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THE ALAN REVIEW Winter 2007
89
Defending Books:A Title Index
“. . . It takes a village to raise a child, but it takes only one complaint to raze a curriculum.” —Reid & Neufeld 1999, p.1
It is imperative, for ex-
ample, that they have
written rationales avail-
able to parents and the
community for each book
taught in a classroom,
although no books should
be required reading.
Back in the winter of 1993, I contributed anarticle, “Defending Books: A Title Index,” toThe ALAN Review, encouraging teachers to find
reviews and write their own rationales for books usingideas from the published ones (Sacco1993). A ratio-nale is defined by Jean Brown and Elaine Stephens(1994) as the articulation of reasons for using aparticular literary work, film, or teaching method (1).The sources of book rationales in that 1993 article arepresently out of print even though they are still veryuseful and should not be weeded from teacher orlibrary collections. It appears from examining thereports of book challenges by Charlie Suhor and MillieDavis that books with rationales sent by NCTE aremore likely not to be banned thanthose that do not have rationalesalthough empirical data on thislikelihood are not currently avail-able.
Since that 1993 piece of mine,many excellent, newer sources ofrationales have come into print ofchallenged and/or more recentlypublished books. Therefore, Iprepared an up-to-date title index(see Appendix A, An Index toRationales) to the best sources ofrationales presently in print to helpeducators locate rationales and toassist them in writing their own
before the censor appears. The titles that comprise theindex are predominately young adult fiction withclassics and a few films, plays, poetry books, andnonfiction. For the sake of brevity, the children’sbooks have not been indexed as well as an additional700 or more rationales that are available from theNational Council of Teachers of English when achallenge occurs. New rationales are frequently addedto NCTE’s database. Every teacher and educatorshould become familiar with the rationales indexedand documents at the NCTE’s Anti-Censorship Centerwebsite as well as American Library Associations’Intellectual Freedom Manual (2006). An educator doesnot have to be an NCTE member to go to NCTE’s
website and fill out the “Report ACensorship Incident Form” to reporta censorship problem or call 1-800-369-6283, ext. 3634 to get theexcellent assistance of Millie Davis,NCTE Director of Communicationsand Affiliate Services, if films andvideos, teaching methods, orliterary works are challenged.
I continue to help as many astwenty teachers each year withcensorship challenges, but only oneteacher in the past five years wasprepared with written rationale.Teachers are well-advised to beproactive as they select the litera-
Margaret T . Sacco
THE ALAN REVIEW Winter 2007
90
Once a book is used in
classroom teaching, teach-
ers should collect student
work to prove that their
educational objectives
were achieved. All this
information should be put
in a file to defend the
book if it is challenged.
ture that enters their classrooms and may also findthemselves better prepared to teach. It is imperative,for example, that they have written rationales avail-able to parents and the community for each booktaught in a classroom, although no books should berequired reading. Students should be able to selecttheir reading from an approved English departmentbook list. The instructional materials should be
selected to meet thewritten educationalobjectives and philosophyof the English departmentas well as specific literarycriteria stated on anevaluation form. Eachmember of the Englishdepartment should readand evaluate each bookand sign and date theevaluation form. In pointof fact, Don Gallo oncerecounted the experienceof a Connecticut curricu-lum specialist who suc-cessfully defended Bridgeto Terabithia by using
evaluations forms to prove that teachers judiciouslyselected the book for classroom teaching.
If a book is selected for use, all available ration-ales, photocopies of the reviews that recommend thebook and entries of the books in recommendedbibliographies should be collected. Once a book isused in classroom teaching, teachers should collectstudent work to prove that their educational objectiveswere achieved. All this information should be put in afile to defend the book if it is challenged. Additionally,since teachers with censorship problems are vulner-able to being formally reprimanded, educators shouldinsist that their teachers’ union put an academicfreedom clause in their teaching contracts prohibitingreprimands from being placed in their personnel filesif they receive a censorship challenge. Instructionalmaterials policies must be written stating that thecomplainant must prove in writing that the materialchallenged is inappropriate to insure intellectualfreedom.
Writing Rationales
Ken Donelson (1991) gives his usual wisdom toeducators when he suggests that one of the bestrationales for writing rationales is that “they forceteachers to write and have their writing available tothe public.” He insists that a good rationale answersthe following questions:(1) Why would you want to use this work with this
class at this time?(2) How do you believe this work will meet your
announced objectives?(3) What problems of style, texture, tone, and theme
exist for students in reading this work and how willyou meet those problems?
(4) Assuming that the objectives are met, how will thestudents be different for having read and discussedthis work? (18)
Additionally, there are numerous resources, articlesabout rationales with forms for teachers to fill in towrite rationales and examples to help them write arationale at NCTE’s Anti-Censorship Center.
Recommended Sources of Rationales
The resources that are annotated over the follow-ing pages should be purchased and made available toteachers in English departments and/or schoollibraries not only because they are examples ofexcellent defenses of books but also because they canbe used to get ideas to defend similar works or worksby the same author. For example, when I write a letterto defend the use of the offensive “n-word,” in schoolliterature, I have found individual essays defendingMark Twain’s The Adventures of Huckleberry Finnwritten by Jack M. Kean (1993) and Arlene HarrisMitchell (1993) in Nicholas Karolides, Lee Burress andJohn M. Kean’s (1993) Censored Books: CriticalViewpoints to be very useful. Additionally, there aremany valid arguments in these sources that educatorscan use to defend intellectual freedom. Educatorsshould think of well-written rationales as food for thebrain. The various writing styles used in the individualsources to defend books illustrate that there is no onebest way to write an effective rationale.(CD1) Rationales for Challenged Books, Vol.1. (CD-
ROM). Urbana, IL: The National Council of
THE ALAN REVIEW Winter 2007
91
Teachers of English and The InternationalReading Association, 1998. (NCTE, 1111 W.Kenyon Rd., Urbana, Il 61801, No. 38276members: $29.95; nonmembers: $39.95)
(CD2) Rationales for Challenged Books, Vol.2. (CD-ROM). Urbana, IL: The National Council ofTeachers of English, 2005. (No. 73314 mem-bers: $29.95; nonmembers: $39.95)
In 1995, NCTE and SLATE devised a plan tocollect rationales for educators. I made a presentationto the Standing Committee Against Censorship andSLATE suggesting the necessity of creating a databaseof rationales and offering the services of MiamiUniversity young adult literature students to contributeto the collection. M. Jerry Weiss solicited donationsfrom publishers so the rationales would be available toteachers for a modest price. Rationales for ChallengedBooks, Vol. 1 consists of over 200 rationales of over170 books and film titles appropriate for young adults.All titles are arranged alphabetically. Miami Universityyoung adult literature students wrote most of therationales. Rationales vary in length from three to overtwenty pages. There are a few children’s books,nonfiction, and films in the collection. Rationalesusually contain an introduction that identifies awardswon by the book or author; suggestion of youngestage or grade level that the book is appropriate for withan APA citation; summary of the book, theoretical andredeeming values of the book; teaching objectives;lesson plans; why the book is controversial, why thebook should not be banned; annotated alternativebooks, information about the author, and references.
In Rationales for Challenged Books, Vol. 2, 112rationales are arranged alphabetically by title andwritten by Jocelyn Chadwick’s Harvard UniversitySchool of Education graduate students and MiamiUniversity young adult literature students. Thecollection consists of less-known and well-knownyoung adult titles and classics that may be used inmiddle and high schools. Each three- to four-pagerationale frequently includes intended audience of thework; a brief plot summary, potential objections to thework and advice on how to address such objections;list of reviews of the work and awards, if any, it hasreceived, and usually alternative works are suggested.In addition, valuable resources are provided such asNCTE Guidelines on Censorship & Intellectual Free-
dom, a form for writing your own rationales, and asample presentation to a school board in defense of achallenged book.(CB1) Karolides, Nicholas J., Burress, Lee & Kean,
John M. (Eds.). Censored Books: CriticalViewpoints. Metuchen, N.J.: Scarecrow Press,1995. (ISBN 0-8108-4038-3 $44.50 pap.)
(CB2) Karolides, Nicholas J. (Ed.). Censored BooksII: Critical Viewpoints, 1985-2000. Lanham,MD: Scarecrow Press, 2002. (Scarecrow Press,4720 Boston Way, Lanham, MD 20706, ISBN0-08108-4147-9 $48.)
Both editions contain scholarly rationales of oftenchallenged poetry, nonfiction, and/or fiction forchildren and young adults that are frequently taught inschools. The rationales are well-written by acclaimedauthors, librarians, and/or scholar teachers andillustrate several ways to write an effective defense ofbooks. There are several rationales written by theauthors of the frequently censored books. The briefessays address why the books are challenged and theoutcomes and gives specific reasons why the booksshould not be banned. Censored Books: CriticalViewpoints covers controversial books challengedduring the years from 1950 to 1985 and is comprisedof two parts. Part I consists of essays by noted authorson perspectives on censorship by omission andcommission; and Part II is composed of 63 rationalesin alphabetical order. Censored Books II includesrationales of the most challenged books available tochildren and young adults from1985 to 2000 andconsists of an excellent foreword by Nat Hentoff and65 rationales that include five series titles. Therationales are in alphabetical order with an index ofauthors and titles in one alphabet.(RCM) Reid, Louann (Ed.). Rationales for Challenged
Materials. Fort Collins: CO: The ColoradoLanguage Arts, 1987. (Louann Reid, EnglishDepartment, Colorado State University, FortCollins, CO 80523-1773 $8).
The purpose of Rationales for Challenged Materi-als is to help teachers select and defend good booksand films for young adults. Educators contributed 25well-written rationales of books that would appeal toand benefit young adults. Each article containsbibliographic information; intended audience, asummary of the work, relationship of the material to
THE ALAN REVIEW Winter 2007
92
the educational program, impact on readers; potentialproblems with the work and ways to address them;references used; and alternative works. Articles aboutcensorship and resources for combating censorship areincluded. In one article, Reid suggests and annotatesthe following novels that can be used singly or aspairs or groups to teach young adults about censor-ship: Fahrenheit 451, The Day They Came to Arrest theBook, Memoirs of a Bookbat, A Small Civil War, andThe Last Safe Place on Earth.(HLC) Becker, Beverley C. & Stan, Susan M. Hit List
for Children 2: Frequently Challenged Books.2nd Ed. Chicago, IL: American Library Asso-ciation, 2002. (ALA, 50 E. Huron St., Chicago,Il 60611, ISBN 0-8389-0830-6 nonmember $25,member $22.50).
(HLYA) Lesesne, Teri S. & Chance, Rosemary. Hit Listfor Young Adults 2: Frequently ChallengedBooks. Chicago, IL: American Library Associa-tion, 2002. (ISBN 0-8389-0835-7 members$22.50 nonmembers $25.)
Both of these publications of the ALA’s Office forIntellectual Freedom contain rationales of the mostcommonly challenged books appropriate for youngadults and/or children and update the previous out-of-print editions, Hit List for Children: Frequently Chal-lenged Books (1996) and Hit List: Frequently Chal-lenged Books for Young Adults (1996). Hit List forChildren 2 offers suggestions for protecting 24 books,which includes two series and is arranged in alpha-betical order by author. In Hit List for Young Adults 2the editors suggest how to protect 20 books and theessays are arranged in alphabetical order by title. Eachentry in both books gives full bibliographical informa-tion and range in length from 1–4 pages. The essaysinclude a summary of the challenged book withinformation that defends the use of the book in thecurriculum or library; a history of its censorship withresults; reviews of the book; articles about the book;background articles; references about the author; andsources recommending the book. An appendix in HitList for Children 2 informs the reader what ALA doesto help librarians. Hit List for Young Adults 2 has thefollowing invaluable appendixes: reference worksabout authors, resources recommending challengedbooks, selected recent books on intellectual freedom,internet sites of intellectual freedom advocates,internet guides to intellectual freedom, tips for dealing
with censorship and selection, how to write a bookrationale by Gloria Pipkin, the Library Bill of Rights,and ALA’s statement, The Freedom to Read.(RTYAL) Reid, Louann, & Neufeld, Jamie Hayes
(Eds.) Rationales for Teaching Young AdultLiterature. Portsmouth, NH: Boyton/Cook,1999. (Heinemann, P. O. Box 6926, Ports-mouth, NH 03802-6926, ISBN 1-693056-04-X$23.)
Contains 22 excellent rationales of worthwhilebooks for young adults arranged in alphabetical orderand recommended for classroom teaching. Eachrationale contains bibliographic information, anexcerpt from the book, intended audience, summaryand relationship of the material to the program,impact on readers, potential problems with the workand ways to address them, references, and alternativeworks. The thought-provoking introduction andafterword should be read by all in-service and pre-service teachers. Additionally, there is an author indexof titles mentioned in the text and an index of ration-ales by recommended grade level and theme.
In addition, educators have so many otherinvaluable resources that can be used for defendingindividual works and/or justifying the use of youngadult literature in the classroom such as From Hintonto Hamlet: Building Bridges Between Young AdultLiterature and the Classics (Hertz and Gallo 2005),Adolescent Literature as a Complement to the Classicsseries (Kaywell 1993-2000), Reading Their World: theYoung Adult Novel in the Classroom (Monseau andSalvner 2000), Interpreting Young Adult Literature:Literary Theory in the Secondary Classroom (Moore1997), Teaching Banned Book (Scales 2001) andAdolescents in the Search for Meaning: Tapping thePowerful Resource for Stories (Warner 2006). Theseexcellent resources should be in every English depart-ment library.
A chart of previously challenged books and thesources for their rationales follows.
Margot T. Sacco is an associate professor in the Depart-ment of Teacher Education, at Miami University of Ohio.She has been teaching Adolescent Literature for 33 yearsand has been a member of ALAN since its beginning. Shewas a member of the Standing Committee againstCensorship for three terms. Her publications have ap-peared in The ALAN Review, The ALAN Newsletter,
THE ALAN REVIEW Winter 2007
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Computers in Libraries, Emergency Librarian, PreservingIntellectual Freedom, Writers for Young Adults, Vol 3,Ohio Media Spectrum, ERIC: Resources in Education, andFocus: Teaching English Language Arts. She is a contribu-tor to Rationales for Challenged Books, Vol. 1 & 2 (CD-R0M) (NCTE).
Works CitedBrown, Jean E. and Stephens, Elaine C. “Rationales for Teaching
Challenged Books.” SLATE Starter Sheet. (April 1994):1-7.Donelson, Ken. “10 Steps Toward the Freedom to Read”. The
ALAN Review 20.2 (Winter 1993):14-19.Herz, Sarah K. and Gallo, Donald R. From Hinton to Hamlet:
Building Bridges Between Young Adult Literature and theClassic. Westport, Ct: Greenwood Press, 2005.
Kaywell, Joan F. Ed. Adolescent: Literature as a Complement tothe Classics (Vols. 1-4). Norwood, MA: Christopher–Gordon,1993-2000.
Kean, John M. “A Rationale for Teaching The Adventures ofHuckleberry Finn.” In Nicholas J. Karolides, Lee Burress, andJohn M. Kean, Eds. Censored Books: Critical Viewpoints.Metuchen, New Jersey: Scarecrow Press, 1993.
Intellectual Freedom Manual. 7th ed. Chicago, IL: AmericanLibrary Association, 2006.
Mitchell, Arlene Harris. “The Adventures of Huckleberry Finn:Review of Historical Challenges.” In Nicholas J. Karolides, LeeBurress, and John M. Kean, Eds. Censored Books: CriticalViewpoints. Metuchen, New Jersey: Scarecrow Press, 1993.
Monseau, Virginia R. and Salvner, Gary. Reading Their World:The Young Adult Novel in the Classroom. 2nd ed. Ports-mouth, NH: Boynton/Cook, 2000.
Moore, John Noell. Interpreting Young Adult Literature: LiteraryTheory in the Secondary Classroom. Portsmouth, NH:Heinemann, 1997.
Reid, L., & Neufeld, J. H. (Eds.). (1999). Rationales for TeachingYoung Adult Literature. Portsmouth, New Hampshire:Heinemann.
Sacco, Margo. “Defending Books: A Title Index.” The ALANReview. 20.2 (Winter 1993):39-41.
Scales, Pat R. Teaching Banned Books: 12 Guides for YoungReaders. Chicago, IL: American Library Association, 2001.
Warner, Mary L. Adolescents in the Search for Meaning: Tappingthe Powerful Resource for Stories. Lanham, MD: ScarecrowPress, 2006.
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lX
The
Ele
ctri
c Ko
ol-A
id A
cid
Test
, To
m W
olfe
226-
236
Etha
n F
rom
e, E
dith
Wha
rton
XEv
er A
fter
, Ra
chel
Vai
lT
he E
xecu
tion
er, Ja
y Ben
net
tX
The
Fac
e on
the
Milk
Car
ton,
Car
olin
e Coo
ney
XFa
de,
Robe
rt C
orm
ier
X16
3-16
6Fa
hren
heit
451
, Ra
y Bra
dbur
yX
Falle
n
Ange
ls,
Wal
ter
Dea
n M
yers
167-
172
24-2
516
3-17
0Fa
mily
of
Stra
nge
rs,
Susa
n B
eth
Pfef
fer
XFa
mily
Sec
rets
, N
orm
a K
lein
X
THE ALAN REVIEW Winter 2007
97
A F
arew
ell t
o A
rms,
Ern
est
Hem
ingw
ayX
237-
248
Fare
wel
l to
Man
zanar
, Je
anne
Wak
atus
ki H
oust
onX
Feed
, M
. T.
Ande
rson
XFe
ll, M
. E.
Ker
rX
Findi
ng
My
Voic
e, M
arie
G
. Le
eX
Flow
ers
for
Alg
ernon
, D
anie
l Key
esX
249-
255
Fore
ver, J
udy
Blu
me
X25
6-26
026
-28
Foun
tain
head
, A
yn R
and
XFr
anny
and
Zoo
ey, J.
D. Sa
linge
rX
Frea
k th
e M
ight
y, R
odm
an P
hilb
rick
XFr
ench
tow
n S
umm
er, Ro
bert
Cor
mie
rX
Gan
gsta
Rap
, Ben
jam
in Z
epan
iah
XG
athe
ring
Blu
e, L
ois
Low
ryX
Geo
grap
hy C
lub,
Bre
nt
Har
tinge
rX
Gir
l, In
terr
upte
d, S
usan
na
Kay
sen
XT
he G
iver
, Lo
is L
owry
X17
3-17
526
-27
18-2
0T
he G
iver
, Ly
nn H
all
XG
o A
sk A
lice,
An
onym
ous
X26
1-26
729
-31
The
Goa
ts,
Bro
ck C
ole
7-9
Goi
ng
Aft
er C
acci
ato,
Tim
O’B
rien
XG
oing
for
the
Big
One,
P.J
. Pe
ters
enX
The
Gol
den C
ompa
ss, Ph
ilip
Pullm
anX
The
Goo
d Ea
rth,
Pea
rl S
. Buc
kX
268-
277
Goo
d N
ight
, M
aman
, N
orm
a Fo
x M
azer
XG
ood-
bye
and
Keep
Col
d, J
enny
Dav
isX
Goo
sebu
mps
(th
e se
ries
),
R.
L. S
tine
176-
181
57-5
8T
he G
rape
s of
Wra
th,
John
Ste
inbe
ckX
278-
287
The
Gra
ss D
ance
r, S
usan
Pow
erX
The
Gra
ss H
arp,
Tru
man
Cap
ote
XT
he G
reat
Gill
y H
opki
ns,
Kat
heri
ne
Pate
rson
X18
2-18
641
-43
Gre
nde
l, Jo
hn G
ardn
erX
187-
191
21-2
2T
he G
row
ing
Pain
s of
Adr
ian M
ole,
Sue
Tow
nse
nd
XT
he H
andm
aid’
s Ta
le, M
arga
ret
Atw
ood
X19
9-20
5T
he H
arm
ony
Arm
s, R
on K
oert
geX
Har
ry P
otte
r (s
erie
s), J.
K. Ro
wlin
gX
206-
212
44-4
6T
he H
eadl
ess
Cup
id, Z
ilpha
K.S
nyd
er21
3-22
4
THE ALAN REVIEW Winter 2007
98
Hea
rt o
f D
arkn
ess,
Jos
eph
Con
rad
XH
eart
brea
k an
d Ro
ses,
Jan
et B
ode
& S
tan M
ack
32-3
3H
ello
, I
Lied
, M
. E.
Ker
rX
Her
e’s
to Y
ou,
Rach
el R
obin
son,
Judy
Blu
me
XA
Her
o A
in’t
Not
hing
But
a S
andw
ich,
Alic
e Chi
ldre
ssX
288-
293
The
Hob
bitt
, J.
R. R. To
lkie
nX
The
Hou
se o
f Sp
irit
s, I
sabe
l Alle
nde
X22
5-23
3H
ouse
of
Stai
rs, W
illia
m S
leat
orX
The
Hou
se o
n M
ango
Str
eet,
San
dra
Cis
ner
osX
How
I P
aid
for
Col
lege
, M
ark
Aci
toX
How
the
Gra
cia
Gir
ls L
ost
The
ir A
ccen
ts,
Julie
Alv
arez
XH
ow t
o Ea
t Fr
ied
Wor
ms,
Tho
mas
Roc
kwel
l23
4-24
2I A
m t
he C
hees
e, R
ober
t Cor
mie
rX
243-
249
I H
eard
the
Ow
l Cal
l My
Nam
e, M
arga
ret
Cra
ven
XI
Kn
ow W
hy t
he C
aged
Bir
d Si
ngs
, M
aya
Ange
lou
X29
9-31
634
-36
I N
ever
Pro
mis
ed y
ou a
Ros
e G
arde
n,
Joan
ne
Gre
enbe
rgX
If B
eale
Str
eet
Cou
ld T
alk,
Jam
es B
aldw
in29
4-29
8If
I S
houl
d D
ie B
efor
e I W
ake,
Han
Nol
an17
1-17
9In
Cou
ntr
y, B
obbi
e A
nn M
ason
X13
9-14
5In
the
Spi
rit
of C
razy
Hor
se,
Pete
r M
atth
iess
en25
0-25
8In
ters
tella
r Pi
g, W
illia
m S
leat
orX
Invi
sibl
e M
an, Ra
lph
Ellis
onX
Invi
tati
on t
o th
e G
ame,
Mon
ica
Hug
hes
XIr
onm
an, Chr
is C
rutc
her
X55
-62
It’s
Not
Eas
y Bei
ng
Bad
, Cyn
thia
Voi
gtX
It’s
Ok
If Y
ou D
o N
ot L
ove
Me,
Nor
ma
Kle
in32
2-33
0It
’s P
erfe
ctly
Nor
mal
, Ro
bie
Har
ris
259-
263
22-2
3Ja
ck, A
.M. H
omes
96-1
03Ja
cob
Hav
e I Lo
ved,
Kat
heri
ne
Pate
rson
XJo
ey P
igza
Los
es C
ontr
ol, Ja
ck G
anto
sX
John
ny
Got
His
Gun
, D
alto
n T
rum
bo33
1-33
7T
he J
oy L
uck
Clu
b, A
my
Tan
XJu
bile
e, M
arga
ret
Wal
ker
XJu
bile
e Jo
urney
, Car
olyn
Mey
erX
Julie
of
the
Wol
ves,
Jea
n C
raig
head
Geo
rge
X33
8-34
226
9-27
819
-20
Kaf
fir
Boy
, M
ark
Mat
haba
ne
X27
9-28
4
THE ALAN REVIEW Winter 2007
99
Keep
ing
Chr
isti
na,
Sue
Elle
n B
ridg
ers
XK
ill t
he T
each
er’s
Pet
, Jo
seph
Loc
keX
Kill
ing
Mr. G
riff
in,
Lois
Dun
can
X28
5-28
937
-38
The
Kit
chen
God
’s W
ife,
Am
y Ta
nX
Lako
ta W
oman
, M
ary
Cro
w D
og &
Ric
hard
Erd
oes
37-4
6T
he L
ast
Mis
sion
, H
arry
Maz
erX
290-
295
The
Las
t Sa
fe P
lace
on E
arth
, Ric
hard
Pec
kX
The
Lat
e G
reat
Me,
San
dra
Scop
peto
ne
XLe
arnin
g H
ow t
o Fa
ll, N
orm
a K
lein
XT
he L
earn
ing
Tree
, G
ordo
n P
arks
343-
350
A L
esso
n B
efor
e D
ying,
Ern
est
J. G
aines
72-8
0A
Lig
ht in t
he A
ttic
, Sh
el S
ilver
stei
nX
485-
489
54-5
6Li
ke W
ater
for
Cho
cola
te, La
ura
Esqu
ivel
X23
-28
The
Lio
n,
Wit
ch,
and
the
War
drob
e, C
.S.
Lew
isX
Litt
le A
ltar
s Ev
eryw
here
, Re
becc
a W
ells
XLo
ng
Live
the
Que
en,
Elle
n E
mer
son W
hite
XT
he L
ord
of t
he F
lies,
Will
iam
Gol
ding
X35
1-35
7T
he L
ords
of
Dis
cipl
ine,
Pat
Con
roy
X“T
he L
otte
ry,”
Shi
rley
Jac
kson
X35
8-36
2Lo
ve is
Not
Enou
gh, M
arily
n L
evy
XT
he L
ovel
y Bon
es,
Alic
e Se
bold
XLu
cky,
Alic
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bold
XLu
cy,
Jam
aica
Kin
caid
XLy
ddie
, K
athe
rine
Pate
rson
XT
he M
an W
ho F
ell I
n L
ove
wit
h th
e M
oon, To
m S
panba
uer
27-2
9M
anch
ild in t
he P
rom
ised
Lan
d, C
laud
e Bro
wn
363-
369
Man
iac
Mag
ee, Je
rry
Spin
elli
XT
he M
arit
ian C
hron
icle
s, R
ay B
radb
ury
X“M
aste
r H
arol
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and
the
Boy
s, A
thol
Fug
ard
XM
ay I
Cro
ss Y
our
Gol
d Riv
er,
Paig
e D
ixon
XT
he M
erch
ant
of V
enic
e, W
illia
m S
hake
spea
re37
0-37
8M
emoi
rs o
f a
Boo
kbat
, Kat
hryn
Las
ky13
0-13
8T
he M
esse
nge
r, L
ois
Low
ryX
Mic
k, B
ruce
Bro
oks
XT
he M
idw
ife’
s A
ppre
nti
ce,
Kar
en C
ushm
anX
Mon
tana,
194
8, L
arry
Wat
son
187-
196
THE ALAN REVIEW Winter 2007
100
The
Mon
umen
t, G
ary
Paul
sen
XT
he M
oves
Mak
e th
e M
an,
Bru
ce B
rook
sX
27-3
6M
y Bro
ther
Sam
Is
Dea
d, J
ames
& C
hris
toph
er C
ollie
rX
305-
323
10-1
2M
y Cro
oked
Fam
ily, Ja
mes
Lin
coln
Col
lier
311-
323
My
Dar
ling,
My
Ham
burg
er, Pa
ul Z
inde
lX
379-
381
My
Losi
ng
Seas
on, Pa
t Con
roy
XM
y Po
sse
Don
’t D
o H
omew
ork,
Lou
-Anne
John
son
XN
ativ
e So
n, Ric
hard
Wri
ght
X32
4-33
2N
ever
Cry
Wol
f, F
arle
y M
owat
XN
ight
, El
ie W
iese
lX
Nig
ht K
ites
, M
. E.
Ker
rX
Nig
htjo
hn,
Gar
y Pa
ulse
nX
Nig
htm
ares
: Po
ems
to T
roub
le Y
our
Slee
p, J
ack
Prel
utsk
y33
3-34
3N
inet
een E
ight
y-Fo
ur, G
eorg
e O
rwel
lX
382-
387
The
Obs
essi
on, Je
sse
Har
ris
XO
edip
us R
ex,
Soph
ocle
sX
Of
Mic
e an
d M
en,
John
Ste
inbe
ckX
X38
8-39
4O
n F
ire,
O
uida
Seb
esty
enX
One
Day
in t
he L
ife
of I
van D
enis
ovic
h, A
lexa
nde
r So
lzhe
nit
syn
X39
5-39
7O
ne
Fat
Sum
mer
, Ro
bert
Lip
syte
XO
ne
Flew
Ove
r th
e Cuc
koo’
s N
est,
Ken
Kes
sey
398-
413
Ord
inar
y Pe
ople
, Ju
dith
Gue
st41
4-42
3O
thel
lo,
Juliu
s Le
ster
XO
ther
Bel
ls f
or U
s to
Rin
g, R
ober
t C
orm
ier
XO
ur B
odie
s, O
urse
lves
, T
he B
osto
n W
omen
’s H
ealth
Col
lect
ive
X42
4-43
0O
ut o
f Con
trol
, N
orm
a Fo
x M
azer
X14
6-15
4O
ut o
f th
e D
ust,
Kar
en H
esse
89-9
5T
he O
utsi
ders
, S.
E.
Hin
ton
X43
1-44
139
-40
Pard
on M
e, Y
ou A
re S
tepp
ing
on M
y Ey
ebal
l, Pa
ul Z
inde
lX
Pay
it F
orw
ard,
Cat
heri
ne
Ryan
Hyd
eX
Peac
e Li
ke a
Riv
er, Le
if E
nge
rX
Pedr
o an
d M
e, J
udd
Win
ick
XT
he P
erks
of
Bei
ng
a W
allflo
wer
, St
ephe
n C
hbos
kyX
41-4
2Pe
t Se
mat
ary,
Ste
phen
Kin
gX
The
Pig
eon, Ja
y Ben
net
tX
The
Pig
man
, Pa
ul Z
inde
lX
344-
350
43-4
4
THE ALAN REVIEW Winter 2007
101
Plai
nso
ng,
Ken
t H
aruf
XT
he P
ower
of
One,
Bry
ce C
ourt
enay
XT
he P
rince
of
Tid
es,
Pat
Con
roy
XPu
sh, Sa
pphi
reX
Ragt
ime,
E.
L. D
octo
row
X“A
Rai
sin in t
he S
un,”
Lor
rain
e H
ansb
ury
XT
he R
ats
Saw
God
, Ro
b T
hom
asX
Rebe
cca,
Dap
hne
Du
Mau
rier
XT
he R
ed B
adge
of
Cou
rage
, St
ephe
n C
rane
XT
he R
ed P
ony,
Joh
n S
tein
beck
XRe
mem
beri
ng
the
Goo
d T
imes
, Ric
hard
Pec
kX
Revo
ltin
g Rhy
mes
, Ro
ald
Dah
l35
1-35
6Ric
oche
t Riv
er, Ro
bin C
ody
XA
Roc
k an
d a
Har
d Pl
ace,
Anth
ony
God
by J
ohnso
nX
Rom
eo a
nd
Julie
t (f
ilm),
Fra
nco
Zef
fire
lliX
30-3
3Ru
by, Ro
sa G
uyX
Run, Sh
elle
y, R
un, G
ertr
ude
Sam
uels
442-
448
30-3
3Ru
nnin
g Lo
ose,
Chr
is C
rutc
her
X35
7-36
5T
he S
acre
d Cir
cle
of t
he H
ula
Hoo
p, K
athy
Ken
ned
y Ta
ppX
Saha
ra S
peci
al,
Esm
e’ R
aji
Cod
ell
XSa
turn
alia
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ul F
leis
chm
anX
The
Sca
rlet
Let
ter,
Nat
hanie
l Haw
thor
ne
X44
9-45
5Sc
ary
Stor
ies
(ser
ies)
, A
lvin
Sch
war
tz36
6-37
149
-51
Schi
ndl
er’s
Lis
t (F
ilm),
Ste
ven S
piel
ber g
X34
-36
The
Sec
ret
Life
of
Bee
s, S
usan
Mon
k K
idd
XA
Sep
arat
e Pe
ace,
Joh
n K
now
les
X45
6-46
3Sh
ade’
s Chi
ldre
n,
Gar
th N
ix45
-46
The
Sha
dow
Bro
ther
s, A
. E.
Can
non
XSh
atte
ring
Gla
ss, G
ail G
iles
XT
he S
hinin
g, S
teph
en K
ing
107-
114
Shiz
uko’
s D
augh
ter, K
yoko
Mor
i15
5-16
2Sh
ow M
e!
Will
iam
McB
ride
372-
379
Sidd
hart
ha,
Her
man
Hes
seX
Singu
lari
ty,
Will
iam
Sle
ator
XSi
r G
awai
n a
nd
the
Loat
hly
Lady
, Se
lina
Has
tings
& J
. W
ijnga
ard
380-
386
The
Sis
terh
ood
of t
he T
rave
ling
Pan
ts,
Anne
Bra
shar
esX
THE ALAN REVIEW Winter 2007
102
Slau
ghte
rhou
se-F
ive,
Kur
t Vo
nneg
utX
464-
470
Slav
e D
ance
r, P
aula
Fox
XSn
ow F
allin
g on
Ced
ars,
Dav
id G
uter
son
X39
5-40
2So
ng
of S
olom
on,
Toni
Mor
riso
nX
387-
394
Sons
and
Love
rs,
D.
H.
Law
rence
XSo
ul D
addy
, Ja
cque
line
Roy
XSp
ace
Stat
ion S
even
th G
rade
, Je
rry
Spin
elli
XSp
eak,
Lau
rie
Hal
se A
nde
rson
X47
-48
The
Spi
rit
Hou
se,
Will
iam
Sle
ator
XSp
ite
Fence
s, T
rudy
Kri
sher
124-
129
Stay
ing
Fat
for
Sara
h Byr
nes
, Chr
is C
rutc
her
XSt
effi
e Can
’t C
ome
Out
to
Play
, Fr
an A
rric
kX
Stra
nge
r in
a S
tran
ge L
and,
Rob
ert
A.
Hei
nle
inX
Stra
nge
r w
ith
My
Face
, Lo
is D
unca
nX
Stuc
k in
Neu
tral
, Te
rry
True
man
XSu
mm
er o
f Fe
ar,
Lois
Dun
can
XSu
mm
er o
f M
y G
erm
an S
oldi
er, Bet
te G
reen
e40
9-41
3Su
mm
er R
ules
, Ro
bert
Lip
syte
XSu
rviv
ing
the
App
lew
hite
s, S
teph
anie
Tol
anX
Swee
t Si
xtee
n a
nd
Nev
er,
Jean
ne
Bet
hanco
urt
XTa
min
g th
e St
ar R
unner
, S.
E. H
into
nX
Tear
s of
a T
iger
, Sh
aron
Dra
per
XTe
ll U
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ur S
ecre
t,
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