Students in three schools in grades 8 through 11 were asked to write what kind of person they were. Responses were categorized with the most popular categories being concerned with such socially approved topics as school, family, athletics, self, and friends. Less frequent listings occurred for topics such as drugs and sex. (Author)

Discusses how writing college and job applications can serve as a tool for teaching students to write autobiographies. (MM)

Part of a panel discussion on the modern Japanese novelist presented at the 24th Annual Meeting of the Association for Asian Studies on March 29, 1972, in New York, New York. (DS)

Indicates that it is the job of the novelist to shape human experience so that readers find not only order but also meaning in the novel and describes three experiences that influenced her writing. (AEA)

Lists and annotates seven new adult books of interest to high school readers, including biographical and autobiographical works, fiction, and nonfiction. (GT)

Reviews eight new adult books of interest to high school readers. The books reviewed include two novels, an anthology of selections about cats, an autobiography by a physicist, and books about Patricia Hearst, the abdication of King Edward VIII of England, naive painting, and American astronauts. (GT)

The author recounts his education as a physicist under teachers such as Robert Oppenheimer, Julian Schwinger, and Philipp Frank. (SJL)

Discusses the history of the author's involvement with books for more than 65 years and with the teaching of English for more than 40 years. (DD)

Presents an interview with Jamaican-born James Berry, award- winning poet, about his life experiences, influences, development as a poet, and recent poetry. (TB)

Explores the teaching of narrative gerontology, based on aging as telling and retelling of life experience. Considers narrative as root metaphor and gives reasons for teaching story: it honors aging's aesthetic nature, confirms common-sense awareness, acknowledges the temporal dimension, and appreciates the social construction of life. (Contains…

Suggests how autobiography defines itself as a system of voices, with the author in a dialogic relationship with the elusive nature of language. Argues that autobiography is a sophisticated form of composing, appropriate for the advanced composition class. Suggests that autobiography can create a memorable educational experience. (RS)

As a means of facilitating adult development, autobiography is based on (1) memory--an element in the construction of meaning in experience--and (2) imagination--the expression of what people believe themselves to have been and to be. Through autobiography, the self is something to be imagined and constructed. (SK)

Explores the ontological status of autobiography as a literary genre. Defines the limits of what can be considered autobiography. Explores the ways in which autobiographies deal with history and consciousness, and addresses the relationship between autobiography and biography, fiction, and psychoanalysis. (DMM)

Reflects on the connections between narrative and lived experience, focusing particularly on a set of three dyads that suggest a relationship of tension: (1) storing life/storying life; (2) truth/fiction; and (3) collection/selection. (TB)

British historian Max Beloff's "An Historian in the 20th Century: Chapters in Intellectual Autobiography" is discussed and his many interests examined, including his scholarly preoccupation with Great Britain, Russia, and the United States; his approach to the study of history; and his establishment of a university in Britain, funded…