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Discusses, from the perspective of the co-editor of the National Council of Teachers of English's annotated yearly booklist for high school students, new young adult literature and trends. Presents annotations of adolescent literature on hot topics (AIDS, abuse, death), choices and transitions, poetry, nonfiction, diversity issues, and historical fiction. (TB)

Expresses disappointment in the book and publishing community for not giving an award each year to the best young adult book. Presents an annotated list of the author's own favorites for each year from 1964 to 1995. (TB)

Revisits G. Robert Carlsen's call for the use of young adult literature in the classroom by looking specifically at the emotional and reading needs of older adolescents, those in the upper grades. Discusses problems associated with adolescence in the late twentieth century and lists recommended young adult books that touch on those issues. (TB)

Presents a list of books that were protested/attacked/censored at least three times between 1986 and 1995, culled from the American Library Association's "Newsletter on Intellectual Freedom." Discusses the limitations of any survey and standards for censorship. (TB)

Reviews 39 books for young adults, chosen because they provide a variety of perspectives and thus are useful in helping readers rethink their views of the world by allowing them to "walk a mile in another's moccasins." Maintains that together the books provide a collage reflecting despair and hardship because of discrimination but also hope of a better way. (TB)

Reviews five characteristics of Gothic literature that makes it appealing to adolescents: (1) extremes of emotion; (2) journey of self-revelation; (3) individual against the unknown; (4) rebellion against authority; and (5) sympathy with the outcast. Appends a 30-item bibliography of recommended Gothic literature. (TB)

Sketches the history of the Pacesetter initiative to reform high school English curricula. Discusses the pros and cons of the Pacesetter agenda, including its assessment instruments. (HB)

Considers the right students have to the use of their own idiom in the classroom. Gives a historical overview of the 1974 "Students' Right" document prepared by the Conference on College Composition and Communication. Calls for a new view of language among English teachers. (HB)

Describes Patti Cleary, an eighth-grade teacher, and her students. Discusses their perceptions of young adult literature and the reading workshop. Lists and describes new young adult titles that may appeal to fans of romances, S. E. Hinton, short books, and sports novels. (TB)

Suggests that by reading relevant literature, examining films, essays, and music lyrics, and listening closely to students themselves, both teachers and students can come to better understand violence. Reviews specific works of literature and subject areas covered in a lower-level college literature course and a high school English class. Includes annotations of 27 works of literature. (TB)

Details the ways that English teachers can promote empathy and overcome student division through literary study. Provides concrete ways of developing such empathic attitudes, and offers a 34-item annotated bibliography of related literary works. (HB)

Gives responses of nine practicing teachers to the question, "What book or article published since 1987 has had the most significant influence on your teaching and on teachers you know?" Provides citations, summaries, and overviews of the works. (HB)

Gives responses of 12 practicing teachers to the question, "What is your favorite modern transformation of a literary classic?" Provides citations, summaries, and overviews of the works. (HB)

Presents a list of 21 new works of young-adult literature featuring youthful protagonists whose bold decisions and personal growth should inspire adolescent readers. Provides bibliographic information and extensive summary and analysis of each book. (HB)

Details the curricular reforms of the post-Sputnik era in American high schools, especially the national stampede to an elective curriculum in English instruction. Covers criticism of the movement and the profession's struggle to define English studies. Provides pros and cons of an elective curriculum. (HB)

Describes the best young adult novels of 1993. Outlines the contents of the books and evaluates the books as suitable for middle and high school readers. (HB)

Presents a list of seven works of young-adult literature that are judged to be the best and most recommendable works published in 1992. Provides bibliographic information and extensive summary and analysis of each book. (HB)

Describes the activities in a high school English class aimed at bringing attention through the media to a local political issue. Outlines how teachers can initiate students into acts of social and political activism by writing letters. Narrates how one teacher got students directly involved with a local sewage-treatment problem. Includes an annotated bibliography of sources. (HB)

Presents an annotated list of 19 works of young-adult literature that represent characters undergoing stressful experiences, anxiety, or depression. (HB)

Presents a list of 11 new works of young-adult literature from well-known and/or critically successful writers. Provides bibliographic information and extensive summary and analysis of each book. (HB)

Presents a list of nine new works of young-adult literature from well-known and critically successful writers. Provides bibliographic information and an extensive summary and analysis of each book. (HB)

Presents annotations of 11 works of young-adult literature (published in 1992 or 1993) representing the diverse cultures found in most classrooms. (HB)

Considers the emergence of English as a separate high school subject beginning late in the 19th century. Describes the influence of the Committee of Ten, whose objective was to assure that students were prepared for college. (HB)