I love reading. I am healthier mentally if a have a book in progress. Occasionally, I read articles and books I don’t love, but, I usually learn something. Writing this blog has exposed me to a wider variety of books and opinions about young adult literature. Granted, I tend to read realistic YA fiction written for older adolescents. I don’t read as many middle grades books as I should. I have been removed from reading a lot of science fiction and fantasy. I don’t seem to have time to read in these genres as I try to keep up with my own writing and my own interests.

I do get pointed in the right direction at each ALAN Workshop when I hear authors speak and take the opportunity to chat with colleagues about what they are reading and about what I am missing. Obviously, this blog is richer with other participate. I am open to those of you would like to write about some of the genres that are out of my wheelhouse. Just send me a message and we will fit you in the schedule.

Today I am going to repeat what I did last year. I am going to offer a set of Bick’s Picks for 2017. Last year I picked 6 and I just reviewed that set of books and I think they all hold up. As 2017 went into full swing, several of them won awards and/or made the short list.  You can also review them at this link.

Below, you can see this years Bick’s Picks. I picked 8, I did it quickly; these are the books that have stayed with me through the year or hit me hard just recently. The picks are in no particular order (That would be an internal battle that I don't have time to do right now.). I do provide a link to the authors page and a link to a the Kirkus Review. The cover image is also linked to place where you can get the book. I hope some of you received a bit of holiday money that needs to buy a book or two. I think readers will like, if not love these books. I would love for you to post your opinions,

As an added bonus, I saved you from my commentary. This time it is just the list.

Pick #1  Ellen Wittlinger  The Kirkus Review of Local Girl Swept Away

Pick #2 Erika L. Sánchez    The Kirkus Review of I am not Your Perfect Mexican Daughter 

Pick #3 Katie A. Nelson    The Kirkus Review of The Duke of Bannerman Prep

Pick #4 Ashley Hope Pérez    The Kirkus Review of Out of Darkness

Pick #5 Jeff Zentner   The Kirkus Review of The Serpent King

Pick #6 Kathleen Glasgow    The Kirkus Review of Girl in Pieces

 Pick #7 e. lockhart    The Kirkus Review  of Genuine Fraud

Pick #8 Jason Reynolds  The Kirkus Review of Long Way Down

Like many of you, I just posted grades (I hope most of you are finished as well.), attended graduation, and I am getting ready to spend time with family.  Even though I need to catch my breathe at the end of a semester, one of the ways I do that is by checking off some books of my "to read" list. Another thing I do to recharge is to try on new ideas in order to get ready for new classes and writing projects. One colleague who keeps me thinking is Dr. Stacy Graber, an assistant Professor at Youngstown State, the home of the Youngstown State English Festival, (it will be celebrating its 40th Anniverary this year so check the link.) Some of their guest authors will be attending the YA Summit in Las Vegas this summer, but more on that in a couple of weeks.

Back to Stacy. She is a frequent contributor to Dr. Bickmore's YA Wednesday with three previous posts: (2015, December, 30). Reflections on Jack Gantos’ Dead End in Norvelt, Love It or List It, and Place Loyalty, Graber, S. (2016, Aug, 3) Engaging Students as Curriculum Designers: Reflections on an Insight Session at the 2016, YSU English Festival, and (May 16, 2017) "Let's Play a Game: 5 of..." . Stacy never fails to push my thinking. She has a knack for connecting YA to pop culture and film. Once again, she has me rethinking about book that I know and love.  Let Stacy give you something to think about during your break.

Was it that time in the semester (--2 weeks out from final exams, when teachers are depleted and no shock of Emergen-C, Airborne, or Zicam is able to stave off the inevitable fever) which caused me to interpret DiCamillo’s (2000) Because of Winn-Dixie as a kind of kid-lit version of Buñuel’s (1967) The Exterminating Angel?
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Perhaps.  Yet, in this case, I think exhaustion did me imaginative good because, upon returning to that classic story of friendship, father-daughter conflict, and loss, I saw purgatory. 

I’m not talking about purgatory in the traditional, religious sense of a holding place for the expiation of sin, but rather as a liminal space or place of psychic paralysis, wherein ghosts perpetually rehearse and recycle old torments (e.g., personal tragedies, misfortunes, and regrets).  I saw repetition and penance everywhere in my reading of DiCamillo’s classic, and suddenly Winn-Dixie did not seem that much like a children’s book at all.  At least, not according to the definition provided by Short, Lynch-Brown, and Tomlinson (2018), as “books that children see as reflecting their life experience, understandings, and emotions” (p. 4).  Rather, Winn-Dixie offered a peculiarly adult expression of suffering and remorse, like the one conveyed by T.S. Eliot (1930) in “Ash Wednesday,” when the poet implores: “And pray that I may forget / These matters that with myself I too much discuss / Too much explain…”   

I do not think it diminishes the depth of kid-lit to say that a book does and does not sound like something written for children, but rather reinforces its complexity.  For instance, the same argument might be made for Creech’s (1994) Walk Two Moons, which comes as close to rendering the lonely, interior lives of female characters as Woolf’s Mrs. Dalloway (1925) or To the Lighthouse (1927).  What I am saying is that, upon returning to Winn-Dixie, it attests to “strange matters,” not easily recognizable or reconcilable.  

​For instance, everyone in DiCamillo’s town of Naomi, Florida is hostage to aching grief and regret and, in this state of limbo, the spirits move through a semblance of life hollowed out, continuously reiterating personal disappointments and calamities (--except for the cheerful dog who functions as the presiding deity in the ghost town).  Opal’s father, the Preacher, guiltily replays the abandonment by his wife.  Miss Franny, the librarian, retells her family story of hubris and death.  Gloria Dump, the purported “witch,” maintains a “mistake tree,” the liquor bottles suspended from which echo her errors of past excess.  Otis, the Orphic guitarist, re-inflicts the sting of his jail sentence by consigning himself to work in a place consisting entirely of cages.  Amanda, the “pinch-faced girl,” wears an expression contorted by pain, haunted by her brother’s drowning.  Opal, DiCamillo’s protagonist, ceaselessly repeats the fact that she is motherless and methodically recites a catalogue of descriptors for the parent she will never know.  And, everyone in the town eats a magical candy that acts as like a gustatory rewind button accessing old heartbreaks and disasters.   This Mobius strip of pain signals only purgatorial angst (ergo the inescapable dinner party reference in the beginning).

Basically, everyone in Naomi seems incapable of forward movement and the stasis suggests collective corrosion…until Opal copies the idea from Gone With the Wind to host a big dinner party, like the barbeque held at the Wilkes’ plantation, and then an Old Testament-level storm washes away the egg salad and punch.  The smiling dog is lost and found and, by the end, readers are meant to believe that, like the magical candy, life is the inescapable unity of “sweetness and sorrow.”  However, thinking about the situation more deeply, it doesn’t seem convincing when considered against the reality of, say, the violence of racism, which isn’t something externally visited upon us but locally produced.

In materials issued by Candlewick Press, DiCamillo remarks that Because of Winn-Dixie is “a hymn of praise to dogs, friendship, and the South.”  The celebration of dogs I get, but the rest perplexes me because I am not convinced this is the most flattering regional portrait.  Likewise, the strange conclusion or point at which the story unaccountably flat-lines signifies a larger problem: the stall in the public imagination to think productively outside of binaries or the ghosts of division.

Stacy Graber can be reached at sgraber@ysu.edu

Until next week.
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I hope I am not the only one who is overwhelmed with the details of finishing a semester. I have meetings, grading, new book contracts, next semester plans and couple of other details. The most important event of the semester was our son’s graduation from Arizona State University with his Ph.D in Music Education. We spent this past Monday and Tuesday attending his commencement and convocation meetings. It was a great time and it is important to mark these occasions. He and his family have worked hard over the last four years and he also just finished his first semester as a music education professor at the University of Central Missouri. Milestones are great. It was nice to attend to the festivities, but it is now time to pay the piper. Unfortunately, I have a pile of work calling me.

Now, let’s get back to Young Adult Literature. One of the joys of this semester has been teaching a group of undergraduates about young adult literature. These students have been awesome. They have worked hard and have read a great many books. You can see the list of books they explore at this link.

We have discussed book primarily using the lenses of race, class, and gender. During our last session, I asked the 35 students to rate the 23 books they read from 1 to 23 based on which book they enjoyed the most. I have only rated the frequency in which the books appeared in the top five. I am happy to report that every book was placed in the top five at least twice. Hurray, it looks like I picked some winners. They are all books that I love and that I hoped these future teachers will love and find useful as well.
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Four books pulled ahead of the others in terms of how often they appeared in the top five. They are Mockingbird by Kathryn Erskine with 20, The Absolutely True Diary of a Part-Time Indian by Sherman Alexie with 18, The Outsiders by S. E. Hinton with 16, and American Born Chinese by Gene Yang with 13.

​Four other books were all placed in the top five 8 times. These are also wonderful books. They are I am the Cheese by Robert Cormier, Holes by Louis Sachar, Brown Girl Dream by Jaqueline Woodson, and Yaqui Delgado Wants to Kick Your Ass by Meg Medina.

​Again, I haven’t had time to really rank which books rated the best overall. That will come later. For the time being, you should have some books to read if you don’t know these—which I hope you do. At the very least you have books to over your students that range from some classic to some more recent texts.
Until next week.

Many of us are trying hard to keep our heads above water as we finishing the semester--grading papers, creating final exams and final projects, and just generally trying to stay ahead of things. It is great pleasure for me that Lesley Roessing found time in her busy schedule to create a blog post. She addresses the issue of bullying as it presents in YA literature. As I read and prepared her blog post, I keep thinking about two things. The first, that one of our family's favorite Christmas movies, A Christmas Story, has a strong element of bullying.  The issue seems to be ever present. The second,  is the closing lines in one of the Toe Tag Monologues. I saw them perform again at the UNLV College of Education Summit on Dec. 4, 2017. Johnny's story is about being bullied. No matter how many times I see it or whether it is performed by a boy or a girl, the final lines stay with me:

There were three kinds of kids who hurt me.                                  
 
Those who hit me,
Those who lied on me,
And those who just watched…..I forget…….which one were you?

Well, I wonder how many times I watched and didn't do anything or didn't do enough.

Once again, I owe a big thank you to Lesley for her post below the pictures.

We want adolescents to read for pleasure, to enjoy a good story; we want them to read to learn their world and worlds that came before them that shaped their current world; and we want them to read books that will provide maps of how to handle, and analyze the mishandling, of obstacles in adolescent life. One difficulty that 70.6% of young people say they have encountered in their schools—as a victim, an offender or an observer—is bullying.
 
In 2014, the Centers for Disease Control and Department of Education defined bullying as unwanted, aggressive behavior that involves a real or perceived power imbalance and is repeated or has a high likelihood of repetition. According to stopbullying.gov, a federal government website managed by the U.S. Department of Health and Human Services, there are two modes of bullying: direct and indirect (spreading rumors), and there are four types of bullying: physical, verbal, relational, and damage to property. The newest type of bullying is electronic bullying or cyberbullying, which involves primarily verbal aggression and relational aggression.
 
According to the National Center for Education Statistics and Bureau of Justice Statistics, 28% of U.S. students in grades 6–12 experienced bullying. In surveys, 30% of young people admit to bullying others. In one large study, about 49% of children in grades 4–12 reported being bullied by other students at school at least once during the previous month, whereas 30.8% reported bullying others during that time.
 
It is imperative that teachers and especially students discuss bullying more in schools, especially in the middle grades where research shows that the most bullying takes place, and especially because many bullies and victims of bullying do not even recognize that bullying is occurring. “What the Olweus survey identifies as the top three types of bullying—verbal abuse, exclusion, and spreading rumors—kids can see as normal and essentially harmless behavior."  These conversations occur more effectively though the reading of novels and memoirs. Students are more inclined to talk about how characters handled or mishandled situations than to analyze their own actions or those of their peers. When bystanders intervene, bullying stops within 10 seconds 57% of the time.
 
It is crucial that adolescents experience bullying and the effects of bullying, not in real life, but through novels such as the 15 novels presented below. Novels such as these can generate important conversations that adolescents need to have and share truths that they need to see; these stories provide not only a mirror to those who are similar to them but windows into those they may see as different from them, and, even more significantly, present maps to guide adolescents in ways to work through conflicts and challenges and maps to show them where they may become lost. Novels can help readers gain knowledge of themselves and empathy for others. 

​Any of the novels described in this blog would be a good choice for a whole-class read or, even more effectively, included with 4-5 of the other novels that address bullying for students to read and discuss in book clubs, comparing issues raised with books being read by all the book clubs.

Thompson, Holly. Orchards. Delacorte Books for Young Readers, 2011.
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In addition to the statistics above, a study in Britain found that at least half of suicides among young people are related to bullying and that 10 to 14 year old girls may be at even higher risk for suicide. As the social hierarchy intensifies in middle school, girls form cliques and can get meaner. PBS Parenting explains that much of this behavior stems from the intense desire to belong, the need to feel powerful, and the conditioning that many girls have to not express their feelings directly. Some girls function as leaders, others as followers, and the rest live outside the groups.

In this powerful verse novel, Kana Goldberg, an American middle school girl, feels guilty when Ruth, a classmate, commits suicide:
should I have said something when I saw you at the mall?
should I have sat across from you at lunch in the cafeteria?
should I have invited you to be in my group in science
or my critique partner in art?
 
Kana reflects on the social hierarchy in her eighth grade class:
electrons
arranged in shells
around Lisa
Becca and Mona
first shell solid
the rest of us
in orbitals farther out
less bound
less stable
and you
in the least stable
most vulnerable
outermost shell.
 
Kana was not only a bystander. She acknowledges that Lisa was mean to Ruth and
we all
followed
her lead.

Kana’s Japanese mother and Jewish American father send her to her maternal grandmother’s mikan orange farm for the summer to “reflect in the presence of [her] ancestors.” While there, she learns to farm, becomes part of the family and community, and learns the rituals of her Japanese culture, but most importantly she reflects on her actions and those of her clique and thinks about Ruth and what happened and where to place blame because they didn’t understand her.
what I wanted to know was
if depression is so common
is depressions was a possibility
for someone like you, Ruth
then why didn’t they teach us about it?
 
Kana finally realizes that the list of what they didn’t do--
end the texting
talk with you
laugh with you
listen to you
include you
…seems so basic and short.

There is another tragedy associated with the bullying and, through the rituals surrounding death Kana practices with her relatives and the Japanese community, she returns home with ideas of ways to create a memorial to the friends who were tragically affected by the bullying—and to help, not just the girls but the entire 8th grade class, to “go on.”

Weeks, Sarah and Varadarajan. Save Me a Seat. Scholastic Press, 2016.
 
Save Me a Seat is a novel about bullies, victims, bullying, and standing up to bullies. A study conducted by The Youth Voice Project, the first known large-scale research project that solicited students’ perceptions about strategy effectiveness to reduce peer mistreatment in our schools, found, “Our students report that asking for and getting emotional support and a sense of connection has helped them the most among all the strategies we compared” and conversely, “Peers were reported as being able to have a significant negative effect by blaming or making fun of mistreated youth.” (Roessing, No More “Us” and “Them”: Classroom Lessons & Activities to Promote Peer Respect).
 
Joe, a student with APD or Auditory Processing Disorder, is bullied by his fellow fifth graders, especially Dillon Samreen. When Ravi moves from India to America, he assumes that the other fifth graders will be impressed by his intelligence and athleticism, but all they notice is his accent and other ways he is different. Ravi assumes that Dillion, being Indian-American, will be his friend but finds himself also the target of his bullying and his classmates’ laughter.

There are many novels that focus on bullying, but what I found most important about Save Me a Seat is that Ravi does not realize that in his school in India where he is was one of the popular crowd, if he was not actually a bully himself, he was unkind to other students and stood by, laughing, when students were bullied by others.

In the novel when Ravi finally sees that "There is more to [Joe] than meets the eye" and that he is the victim of bullying; he comes to the conclusion, “I don’t need to show off anymore. I’m not like Dillon Samreen and I never will be,” and he stands up for Joe

The characters in Save Me a Seat are fifth graders. According to research, most bullying occurs in grades 6-8. Perhaps if enough students read and discuss this novel in fifth grade, those statistics will change.

Cerra, Kerry O’Malley. Just a Drop of Water. Sky Pony Press, 2014.
 
Relationships are built over time, but how much can they withstand? Jake Green and Sameed Madina have always been friends. They have grown up together; they run together; they play war games together; they have each other backs; they plan to always remain friends “but only till Martians invade the earth.”

But then the events of September 11, 2001, occurred, and Martians did invade the earth, only they looked like Sam and his family—Muslim. Because one of the terrorists had lived in their neighborhood and was a client at the bank where Mr. Madina worked, Sam’s father comes under FBI surveillance, and the neighborhood divides in their support. Not Jake, though. He believes in his friend and his friend’s family, physically fighting the school bully who refers to Sam as a “towelhead” and standing up to his father who apologizes to the bully’s father, an adult bully himself, and to his mother who refuses to support the Madinas, longtime friends and neighbors.

What I appreciated about Just a Drop of Water is that is illustrates another way 9/11 has affected people, especially those Muslim adolescents who populate American schools everywhere. I strongly feel that students should not only be learning about the events and effects of 9/11, but that readers learn more about how events affect people and especially children their ages and have caused many Muslim children, and adults, to become the target of bullying. Other novels—Nora Raleigh Baskin’s Nine: Ten: A September 11 Story, Jewell Parker Rhodes’ Towers Falling, and Wendy Mills’ All We Have Left—also present Muslim characters affected by the events of September 11, 2001.

Wilhelm, Doug. The Revealers. Square Fish, 2011.
 
The Revealers presents bullying as the entire focus of the novel—not just a side issue. The story emphasizes the efficacy of cooperative action when three students who are bullied collaborate on facing bullying with nonviolent action, scientifically studying why students bully. They publish their experiences, and others begin sharing their stories as victims and bullies to be posted on school-wide media.

The book highlights creative solutions to problems, using the scientific method, and the three students’ research—in cooperation with many members of the student body, including the school’s most feared bully—becomes a science fair exhibit which brings the problem to the notice of the principal and a school board member. The novel highlights the problem of administrative denial and even acceptance, which, unfortunately, is too realistic.

Harmon, Mike. Stick. Knopf Books for Young Readers, 2015.
 
Patterson ("Stick") is a football player, but with the overwhelming pressure from his father and his coach, he has lost the love of playing. Preston is an individual who has no friends but lives life on his own terms as he struggles with the guilt and trauma of his father's death; to compensate, he dresses as a superhero and, in disguise, he helps others in need. When the two teens become friends, Preston encourages Stick to decide if he wants to remain on the team. His decision to quit appears to derail his life when his father kicks him out of the house and his former friends on the team savagely bully not only him but also Preston. Taking charge of his life actually helps Patterson get back on track, a track that follows his heart and helps him save his father. The relationship between Stick and Preston shows the importance of standing up for others and how that action can lead to standing up for oneself.

Magoon, Kekla. Camo Girl. Aladdin, 2011.

Camo Girl is an important story, written for readers in Grades 5 and up. Ella and Z are sixth-grade outcasts, and they are best friends. But they are not best friends because they are outcasts; they are there to support each other against bullies—no questions asked, no matter how weirdly Z acts and how Ella looks. When a new student befriends Ella, she thinks she may have to choose between popularity and her friendship with Z, but just maybe the popular Bailey, who has his own view of reality, can help both of them. This novel provides a good read for young adolescents, both boys and girls, who just want to be accepted by their peers.

Holt, K.A. Rhyme Schemer. Chronicle Books, 2014.
 
Seventh-grader Kevin, main character of this hilarious verse novel, is bullied by his older brother. In turn, he bullies kids at school. When he gets in trouble, he can no longer be caught bullying, and, as a result, two things occur: his former victims begin bullying him and he finds a secret way to bully others—through black-out poetry. The school librarian shows him that he actually has a talent, Kevin realizes he can be important though his poetry, rather than through his reputation as a bully.

Erskine, Kathryn. Quaking. Philomel, 2007.
 
Quaking hits one of the most important topics in adolescent life—bullying—from all sides. Bullies are not only teenage boys (although there is one of those in this novel) and their followers but can be teachers, parents, and adults who bully each other, misusing their power over others. And bullies are bullies for a variety of reasons. This novel can serve as a map, illustrating ways to deal with bullies. The reader cares about eighth grader Matt—possibly more than she does about herself—and her new family, Quakers, who helps her value herself and find her voice. 

Sonnenblick, Jordan. The Secret Sheriff of Sixth Grade. Scholastic Press, 2017.
 
Much bullying begins in sixth grade. The Secret Sheriff of Sixth Grade provides important topics for middle grade students to read and discuss—bullying and abuse—told with engaging, addictive humor. Relecutant readers will cheer for Maverick, a young hero readers will love. 

Gregorio, I.W. None of the Above. Balzer + Bray, 2015.
 
None of the Above is a novel about androgen insensitivity syndrome (AIS), a form of intersex where a person looks outwardly female but has some of the internal characteristics of a male. But None of the Above is primarily is a novel about Kristin—Kristin whose mother died of cancer; Kristin who has a grieving but supportive father; Kristin who thinks she is in love with Sam; Kristin, a runner and hurdler, and star of the track team; and Kristin who finds out at age 18 that she is intersex.

When the entire school finds out and there are incidents of cyberbullying as well as shaming and an attack in a club, Kristin discovers the importance of a support group of those who can identify with, and understand what, she is facing, as well as friends who still accept and maybe even love her for who she is. The novel will lead to important provocative conversations and, because of the clinical details, sex, and profanity, it is a novel best suited for mature readers.

Deloza. Lara. Winning. HarperTeen, 2016.
 
Another type of bullying is manipulation. Alexandra Miles’ main ambition, actually obsession, of the year is to be crowned Homecoming Queen—a step on her way to Miss America. Alexandra carefully orchestrates every step, every word, every emotion—hers and those of others around her. She is mean, but not the typical mean girl; she is an actual frenemy—friend of enemy, depending on what it gets her. And Alexandra always has a plan. Many chapters are narrated by Alexandra; others are narrated by her victims and accomplices or victims who become accomplices and vice versa. At the end, others stooping to her level but no one is hurt, and the ending could generate classroom or book club discussions on how to beat bullies at their own game without becoming them.

Rawl, Paige and Benjamin, Ali. Positive: A Memoir.
 
Positive relates a true story, the story of Paige Rawl who was born HIV positive. In sixth grade she shares her secret with her best friend who tells all their friends.  Paige is then bullied by her classmates, and her coaches, her counselor, and administrators refuse to intervene, resulting in a suicide attempt. Positive is actually a story about surviving bullying rather than surviving illness and having the courage to face the world and share her journey.

Shaming is defined as the act of publicly criticizing and drawing attention to someone and, therefore, is a form of bullying.
Dean, Carolee. Forget Me Not. Simon Pulse, 2012.
 
One of the more interesting novels is the multi-genre Forget Me Not in which the author creatively employs a variety of poetic forms (and script writing) to identify the characters and alter the mood of the plot so subtly as to not disrupt the reading and the reader. The storyline, will provoke important conversations among teens about cyberbullying, shaming, and suicide. In response to a compromising photo of her that is texted and causes all her schoolmates to shame her, Ally commits suicide —or so she thinks—as her only way out. A friend tries to save her by showing her that her life has value and that she can make the decision to live.
 
Adolescents who are grappling with the repercussions of rape often also are forced to contend with the additional torment of shaming by their peers. In http://www.yawednesday.com/blog/the-new-nancy-drew, I shared two novels in which the main characters had been raped and then were shamed by their peers. Patty Blount’s novel Some Boys (Sourcebooks Fire, 2014) features a teen who has been raped and shamed but stands up for herself, even again the rapist’s best friend. In this provocative novel Grace and Ian (her rapist’s best friend) narrate alternating chapters. In All the Rage written Courtney Summers (St. Martin's Griffin, 2015), Romy has been assaulted by the sheriff’s son. No one believes her allegations and, by coming forward, she is bullied by her former friends. As other girls become hurt, Romy has to decide how hard she will fight to be believed.

​As I wrote in No More “Us” and “Them”: Classroom Lessons & Activities to Promote Peer Respect (Rowman & Littlefield, 2012), “There are many ways for teachers to use literature in the classroom to facilitate building respect both for other students and for other peoples and to help their students acquire self-respect. Stories give readers different perspectives and can place them in positions and situations in which they have never been; stories let the readers take part in experiences outside their realms.” Reading and holding conversations about bullying can make adolescents more aware of bullying, generate empathy for others, and teach readers by example to stand up for themselves and others.

A middle school teacher for twenty years, Lesley Roessing is currently Director of the Coastal Savannah Writing Project and Sr. Lecturer at Armstrong State University where she works with teachers and teaches Bibliotherapy. She is the author of Bridging the Gap: Reading Critically & Writing Meaningfully to Get to the Core; Comma Quest: The Rules They Followed. The Sentences They Saved; No More “Us” & “Them: Classroom Lessons and Activities to Promote Peer Respect; and The Write to Read: Response Journals That Increase Comprehension. Lesley is a columnist for AMLE Magazine and editor of Connections, the journal of the Georgia Council of Teachers of English.
 
Lesley can be contacted at: lesleyroessing@gmail.com
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