The author investigated the effect of using literature response activities when teaching American Literature to students who are majoring in English language at the Hanoi National University of Education. One class of English-major students studied American Literature in two phases. In phase 1, there were no literature response activities and in phase 2 there were literature response activities. It was seen that during the second phase, students were much more motivated to learn American Literature than during the first phase. On the basis of this observation, the author suggests some effective activities that teacners could present when teaching American Literature to English-major students.