CIED 5683/ENGL 3903: Young Adult Literature and Literary Criticism
Peabody Hall 307
Tuesday 6:00 PM – 8:50 PM
Instructor: Dr. Sean Connors
Office: Peabody Hall 304
Mailbox: Peabody Hall 216
Office Hours: Tuesdays 12:00 - 4:00
E-mail: sconnors@uark.edu
Course Website: http://seanconnors.net/cied5683
Course Description:
In Literature for Today’s Young Adults, Nilsen and Donelson (2009) write, “Young adult literature is
not the whole of literature, but it is an increasingly important part. The future teacher or librarian unfamiliar
with young adult literature begins disadvantaged and, given the flow of the presses, is likely to remain so.
To remain ignorant is to be professionally irresponsible with the result being a disaster for students who will
miss out on the delights of reading for pleasure.” Unfortunately, there are educators who continue to regard
young adult literature as a poor substitute for “real” literature. A common misperception holds that young
adult literature is easy to read, constitutes a form of superficial entertainment, and lacks literary
sophistication. To what extent are these charges warranted?
This course invites students to explore issues and questions that concern scholars interested in the
study of literature for adolescents, while creating opportunities for them to think, read, and write critically
about young adult literature. Rather than enter the course holding pre-conceived notions about young adult
literature’s literary merit (or lack thereof), I invite you to submerse yourself in the subject matter, approach
the assigned course readings with a critical eye, and determine for yourself whether young adult literature is
(or isn’t) capable of fostering rich conversations that invite young readers to think critically about the world
and their place in it. In this sense the focus of the course is on the literary value of young adult literature, as
opposed to strategies for teaching it. As Nodelman (1988) observes, “a single-minded concern with
pedagogy deprives children and other readers of the benefits, pedagogical and otherwise, that must inevitably
result from more intense looking and deeper understanding. The more we are capable of understanding and
finding words to describe our responses to works of art, the more we are able to enjoy them.”
Course Objectives:
 Students will explore the history of young adult literature with the intention of explaining how
social and economic forces have contributed to its present form, and how they have shaped
mainstream notions about the functions it ought to serve.
 Students will examine the ways in which young adult literature constructs adolescence.
 Students will read young adult literature from the perspective of literary theory in order to
evaluate its depth, complexity, and potential sophistication.
 Students will read young adult literature from a critical perspective in order to evaluate how
gender roles, social class, cultural difference, etc. are represented in individual novels.
 Students will construct a working definition of young adult literature that distinguishes it from
literature for children and adults.
 Students will identify issues and stylistic conventions that are characteristic of young adult
literature.
 Students will read a range of young adult novels across an array of genres.
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Essential Questions:
Rather than persuade you of young adult literature’s merit, I instead invite you to come together as
part of a community of learners in order to answer the following essential course questions:
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How have social and economic forces shaped mainstream notions about the functions young
adult literature ought to serve? In what ways does the genre’s antecedents complicate its ability
to be taken seriously as a body of literature?
What are the defining characteristics of “Literature?” To what extent are these characteristics
present (or absent) in the young adult novels you read for this class?
What, if anything, does reading young adult literature from the perspective of literary theory
reveal about its depth and sophistication? What does it reveal about the way power, gender,
cultural difference, social class, race, etc. are represented in young adult novels?
What are young adults’ current reading interests, and what resources are available to help
educators keep pace with the rapidly changing landscape of young adult literature?
What essential characteristics (beyond intended audience) distinguish young adult literature from
literature for children and adults?
Required Texts: (available at Campus Bookstore / 616 N. Garland Avenue)
Alexie, S. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown.
Anderson, M. T. (2002). Feed. Cambridge, MA: Candlewick Press.
Collins, S. (2010). The Hunger Games. New York: Scholastic.
Cormier, R. (1974). The Chocolate War. New York: Dell Laurel-Leaf.
Crutcher, C. (1986). Stotan. New York: Dell Laurel-Leaf.
Donnelly, J. (2003). A Northern Light. Orlando: Harcourt, Inc.
Forman, G. (2009). If I Stay. New York: Speak.
Green, J. (2005). Looking for Alaska. New York: Speak.
Green, J. (2009). Paper Towns. New York: Speak.
Hartnett, S. (2007). Surrender. Cambridge, MA: Candlewick Press.
Hinton, S. E. (1967/2006). The Outsiders. New York: Speak.
Kelly, J., & Niimura, J. K. (2010). I Kill Giants. Berkeley: Image Comics.
Na, An. (2001). A Step From Heaven. New York: Speak.
Course Policies:
Warning/Disclaimer: The young adult novels we will study throughout the semester address a range of
sensitive issues. This course is not for the feint-hearted or closed-minded. If you anticipate being offended
by strong language or open discussions about religion, child abuse, sex, violence, prejudice, death, or other
sensitive issues not mentioned here, this course is not for you. If you have concerns about these issues,
please do not hesitate to talk with me.
Additional Warning/Disclaimer: This course is not for students interested in being given ready-made
answers, or who are accustomed to “doing school”. It is designed for students who are willing to pursue
answers to questions they initiate.
Late Assignments: Late work will be assessed a penalty of 15% (the equivalent of one letter grade). Written
work submitted two days after the assigned due date will be evaluated upon request, but credit will not be
granted.
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Submission of Assignments: All work turned in for evaluation should be typewritten and double-spaced,
and should employ 1 inch margins on all sides. Please use 12-point font and a legible typeface. Be sure your
printer toner allows you to produce clear copies prior to the date of submission. Written work submitted by
email will not be accepted.
Academic Honesty: As a core part of its mission, the University of Arkansas provides students with the
opportunity to further their educational goals through programs of study and research in an environment that
promotes freedom of inquiry and academic responsibility. Accomplishing this mission is only possible when
intellectual honesty and individual integrity prevail. Each University of Arkansas student is required to be
familiar with and abide by the University’s “Academic Integrity Policy,” which may be found at
http://provost.uark.edu/ Students with questions about how these policies apply to a particular course or
assignment should immediately contact their instructor.
Accommodations: Students with disabilities requesting reasonable accommodations must first register with
the Center for Students with Disabilities. The CSD is located in the Arkansas Union, room 104 and on the
web at: http://www.uark.edu/ua/csd/applications.htm The CSD provides documentation to students with
disabilities who must them provide this documentation to their course instructors. Students with disabilities
should notify their course instructors of their need for reasonable accommodations in a timely manner to
ensure that sufficient time to arrange reasonable accommodation implementation and effectiveness. A
typical time frame for arranging reasonable accommodations for students who are registered with the CSD is
approximately one to two weeks.
Classroom Behavior: Appropriate classroom behavior is expected of the instructor and all students.
Inappropriate and disruptive classroom behavior (inappropriate language and gestures, class disruptions,
disrespect to other students or instructor, and other behavior determined by the instructor) will not be
tolerated and will result in possible removal from the class and/or disciplinary action as per the student
handbook.
Inclement Weather: In case of inclement weather, class will be held unless cancelled by the University of
Arkansas. If classes have not been cancelled and the student feels it is too dangerous to come to class
because of the weather, it is the responsibility of the student to make up missed assignments and be prepared
for the next class meeting.
Mobile Devices: I have a family and understand the desire to have a mobile device available in case of
emergencies. Please follow my lead by muting or putting your mobile device on vibrate and monitoring it as
infrequently as possible.
Incompletes: Incompletes are not given except in the case of a documented medical emergency. If you
choose to take an incomplete for any other reason, the default grade will be an “E.”
Course Requirements:
Attendance: Given the importance of our work, your attendance and participation in class discussions is
required. While you are allowed to miss one class, a second absence will lower your grade one letter. A third
absence will lower your grade two letters, meaning that you can earn no higher than a “C”. A fourth absence
will result in your failing the course. Please note that I do not distinguish between excused and unexcused
absences, except in the case of a documented medical emergency. If you are unable to attend class for any
reason, it is your responsibility to e-mail me in advance and explain the situation. If a student is tardy three
times, it will be counted as an absence.
On-line Book Club Discussions: (60 points) Research shows that participating in discussions is integral to
learning. Likewise, we know that writing constitutes a tool for working through one’s ideas. With this in
mind, I’ll be placing you in online discussion groups and asking you to share your thoughts about the
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assigned readings each week on our course website. In addition to sharing your responses to the young adult
novels and articles you read, you’ll be expected to respond to issues and questions your classmates raise.
Your objective in sharing your response is to take a critical stance toward the assigned readings and initiate
and sustain an intelligent dialogue that challenges your peers to think critically about the assigned novels and
articles. Feel free to disagree (we are here to push each other’s thinking), but do be respectful of one another.
Your final discussion grade will be based on: 1) your responsiveness to the assigned readings; 2) your
responsiveness to your peers’ posts; 3) the frequency of your posts; and 4) the timeliness of your posts. To
earn a “B”, you must submit a minimum of two posts per week: one in which you share your response to the
assigned readings (250 words), and one in which you respond to an issue or question another member of your
group raises (200 words). Out of consideration for the other members of your group, please make sure
you’ve posted your comments no later than 6:00 the night before class, after which time the discussion
boards will close. Note, however, that consistently posting the day before class will have an adverse impact
on your grade, as it leaves your classmates with little time to respond to your ideas. Note: You are not
required to post the week you submit a critical response paper or the week you submit your library
observation paper.
Reading Check Quizzes: (30 points) During the semester I'll administer three unannounced reading check
quizzes. The quizzes are not meant to penalize you. Rather, they are intended to ensure that you have
completed the assigned readings and are prepared to participate productively in class discussions. Missing
quizzes (or performing poorly on them) will have an adverse effect on your grade. As such, it is important
that you take time to prepare for each class meeting.
Critical Response Paper: (60 points) Given its status as popular culture, one might assume that young adult
literature offers a superficial form of entertainment. In contrast, Literature with a capital “L” is thought to
heighten readers’ awareness of certain aspects of the human condition. To challenge the legitimacy of this
dichotomy, you’ll be asked to compose ONE formal critical response paper in which you investigate a “big”
question a young adult novel takes up. In doing so your mission is to offer a close reading of the novel with
the intention of demonstrating: 1) how the author frames the question; 2) works through it; and 3) ultimately
answers it. Most importantly, you’ll need to evaluate the author’s handling of the question by explaining
why you do (or don’t) find the answer s/he offers adequate. Support your argument using excerpts from the
texts and adhere to MLA or APA format. You need to submit your critical response paper on one of the two
assigned due dates listed on the class schedule, and you are free to focus on any one of the novels we’ve read
up until that point. (Assignment Length: 5-6 pages for undergraduates, 8-10 pages for graduate students;
doubled-spaced, 12-point font)
Library Observation and Interview: (100 points) This assignment consists of two parts: an interview with
a middle school, junior high, or high school librarian, and a detailed observation of the space devoted to
young adult literature in a school library. To complete the assignment, you’ll need to visit a secondary
school (7-12) and schedule an interview with a librarian. Your intention in conducting the interview is threefold: to uncover trends that have influenced young adult literature in the past five years; to identify genres,
authors, and titles that are currently popular with young adult readers; and to develop (and critically assess) a
list of resources that a classroom teacher might use to keep pace with the rapidly changing field of young
adult literature. Though you should plan on arriving to your interview with a list of scripted, open-ended
questions, I encourage you to give your subject the freedom to talk about other issues.
Following the interview, you’ll need to observe the section of the library devoted to young adult
titles and authors. You might consider asking the following questions as you conduct your observation:
How is the space arranged? What books (if any) are on display, and how are they displayed? What do you
notice about the way young adult titles are packaged? In what terms are storylines communicated on book
jackets? What do publishers appear to stress? Remember, these are suggestions. I expect you’ll have other
questions you want answered.
Having gathered the prerequisite information, compose a paper in which you interpret your findings.
Avoid offering a summary of your visit. Instead, you should aim to answer the question, “What did I learn?”
Though you’ll obviously need to provide relevant background information to contextualize your discussion
(where did you go, when, who did you talk to, etc.), your goal is ultimately to evaluate the themes and trends
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you identify as a result of the interview and observation, and reflect on their value to you as a current or
prospective educator. Please ask the librarian you interview for a business card, or obtain their signature on
school letterhead, and attach it to your paper. (Assignment Length: 6 pages, double-spaced, 12-point font)
Final Paper: (100 points) To conclude the course undergraduates will compose a final paper in which they
address ONE of the following prompts:
a) Read an additional novel, either by a young adult author whose work we studied in class or by an author
whose work you’re interested in reading. Compose a paper in which you apply one of the theoretical lenses
we studied in class (e.g., deconstruction, philosophical criticism, feminist criticism, cultural criticism) to the
novel with the intention of demonstrating how it challenges or subverts some aspect of the dominant
ideology. You might, for example, ask how a particular young adult novel reinforces (or subverts)
commonly held ideas about social class, gender roles, cultural difference, age, race, etc. You might ask
whose point of view is represented in a text, and whose is not, with the intention of explaining how the story
would change if the latter were acknowledged. You might ask what values are explicit in the text, and who
stands to benefit (or lose) from the text’s reinforcing those values. In short, you have the freedom to select
the question you want to ask of the text, provided you retain a critical focus on it. As the deadline for the
assignment approaches, I’ll share additional questions you might consider exploring. Students are expected
to work with the instructor to develop the question they explore in the final paper.
b) Select an issue or topic that arose in a class discussion and interested you and work with the instructor to
develop a question of your choosing to explore in the final paper. Read an additional novel with the
intention of answering that question. (Note: This option may entail additional reading to help you flesh out
your understanding of the issue or question you choose to tackle).
Graduate students: Construct an original argument in which you offer a reading of an additional young
adult novel from the perspective of two theoretical lenses we studied in class. In doing so, your objective is
to demonstrate the different readings that literary theory makes possible. In thinking about the assignment,
you’re encouraged to think about the questions raised in the initial prompt for undergraduates above.
Support your argument using excerpts from the novels you read, and adhere to MLA or APA format.
(Assignment Length: 9-10 pages for undergraduates; 16-18 pages for graduate students; double-spaced, 12point font)
Grading: Grades will be assigned based on the instructor’s judgment as to whether the student has satisfied
the stated objectives of the course in the following manner:
A = 90-100% (314-350 pts.)
B = 80-89% (279-313 pts.)
C = 70-79% (244-278 pts.)
D = 60-69% (209-243 pts.)
F = 0-59% (0-208 pts.)
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Course Schedule
Date
8/21
8/28
9/4
9/11
9/18
9/25
Topics To Be Covered
Course Introduction:
Overview of Syllabus
Reader Biographies
What We Know about Literature
Instruction in Secondary Schools
The Origins of Young Adult Literature:
The “Problem” with the Problem
Novel
Daring to Disturb the Universe:
Asking “Big” Questions in YA
Literature
Why Pair YA Lit. and Literary Theory?
Reading Against the Grain
Representations of Females in YA Lit.:
Reinforcing and Subverting
Dominant Ideology
Has Realism Become Too Real?:
“Darkness” Debated
10/2
Playing with Perspective:
Deconstructing YA Literature
10/9
Defining Young Adult Literature:
Distinguishing YA from Literature
for Children and Adults
No Class – Fall Break
10/16
10/23
The “Problem” with Problem Novels:
Censorship and YA Literature
10/30
The Making of a Man:
Gender Representations in YA Lit.
11/6
You Call That Reading?:
YA Graphic Novels
Seeing Ourselves in the Other:
Cultural Criticism and YA Lit.
Social Issues and YA Literature:
Social Justice and YA. Lit.
Does Holden Caulfield Still Exist?:
How YA Lit. Constructs Adolescence
11/13
11/20
11/27
12/4
Rethinking YA Literature:
What We’ve Learned and Goodbyes
Reading Assignments
Assignments Due
Hinton, The Outsiders
Nilsen & Daniels, “A Brief”
(G) Tribunella,
“Institutionalizing”
Cormier, Chocolate War
Gillespie, “Philosophical”
(G) Keeling, “The Misfortune”
Green, Looking for Alaska
Daniels, “Literary Theory”
(G) Coats, “Young Adult Lit.”
Collins, Hunger Games
Gillespie, “Feminist Criticism”
Hartnett, Surrender
Gurdon, “Darkness”
Alexie, “Why the Best”
Donnelly, A Northern Light
Appleman, “Deconstruction”
(G) Leggo, “Open(ing) Texts”
Forman, If I Stay
Trites, “Harry Potter”
Critical Response
Paper
Anderson, Feed
Jenkins, “Censorship”
(G) Bullen & Parsons,
“Dsytopian”
Crutcher, Stotan
Appleman, “Social Construction”
(G) Madill, “Gendered”
Kelly & Niimura, I Kill Giants
Brenner, “Comics and Graphic”
Na, A Step From Heaven
Soter, “Reading Other Worlds”
Alexie, “Absolutely True”
Gillespie, “Political or Advocacy”
Green, Paper Towns
Bean & Moni, “Developing”
Library
Observation and
Interview
First Online
Discussion
Assessment
Critical Response
Paper
Second Online
Discussion
Assessment
Final Paper
Note: (G) denotes an article graduate students are required to read. While undergraduates are encouraged to
read these articles, they are not required to do so.