Introducing prospective English teachers to current methods of teaching literature in middle and high school classrooms, this text explores a variety of innovative approaches that incorporate reading, writing, drama, talk, and media production.
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Book Description
Editorial Reviews
Review
"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
About 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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2 of 3 people found the following review helpful
Format:Paperback|Amazon Verified Purchase
Teaching Literature to Adolescents contains many practices which bring practicality to reading theories. I'm using this text in a methods class for pre-English teachers because these authors are well known literature experts in Language Arts. T. Hood
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emphasizes the importance of creating a social community that supports learning literature.
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inferring symbolic meaningthat language, signs, images, gestures, dress, behaviors, actions, etc., represent larger meanings.
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Transmission theories frame learning in terms of acquiring facts and knowledge about literaturethe
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