Suggests that teachers in new century schools must find ways to forge meaningful relationships with students who come from different worlds, while also helping these students develop academic skills and the skills needed to become critical citizens in a multicultural democracy. (SG)

Considers how responding to students' writing can be a tricky business. Recognizes how teachers affect students' attitudes toward reading, writing and literature. Concludes that if teachers respond honestly to their students' writing as serious and interested readers, they will establish an atmosphere of trust and acceptance in which their…

Shares some of the author's personal experiences from the "front line" to illustrate the potential of computer-supported learning environments. Concludes that technology, if used in conjunction with sound pedagogy, allows students to tep outside the confines of the traditional classroom and school structure and take responsibility for both their…

Reviews a few authors (from Louisa May Alcott to Francesca Lia Block) who have had a significant effect on young adult (YA) literature and who are most familiar to the author. Presents a starting point for a discussion or study of the foundations of YA literature. (SG)

Notes that the connection between literature and the news stems from journalism's focus on writing and rhetoric, yet journalism could easily reside with history, visual arts, or stand by itself. Contends that journalism, with its focus on fact and objectivity, can and does stand on its own as a precise, rigorous craft and should not be thought of…

Outlines the highlights of the National Council of Teachers of English (NCTE) 2001 Baltimore convention. Explains the Teacher of Excellence Awards, which identifies outstanding high school English language arts teachers. Comments on a selection of a new editor for the "English Journal," and details new initiatives as well as the Portland Reading…

Details a preservice teacher's first experience tutoring in an inner-city high school, during which she found apathetic teachers and discouraged students. Notes that she does not want her upcoming student teaching experience to turn out the same way. Provides a response from another teacher, who suggests that apathy can be avoided if teachers are…

Provides three teachers' perspectives on students' reading choices. Discusses reading choices of high school students. Outlines teacher strategies of discovering what books students enjoy and how to help them enjoy others. (PM)

Details a creative writing project based on "zines," which are independently created and published personal magazines. Notes challenges addressed in the project, such as composing an engaging introduction and choice of language in relation to audience. Concludes that the students were enthusiastic about the project, and were interested in reading…

Outlines a method of teaching "To Kill a Mockingbird" along with the study of poetry. Notes that this method allows students to consider the themes of courage and developing compassion. Concludes that teaching such a multigenre unit allows students to look for connections among fact and fiction, the past and present, their own lives and…

Notes that a difficulty with the multigenre paper assignment is that educators assume that students are familiar enough with the various genres to write skillfully in the genres they select. Suggests that multigenre assignments can be improved by changing forms and format; changing perspectives; and changing boundaries. Concludes that multigenre…

Notes that with so many multivoice novels accessible to teens, there is a great opportunity to expand students' reading repertoire. Proposes that young adult novels are an excellent transition to classic literature that may seem remote or difficult. Offers advice on teaching multivoice novels. Concludes that multivoice novels show young readers…

Explains an eleventh grade literature unit on Transcendentalism which employed a wide variety of supplemental materials and literary connections and which provided alternate assessment opportunities. Details how this unit revealed meaningful connections through comics, music, free reading, and multiple intelligences. Concludes that many students…

Details a twelfth grade English class which looked at literature, films, and their connections. Notes how the class eventually broke down the distinction between serious texts available to study in school and the popular texts found outside of school. Concludes that this process of reading and remembering a group of heterogeneous texts provides a…

Proposes using "theme baskets" as a progression of texts to scaffold core literature. Defines the theme basket as a combination of several approaches: using a thematic approach to teaching literature; using children's books in secondary classrooms; coupling young adult books with the classics; and capitalizing on young adults' backgrounds.…