Teaching Literature to Adolescents / Edition 2

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Overview

This text for preservice and inservice English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors.
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Editorial Reviews

VOYA - Teri S. Lesesne
Four leading names in the field of English education team up for this textbook about the teaching of literature to middle and high school students. Beach is joined by Deborah Appleman, Susan Hynds, and Jeff Wilhelm to explore topics such as using drama to help students interpret literature, leading discussions after reading, and getting students to write in response to literature. A chapter on media literacy contains information about other types of text (i.e., movies and film, music, and other representations of text). Activities at the end of each chapter direct the reader to reflect on the content and to practice various techniques in the classroom. A related Web site at http://www.teachingliterature.org is packed with recommended readings and other resources. The Web page on YA literature, for example, contains links to The ALAN Review (from the Assembly on Literature for Adolescents of the National Council of Teachers of English), Young Adult Library Services Association (YALSA) lists, and some author Web sites among others. This textbook is ideal for students enrolled in an English education program as well as for in-service English teachers. The pedagogical underpinnings of literary analysis, the various approaches to literary learning, and a frank discussion of how to tackle the literary canon will prove helpful to secondary English teachers. But although YA literature is mentioned in several chapters, much of the discussion of strategies and activities focus on more traditional types of text.
From the Publisher
"Teaching Literature to Adolescents provides chapter after chapter to help preservice English teachers prepare themselves to be more effective in the classroom...[It] explains ways to get students fully engaged in the literature classroom—interpreting, discussing, and writing about literature...[The] authors may say it's for preservice English teachers, but don't kid yourself—new and veteran teachers alike can benefit from the text and its related website."—Journal of Adolescent & Adult Literacy, October 2007

"This book would be extremely useful for secondary English teachers in the field, because it is based on a variety of critical lenses, not just the usual reader-response approach. An additional benefit is that the infusion of multicultural literature with the largely white literature canon fosters a critical analysis of how a writer reveals race, class, and gender in literature. Recommended. General readers, upper-division undergraduates through practitioners."—CHOICE

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Product Details

  • ISBN-13: 9780415875165
  • Publisher: Taylor & Francis
  • Publication date: 11/8/2010
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 288
  • Sales rank: 227,050
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.70 (d)

Meet the Author

Richard Beach is Professor of English Education, University of Minnesota, Twin Cities.

Deborah Appleman is the Hollis L. Caswell Professor and Chair of Educational Studies and Director of the Summer Writing Program at Carleton College.

Susan Hynds is Professor Emerita of English Education, Syracuse University.

Jeffrey Wilhelm is Professor of English Education, Boise State University.

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Table of Contents

1 Goals for teaching literature : what does it mean to teach literature? 1
2 Understanding students' individual differences : who are my students? 22
3 Planning and organizing literature instruction : how do I decide what to teach? 40
4 Using drama to foster interpretation : how can I help students read better? 67
5 Leading classroom discussions of literature : how do I get students to talk about literature? 86
6 Writing about literature : how do I get students to write about literature? 101
7 Using narratives in the classroom for both teaching and learning literature : what's the use of story? 122
8 Teaching text- and task-specific strategies : how does the shape of a text change the shape of my teaching? 144
9 Teaching the classics : do I have to teach the Canon, and if so, how do I do it? 164
10 Multiple perspectives to engage students with literature : what are different ways of seeing? 181
11 Teaching media literacy : what else is a text and how do I teach it? 196
12 Assessing and evaluating student's learning : how do I know what students have learned? 214
13 Text selection, censorship, creating an ethical classroom environment, and teacher professionalism : how do I stay in control, out of trouble, and continue to develop as a teacher? 241
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