English Journal - Volume 86, Issue 8, 1997

Discusses the value of contemporary literature and of teaching it, and notes related censorship issues. Describes how the work of contemporary authors Michael Dorris and Tim O’Brien teaches students about values, helping them reflect upon ancient questions regarding truth and reality.

Discusses a high school unit involving the cartoon characters “Beavis” and “Butt-head.” Examines how social values and social conflicts affect and mirror language use. Describes Beavis and Butt-head projects, and objections to the unit. Argues that schools must embrace nonprint texts to help students become skilled, literate, and critical viewers.

Describes the powerful connections an English teacher and his students made with Sandra Cisneros’ “The House on Mango Street.” Discusses how the book invites the reader to experience racism, shares the mainstream of the American experience, and deals with growing up. Notes that the book had a powerful impact on students’ writing and their desire to write.

Explores a powerful, complex novel full of extraordinary prose and very appealing to students: “MotherTongue” by Demetria Martinez. Describes several intriguing avenues the work offers for teaching both stylistically and thematically: politics, use of multiple genres, point of view, and prose.

Asserts that Alice Walker is one contemporary writer whose voice deserves to be heard in secondary English language arts classrooms. Suggests a number of class activities (dealing with imagery, organization, literary techniques, and writing and identity) for Walker’s essay “In Search of Our Mothers’ Gardens.”

Profiles writer David Haynes, and discusses his four novels (an award-winning young adult book and three novels for the adult market). Concludes that Haynes’ success as a novelist is due to his characters, a healthy dose of humor, and his realistic depiction of a wide range of African American characters without resorting to sensationalism or stereotypes.

Discusses a five-day Holocaust lesson based around Robert O. Fisch’s memoir “Light from the Yellow Star: A Lesson of Love from the Holocaust.” Describes class activities as students responded to Fisch’s artwork, to his narrative text, living history, living prejudice, and genocide. Concludes that the memoir is an invaluable testimony and invaluable teaching tool.

Discusses Gerda Weissmann Klein’s book, "All But My Life," which chronicles the author’s journey from a normal young (Jewish) woman to a slave in Nazi labor camps for six years. Argues that the book is well written, has characters of depth and complexity, affirms life through the ordeal of the Holocaust, and is a popular book with students.

Argues that Barbara Kingsolver is one of the fresh new American voices whose work could find a comfortable niche in the curriculum canon for high school literature classes. Describes her novel, “The Bean Trees,” determining that it is an extremely “teachable” work. Outlines opportunities the book offers in terms of themes, various literary techniques, and other connections.

Argues that Barbara Kingsolver is one of the fresh new American voices whose work could find a comfortable niche in the curriculum canon for high school literature classes. Describes her novel, “The Bean Trees,” determining that it is an extremely “teachable” work. Outlines opportunities the book offers in terms of themes, various literary techniques, and other connections.

Describes the Multicultural Project at a high school in Colorado that uses literature by people of color in the 11th-grade curriculum. Presents brief descriptions of four Latino/a and five Native American writers and their works. Discusses the many ways the Multicultural Project has added to that school’s American literature curriculum.

Describes ways short story collections can be integrated into the English curriculum, including a short story fair, a short story hunt, using single short stories to extend a unit, using a short story by itself, using a collection as a whole, and using short stories as part of a focus on writing. Offers a list of short story resources

Presents a letter from a Peace Corps volunteer and first-year teacher about his experiences teaching English at a Russian school. Describes courses of study, the ever-changing schedule, his problems in the first semester adapting to Russian ideas of teaching, and his successful struggle to apply the education he had learned to this new teaching experience.

Describes and discusses various attempts made by a student teacher to improve the discussions in her English classroom. Describes how she used structured discussions, learned from chaotic discussions, and facilitated discussion through a mock trial. Notes progress in facilitating discussions that were on task and that incorporated students’ thoughts and experiences as they related to the topic.

Available in print version only.

Available in print version only.

Available in print issue only.