Short Stories in ELT Classes is a book which consists of ten widely known short stories in literature. The stories were purposefully chosen as they were suitable to enhance the critical thinking skills (comprehension, analysis, evaluation and synthesis) of students in ELT (English Language Teaching) classes. Although the main notion that the initial goal of ELT is to provide students opportunities to develop language competence, the new trends in second language teaching indicates the significance of integrating literary texts in ELT classes at colleges and universities. Literature, particularly short stories, are authentic texts that enhance students’ language skills of reading, writing, speaking and listening. In this book, each story was designed with –pre, while and –post reading questions and activities. While presenting universal themes such as morality, relationships, compassion, sacrifice, free will, equality, charity, maturity and experience, the stories in Short Stories in ELT Classes aims at providing

educators and teachers materials and texts to increase students’ awareness with class discussions and debates.

There is no form or species of literature that may not be interpreted by psychoanalytic methods. Be the author ever so objective, no matter how much he has sought to make his personality intangible and elusive, there are means, with the aid of clues, of opening up the barred gates of his soul. Men like Flaubert and Merimée, who believed in the impersonal and objective theory of art and who strove deliberately to conceal their personalities, failed in doing so. Their presence is revealed in their stories; they could not hold themselves aloof. It is true we have been aided by external evidence in learning what methods they employed to render themselves impersonal; the real Merimée and Flaubert, however, were made to emerge by the help of their published personal letters. It matters not whether the author writes realistic or romantic fiction, autobiographical or historical tales, lyric or epic poems, dramas or essays, his unconscious is there, in some degree.

But in a field which is largely new, it is best to take those works or species of writing where the existence of the unconscious does not elude our efforts to detect it. Therefore, much will be said in this volume of works where there is no question that the author is talking from his own experiences, in his own person, or where he is using some character as a vehicle for his own point of view. Such works include lyric poetry which is usually the personal expression of the love emotions of the singer. Burns, Byron, Shelley, Keats and Swinburne have left us records of their love affairs in their great lyric poems. Most of these were inspired by frustration of love, and were the results of actual experiences. And though much is said in them, other facts may be deduced.

In today’s digitalized world, it has become easier and faster to access knowledge. In university education, especially in academic writing courses, it is vital to access knowledge in order to keep up to date and produce quality writing. However, if knowledge sources are not acknowledged correctly, a serious problem which hinders the development of knowledge arises: plagiarism. This book explores the extent to which university students are aware of plagiarism and offers ways to raise awareness and avoid it. For this purpose the book presents a study which offers a practical method to apply in academic writing classes in order to change students’ plagiarizing behavior. The purpose of the book is to show that it is possible to change students’ plagiarizing behavior if a systematical approach is followed