This text, based on Louise M. Rosenblatt's transactional model of literature, focuses on the application of transactional reader-response theory in the classroom. It grows from frequent requests from secondary school and college teachers for teaching suggestions on how to put theory into practice. This is not a "What should I do on Monday?" cookbook, but an expression of the practice of theory in college and secondary school classrooms. The chapters portray a spectrum of strategies--including biopoems, expressive and imaginative writing, journal writing, readers' theater, role playing, and unsent letters--using as examples individual works from several genres. Recognizing that teachers who may have been trained in other theories and methodologies may be hesitant about their quite different role and expectations in the reader-centered classroom, the authors provide stepping stones to develop readiness and confidence, suggestions, and insights to ease the transition to the transactional model of teaching and learning. Pedagogical features: * An explanatory introduction to each section defines its orientation and describes the content and direction of the chapters it contains. * Invitations elicit engagement of readers with concepts, attitudes, or strategies presented in the chapters; they invite readers, as individuals or members of a small group, to consider ideas or to practice a strategy, among other activities, in order to enhance understandings. * A glossary defines key concepts and strategies discussed in the text. * A bibliography provides an extensive list of resources--books and journal articles--both theoretical and applied. New in the second edition: * Six new chapters--three deal with the roles of film-as-literature in the English classroom, and three with enhancing multicultural understandings. * Updates and revisions to several chapters that appeared in the first edition. * Invitations, new in this edition, have been added to focus and expand readers' thinking.

Reading is a quest. Likened to an adventure -- both metaphoric and real -- the quest is a journey of discovery. The reader's search encompasses the sensations of the experience itself, accompanying emotions, sense and meaning engendered by the experience, and understandings of the self, others, and the world around. Out of curiosity, readers also search for an extensive array of information. The journey can be envisioned and contemplated again and again after the reading act itself is completed. In a meaningful way, the reader's quest and its discoveries are life enduring and life fulfilling.
The purpose of this volume is two-fold:
* to establish and explore the essential features of reader response theory and its rendering of the reading process, and
* to acknowledge a philosophy of teaching and to illustrate teaching strategies to evoke and enhance readers' responses. Understanding the ways in which the reader affects the reading and how the reading happens will illuminate classroom pedagogy.
This text establishes and explores the essential features of reader response theory and its rendering of the reading process. The essays acknowledge a philosophy of teaching and illustrate a spectrum of teaching strategies to evoke and enhance readers' responses, including whole and small-group discussion; story drama; readers' theatre; journal writing; scripts, letters, stories, and other writings; and "body punctuation." A case study format is used to illustrate these strategies in action in real classrooms.

Here is a whole new set of rationales to be used in defending challenged books. Beautifully reasoned arguments support the teaching of books that are frequently challenged by would-be censors. Karolides has chosen a wide range of literature, from Faulkner's As I Lay Dying to the contemporary bestselling Harry Potter books. Some books are challenged in the name of political correctness; others because of concern over violent or sexual content. The rationale, some written by the authors themselves, examine the value of each work as literature, its content relative to societal values, and the always thorny issue of what material actually constitutes "suitable" reading for young people. For librarians, teachers, and parents and anyone concerned with intellectual freedom.

This text, based on Louise M. Rosenblatt's transactional model of literature, focuses on the application of transactional reader-response theory in the classroom. It grows from frequent requests from secondary school and college teachers for teaching suggestions on how to put theory into practice. This is not a "What should I do on Monday?" cookbook, but an expression of the practice of theory in college and secondary school classrooms.
The chapters portray a spectrum of strategies--including biopoems, expressive and imaginative writing, journal writing, readers' theater, role playing, and unsent letters--using as examples individual works from several genres. Recognizing that teachers who may have been trained in other theories and methodologies may be hesitant about their quite different role and expectations in the reader-centered classroom, the authors provide stepping stones to develop readiness and confidence, suggestions, and insights to ease the transition to the transactional model of teaching and learning.
Pedagogical features:
* An "explanatory introduction" to each section defines its orientation and describes the content and direction of the chapters it contains.
* "Invitations" elicit engagement of readers with concepts, attitudes, or strategies presented in the chapters; they invite readers, as individuals or members of a small group, to consider ideas or to practice a strategy, among other activities, in order to enhance understandings.
* A "glossary" defines key concepts and strategies discussed in the text.
* A "bibliography" provides an extensive list of resources--books and journal articles--both theoretical and applied.
New in the second edition:
* "Six new chapters"--three deal with the roles of film-as-literature in the English classroom, and three with enhancing multicultural understandings.
* "Updates and revisions" to several chapters that appeared in the first edition.
* "Invitations," new in this edition, have been added to focus and expand readers' thinking.

New in Paperback! This collection of sixty-three essays provides assistance to the growing number of students, teachers, librarians, and parents who find themselves confronting a censorship situation. The contributors are both authors-of fiction, drama, and poetry for adults, children, and adolescents-and teachers of literature, writing about the books that are most frequently challenged in schools and libraries. Part I provides six authors' perspectives on censorship by omission and commission. Part II provides responses and defenses of individual books. Paperback edition available May 2001.

Although censorship may seem like a thing of the past, current controversies over books, movies, and websites prove it to be a very timely and critical issue. Fully updated and Revised with more than 50 percent new material, Encyclopedia of Censorship, New Edition presents a full range of information about the history and evolution of censorship and its role in society today. Covering all forms of expression from the past to the present, from the office of the censor in ancient Rome to the Internet in the computer age, this completely current reference examines every facet of this complex subject. With an easy-to-use A-to-Z format perfect for high school and college students as well as anyone with an interest in censorship and its politics, Encyclopedia of Censorship, New Edition brings this important topic up to date through the new millennium.

Throughout history, tyrants, totalitarian states, church institutions, and democratic governments alike have banned books that challenged their assumptions or questioned their authority. Even today, attempts by school boards, local governments, and religious fanatics to restrict our freedom to read continue.

The four-volume Banned Books collection focuses on more than 400 works that have been censored for their political, social, religious, or erotic content -- in the United States and around the world -- from biblical times to the present day.

Works have been chosen for their literary or historical significance, including their role in the history of censorship. Most are read in middle- and high-school curricula as well as in university courses; some have been the focus of major national or international campaigns; and all were either written in English or are available in English translations.

Banned Books: Literature Suppressed on Social Grounds discusses writings that have been banned over the centuries because they offended or merely ignored official truths; challenged widely held assumptions; or contained ideas or language unacceptable to a state, religious institution, or private moral watchdog.

Works covered include:
-- The Adventures of Huckleberry Finn, Mark Twain
-- The adventures of Sherlock Holmes, Sir Arthur Conan Doyle
-- Alice's Adventures in Wonderland, Lewis Carroll
-- As I Lay Dying, William Faulkner
-- Being There, Jerzy Kosinski
-- Camille, Alexandre Dumas, Jr.
-- The Color Purple, Alice Walker
-- Deliverance, James Dickey
-- East of Eden, John Steinbeck
-- Fahrenheit 451, Ray Bradbury
-- A Farewell to Arms, ErnestHemingway
-- Gargantua and Pantagruel, Francois Rabelais
-- Howl and Other Poems, Allen Ginsberg
-- I Know Why the Caged Bird Sings, Maya Angelou
-- Jaws, Peter Benchley
-- Junky, William S. Burroughs
-- Of Time and the River, Thomas Wolfe
-- One Flew Over the Cuckoo's Nest, Ken Kesey
-- The Scarlet Letter, Nathaniel Hawthorne
-- Soul on Ice, Eldridge Cleaver
-- Strange Fruit, Lillian Smith.

The four-volume Banned Books, Third Edition set offers an eye-opening look at works of literature that have been censored around the globe and throughout history. More than 40 new entries have been added, and the more than 450 existing entries have been updated to reflect recent controversies. Each clearly written, curriculum-oriented entry presents a publishing history, a summary of contents, and the record of censorship of a well-known, often classic, work. This fascinating set is an essential reference to the contents, contexts, and controversies of banned titles for students and teachers.

Throughout history, tyrants, totalitarian states, church institutions, and democratic governments alike have banned books that challenged their assumptions or questioned their activities. Political suppression also occurs in the name of security and the safeguarding of official secrets and is often used as a weapon in larger cultural or political battles. Literature Suppressed on Political Grounds, Third Edition illustrates the extent and frequency of such censorship in nearly every form of writing.