (CRH)

Describes the advantages of presenting students with novels designed for them and notes some recommended works with which students can be successful. (CRH)

Compares and contrasts the two nineteenth-century domestic romances, "What Katy Did" and "Jack and Jill" and examines how the protagonists grow into mature and capable women. (CRH)

Examines the parallels between Ellison's "Invisible Man" and Hamilton's works. States that Hamilton is strong in elucidating the experience of growing up simultaneously black and American and that it is a continuing condemnation of our times when she must reiterate Ellison's words concerning the duality of nonwhite literature. (CRH)

Describes how Bradbury's work can be used in the classroom. Indicates how attitudes towards technology can be found in the work and how these may be used to stimulate mature students. (CRH)

From a sample of young adult novels, describes how teachers are portrayed as objects of humor, love, and outright hatred and as shrewd manipulators and innocent victims. (CRH)

Establishes a link between the themes of Golding's fiction and the paintings of the Brueghel. Traces their use of the grotesque to impress a message on the mind of the reader or viewer. (CRH)

Describes the eight layers in Thomas Black Bull's ("When the Legends Die") journey to spiritual rebirth and stresses that students can easily identify these layers and can thereby achieve a clearer understanding of the relationship between structure and meaning in fiction. (CRH)

Offers a quiz in which the reader tries to match the first line of a novel to its appropriate title. (CRH)

Cites literature for gay young adults that includes positive homosexual role models and attempts to provide answers for the confused teen. (CRH)

Describes how prominent teachers and community members were invited to read and speak on books related to their subject of interest during school lunch breaks and records the success of the program. (CRH)

Discusses how certain novels can be used to create hope in student readers and help them to see that life is worth living. (CRH)

Describes the mixed picture of women in novels on the University of Iowa's 1982 Books for Young Adults Poll. (CRH)