Describes a group of teachers who worked with multigenre possibilities as an alternative to traditional research papers, while trying to teach some principles of research. Details how the students were offered three options: a screenplay, a multi-genre paper, or a monologue. Outlines the successes and failures of each project. (PM)

Proposes that the multigenre assignment is a type of writing that requires more academic skills than the minimal requisites of the traditional research paper. Notes that fostering writing as both an art and a skill demonstrates how multigenre writing can be used to teach critical analysis, documentation of sources, and aesthetic unity. Details the…

Proposes that the multigenre concept can be a major force in developing writing ability and writing enthusiasm in students. Notes that the point of a multigenre paper is to convey a unified message which is reflected not only in the content of the individual elements, but also in how they work together. Proposes that if this necessary unity is not…

Describes "Tell Me A Story," a class activity that serves as an open stage for performers to tell tales of adventure, horror and romance and during which students are encouraged to have fun and diverge from the expected. Proposes that a class learns valuable skills and lessons by collaborating in the creation and assessment of such stories.…

Contends that teaching English is about sharing stories and self-discovery. Notes that during the difficult teenage years, literature offers a way to talk about life's problems and relationships in a safe format. Details a multigenre project in a high school Women's Literature class, which included nonfiction, fiction, poetry, oral history, film,…

Provides the annual "Honor List" of the nine best young adult books published in 2001. Notes that many of this year's books were written from the point of view of outsiders. Provides a short summary of each book. (PM)

Defends the author's decision to work toward Adolescence and Young Adult/English Language Arts National Board Certification. Provides some insight into what traits an educator needs to have a successful and less stressful experience while working on a portfolio: passion, preparation, and perseverance. Gives some advice for preparing for…

Considers how the events of September 11th made fear drive students away from acceptance and interest in what was before a cultural learning experience. Discusses students' reactions to Chinua Achebe's novel "Things Fall Apart," which depicts colonization from the point of the Ibo people. Concludes that curriculum may need to address issues of…

Presents six educators' ideas for good activities for teaching world literature to high school students. Describes ideas, activities, and experiences with innovative ways to teach World Literature. (SG)

Suggests teachers pair works by American writers with works from other cultures that share a common thematic link or central issue. Puts this into practice by pairing texts that illustrate some of the potential for a blended curriculum of both American and non-Western writers. (SG)

Suggests educators should help students read religious texts such as the Bible, the Torah, and the Koran and that they should teach ways to reflect critically on these texts. Discusses ways to teach the Bible. (SG)

Describes how a small team of district teachers created a year-long course for senior honors using world literature to help confront seniors' passage between childhood and adulthood by raising the questions that echo through time and by offering diverse and insightful suggestions. (SG)

Describes a high school world literature course. Outlines four "destinations" for topics including: searching for meaning; injustice; romantic love; and border crossing. Discusses teaching techniques and literature the author uses to teach the class. (SG)

Grapples with the difficult task of helping students differentiate between "myth" as a false belief or lie and "myth" as a cultural phenomenon embedded in sophisticated systems of meaning and action. Outlines four goals for the world mythology unit that help explore this greater sophistication with ninth graders. Concludes that the unit helps…

Notes there are many resources available that will stimulate student thinking about the diverse people in the world. Considers Esmeralda Santiago's "When I Was Puerto Rican," and notes how it provides a great tool for helping high school students explore their understanding and appreciation of the emerging Hispanic culture. (SG)