For example, are you looking for a list of books that are considered classics of Western literature? Most such lists tend to be quite long, so you may want to narrow the field. Some indication of what your interests are or the purpose to which you want to put this list would be helpful.

There's a remote possibility that by "literature books" you mean books about literature (criticism, the history of literature, and the like). That would be a whole different ballpark.

I've been trying to come up with a list for him. I've consulted with a couple of prolific readers and suggest American poets Edgar Lee Masters, Robert Frost, Vachel Lindsay, and Carl Sandburg for starters. Shorter novels by John Steinbeck, such as The Red Pony and Cannery Row, Washington Irving's "The Legend of Sleepy Hollow" from his Sketch Book, stories by Brett Harte and Jack London, and perhaps J. D. Salinger's Nine Stories would be less daunting examples of American literature.

If they must be older writers -- Twain? Kipling?

If they must be good writers of now -- Lois McMaster Bujold? Poul Anderson? Sharyn McCrumb? And Mr. CEO can amuse himself by looking for the typos to be found in almost any current print of almost anything.

Barbara Cartland is not a good writer.

Mr.CEO, are you looking for practice in current American English? If so, what genre do you like to read? Or are you studying American sociology? Current or historical?

I agree with CeeBee's choices. They are interesting stories and not so obscure that they are boring. Her suggestion of Newberry Awards winners is good too. They may be classified as juvenile literature, but I find most of them enjoyable reads for any age.

Brenda's comment reminds me of one of my experiences (in my early years of teaching) that illustrates how hard it is to teach a book one doesn't appreciate. When I was teaching a lit course, a respected colleague talked me into teaching Jane Austen's Emma. I had not read it before and didn't even care very much for Jane Austen's more famous books. However, I went along. I wound up inadvertently panning the book in class, despite trying not to do so. Finally, one young lady, who had hardly ever before spoken up in class, rose out of her seat and proclaimed, "How can you say that? This is the best book I've ever read."

It all came out OK, however. I spoke with the student, apologized for criticizing the book (after all, I had assigned the book), and explained that the enjoyment of a book is an individual matter, heavily influenced by one's taste. I certainly didn't want to douse the spark that could ignite an interest in reading.