English Journal - Volume 92, Issue 2, 2002

Susan Arpajian Jolley tells of how she taught To Kill a Mockingbird by integrating it with the study of poetry on the themes of courage and compassion and what we can learn from history. Many resources and strategies are presented.

Jacqueline N. Glasgow writes of the changes in Young Adult books and how those changes lend themselves to the multigenre paper.Appendices of titles, forms, and formats are included.

Candida Gillis discusses several Young Adult novels written in multiple voices or multiple genres and gives suggestions and activities for teaching them.

Colleen A. Ruggieri offers a multigenre, mulltiple intelligences unit on transcendentalism complete with suggested texts and an assessment plan.

Benjamin B. Dziedzic recounts a unit based on films made from books.

As a way to draw all students to the classics, the authors suggest the use of theme baskets (teaching with a thematic approach; using children’s books in the secondary classroom; coupling young adult books with the classics; and capitalizing on the students’ background knowledge, interest, and skills in “reading” multiple genres).

Nancy Mack details the multigenre writing assignment she assigned her studetns. She also defines a multigenre paper.

W. David Lenoir warns us about doing the multigenre paper.

Gregory Shafer describes the Tell Me a Story project he used to enliven his students’ oral literacy studies.

Katherine R. Morgan writes about the “mother-daughter releationship” focus of her Women’s Literature class.

Josh Stephens asserts that journalism really is its own genre.

The column discusses what to do about teacher apathy.

Connie S. Zitlow provides research on multiple genres of teaching and researching.

John Noell Moore reviews Waiting by Ha Jin.

Chris Crowe reviews a number of young adult books.

Find some suggestions for books high school students read for pleasure.

The authors describe the multigenre research project their students did instead of a traditional research paper.