Details the various question about the place of literature in the modern high school English curriculum. Questions the ability of educators to formulate a literature pedagogy without reaching a consensus about the place of literature in the curriculum. (HB)

Discusses the effects one teacher experienced when her students asked for silent time in the classroom to read ahead in the assigned adolescent novel. Suggests that a key goal of literature instruction should be getting students to read with interest and engagement, without the interference of the instructor. (HB)

Examines and celebrates the power of literature and its effects on readers. Considers how literature invites readers to experience vicariously the inner secrets of its characters. Provides numerous illustrations from popular fiction. (HB)

Describes the way one teacher utilizes literature in the English classroom to help students to identify and explore their own personal life philosophies. Advocates moving away from the actual fiction and applying its philosophies to the lives of the readers. (HB)

Describes the current state of reading lists in high school English courses as stagnant and in dire need of renewal. Argues for the canon of literature used in high schools to be opened up to include works by minorities and women writers. (HB)

Describes the problem readers have in spending quality time in works of literature. Advocates trying to "dwell" in literature, rather than simply "touring" it. Shows how spending time in texts enhances an understanding and appreciation of the work. (HB)

Sketches the history of the literature canon and suggests that the past teaches the present. Argues that English teachers must attempt to become much more inclusive in the literature being taught in high schools. (HB)

Contends that the assessment of student literary skills attained in high school English classes must move beyond objective, factual tests. Provides a hierarchy of skills achievable by secondary students in the study of literature. (HB)

Contends that some of the most alarming examples of classroom censorship of reading materials are undertaken by English teachers themselves. Gives evidence from a recent survey of high school English teachers in seven states. Documents the fears of losing jobs or of public censure because of controversial reading materials. (HB)

Gives advice for the construction of literary maps which memorialize the authors of specific geographical locations. Discusses the development of a literary map of Utah. (HB)

Describes how teachers might invite their students to become more creative and riskier in their own poetry by examining cartoons in Gary Larsen's series, "The Far Side." Claims that the finished products were often authentic and daring. Includes eight examples of students' poems. (HB)

Describes how one English teacher came up with the idea of developing creative literature tests which were both demanding and fun for the students. Illustrates the idea with an actual outline of events used in a literature unit. (HB)

Gives an overview of how one English teacher taught "Cold Sassy Tree" by Olive Ann Burns. Emphasizes the novel's first-person narration and its themes of maturation. (HB)

Describes the diversity of spoken English in high school classrooms in America. Advocates coming to terms with matters of language diversity. Suggests ways that this might be accomplished. (HB)

Describes various teaching tips used by two practicing English teachers to enhance literature instruction in the classroom. Focuses on the inherent interest students have in heroic fictional characters. (HB)