ENG 426: ADOLESCENT LITERATURE
Shippensburg University
Spring 2002
PROFESSOR:
Katherine Parr McFarland, Ph.D.
131 Dauphin Humanities Center
717-477-1496 (office)
kpmcfa@ship.edu (e-mail)
OFFICE HOURS:
M 2:00-3:30
W 2:00-3:30
BOOKS / TEXTS:
Salinger, J.D. (1951). Catcher in the Rye. Little Brown Books.
Zindel, P. (1968). The Pigman. Bantam.
Paterson, K. (1977). The Bridge to Terabithia. Harper Collins.
White, R. (1996) Belle Prater’s Boy. Bantam.
Curtis, C. C. (1995 ). The Watson’s Go to Birmingham. Bantam.
Anderson, L.H. (1999). Speak. Penguim.
Bauer, J. (1999). Rule of the Road. Penguin.
A course resource packet will be available for you to purchase.
Th 12:00-2:00 p.m.
F by appointment
DESCRIPTION: This course is designed to acquaint students with an introduction, background,
selection, understanding (theory), rationale, and practices (strategies) for using Young Adult Literature
(YAL) in the middle, junior, and high school classroom. You will be required to read and respond to
many selections of YAL, as well as, to create a thematic unit that links YAL to one of the classics
(canons) of literature.
EXPECTED COURSE OUTCOMES:
Through class discussions, group activities, and class reading / writing assignments, the students will:
1. Provide sufficient rationale for using Adolescent Literature in the classroom.
2. Identify the characteristics and tools for evaluating Adolescent Literature.
3. Identify the reading interests and needs of adolescents.
4. Utilize current reading methodologies and strategies within the context of Adolescent Literature.
5. Identify and use resources (library / internet / journals /professional organizations) for selecting
appropriate Adolescent Literature novels and materials.
6. Provide reading guidance for the Adolescent reader.
7. Find linkages between reading and writing, Adolescent Literature and the classics, genres, need for
relevancy, higher order thinking skills.
8. Encourage teachers and students to become lifelong learners.
ASSUMPTIONS OF ADOLESCENT LITERATURE
1. The literature defined as Adolescent Literature or Young Adult Literature (YAL) is composed of:
- literature with adolescents as the main characters,
- literature that has been written by serious authors who write for adolescent audiences, and
- literature that often appeals to adults as well.
2. Literature written specifically for adolescents deals with the problems, the interests, and the
emotions of the teen to young adult years.
3. The concerns and interests of adolescents have remained relatively stable over time.
4. Adolescents mostly read for escape, self-discovery, and recreation.
5. Adolescents go through reading phrases related to the basic psychological problems they face at
different stages in growing-up.
6. The reading and study of adolescent literature can serve as an important transitional element in the
literary development from early adolescence into adulthood.
7. Such literature can make a profound contribution to the lives of individual adolescents.
8. The only way to assure lifelong literacy is to make reading an enjoyable and meaningful experience
for students.
COURSE REQUIREMENTS:
Reading, Quizzes. & Writing Responses
( 20%)
Participation/Activities (Book Talks, Shared Readings, Events) ( 20%)
Literacy Autobiography
( 10%)
Thematic Unit
( 30%)
Mid-Term / Final Exam
( 20%)
Other:
Lots of questions/reactions
Pocket jingle for Xerox copies
Oversized Index Cards
Folder for Reading Log
Grading Policy:
100-96=A
95-90=A89-87=B+
86-84=B
83-80=B-
79-77=C+
76-74=C
73-70=C-
GRADUATE CREDIT
In addition to the above course requirements, graduate credit can be obtained by the completion
of a ten page research paper on a topic related to Adolescent Literature or Young Adult
Literature (YAL). The following topics may be considered: Censorship in YAL, Cognitive
Development in YAL, Multicultural / Ethnic YAL, Historical Fiction, Bibliotherapy, Computers
as Instructional Tools in YAL, Criticism of YAL, Critical Analysis of YAL Author, Predictions
for YAL, Response Centered Curriculum in YAL, and other related topics. Please see me to
discuss possible topics before you begin.
There may be other activities required of graduate students. You may be asked to review a text for the
class or you may want to correspond with a Navajo high school student in Evelyn Begody’s class in
Window Rock, AZ. (I have a few openings.) This unique opportunity would involve discussions on
reading issues in general. You will need to record your notes into a journal format on what you learned
from the exchanges. These notes will be transcribed into a 3-page paper to be turned in as soon as you
complete your project.
THE NEW PARADIGM
This summer class will be taught from a student-centered paradigm in which the instructor "helps
students to build knowledge through facilitating, demonstrating, and sharing." As part of a community of
learners, students, not the instructor, will be "the center of teaching and learning" process. Specifically,
students will be "actively engaged in open-ended responses and critical thinking” while the instructor
will encourage student "risk-taking and exploration” in the field of YAL. (adapted from K. Strickland,
1995)
DISABLED STUDENTS
Students with a problem that handicaps their performance are expected to arrange for a conference with
me in order that appropriate strategies are created to facilitate participation.
LITERACY AUTOBIOGRAPHY
The purpose of this two-three page paper is to acknowledge the past before one can go forward
successfully in reading. I would like for you to 1.) Retrace your early reading experiences from
elementary school experiences through adolescent reading habits and tastes. 2.) Tell me about your
favorite authors during your formative schooling years. 3.) Reflect on past events in reading that were
positive and negative. 4.) Discuss whether most favorable reading influences happened in or out of
school. 5.) Reflect currently upon how you read as a reader and be able to discuss what implications
that might have for the teaching of literature. Grading Criteria to be determined by class.
SHARED READINGS
Students will be asked to lead a discussion on one assigned article from the packet or a current textbook
with the class. The student will lead a 5 minute class discussion and highlight any important factors in
each article. You will need to prepare a handout IF you are reviewing a textbook; however, handouts for
articles are optional. Credit will be determined by: 1.) Your general knowledge of article, 2.) Clarity
of ideas, 3.) Quality of questions, and 4.) Presentational skills including voice, delivery, and eye
contact. I would suggest that you come prepared to class with leading questions and share passages from
article, as well.
BOOK TALKS
During many classes you will be required to bring in a one page summary of your Book Talk to be
handed to each member of the class (28 copies). You need to concentrate on the following categories:
Biblio. Info., Type of Book, Age Appropriateness of Book, Summary, Reaction, Main Characters,
Important Concepts, and Questions to Frame Text. Please place information on one page (typed) so that
info. can be wrapped around a large index card to be stored. Do select books that you have not read.
Furthermore, aim for a variety of reading. Model and grading criteria will be given in advance.
THEMATIC UNIT
You will be required to create a thematic unit that will combine one of the classics with Adolescent
Literature and will be focused upon a mutual theme, issue, or problem. The purpose of this thematic unit
is three fold: 1.) The classics comprise the canon of literature that is mostly taught in schools; 2.) Most
teachers though familiar with YAL do not know how to incorporate them into the classroom. 3.) I would
like for you to make your unit as user-friendly as possible so you can share your resources with your
peers. Therefore, your unit will serve as a bridge between the two worlds. Also, you may choose to work
with a partner, or you may work on this thematic unit by yourself.
Your unit will consist of the following: name of books, rationale for combining (why), grade level,
objectives of unit, student activities, motivational focuses to begin lessons, discussion questions for
teacher, study guide questions for students, vocabulary, follow-up activities, and ways to assess your
unit. You will receive in advance many examples of thematic units and a grading criteria form to follow.
You should know what unit you will be doing by the end of the second week. Some examples may be:
The Diary of a Young Girl (Anne Frank) Gideon (Chester Aaron) 1982
Alicia: My Story (Alicia Appleman-Jurman) 1990
Upon the Head of the Goat (Aramla Siegal) 1981
Summer of My German Soldier (Bette Greene) 1973
To Kill a Mockingbird (Harper Lee)
Words by Heart (Ouida Sebestyen) 1979
More Than Meets the Eye (Jeanne Betancourt) 1990
The Day Elvis Came to Town (Jan Marino) 1990
All Together Now (Sue Ellen Bridgers) 1979
Catcher in the Rye (J.D. Salinger)
The Chocolate War (Robert Cormier) 1974
Permanent Connections (Sue Ellen Briders) 1987
Chinese Handcuffs (Chris Crutcher) 1989
EVENTS / SEMINARS / WORKSHOPS
I would like for you to attend two events / seminars / workshops and write a one page, typed summary
and reaction to the activity. You may pass these papers in at any time during the semester. For example,
several one hour workshops will be offered by Prof. Karla Schmit in the Grace B. Luhrs Library Media
Center. (Please see attached announcement.)
ALTERNATIVE ASSIGNMENT
For those of you who do not seek a Secondary English degree may write a critical analysis paper which
compares or contrasts two novels or which analyzes two similar novels using one approach to literary
criticism (i.e., feminist criticism). This paper may be written individually. Limit: 10 pages.
MID-TERM EXAM (20%) - TBA
NCTE STUDENT AFFILIATE OF SHIPPENSBURG UNIVERSITY
As most of you know, we have set-up a student organization as part of The National Council of Teachers of
English. I encourage you to attend all meetings as we will be addressing topics that we do not have time for
in Methods. To access the schedule, locate our web site at www.angelfire.com/pa5/nctesasu. Our mission is
as follows:
- To create a community among future teachers of English and Language Arts.
- To develop professional attitudes and standards through discussions, and speakers.
- To encourage investigation and research in language arts.
- To enhance ties between students and professional education community, especially
- PCTELA (state organization) and NCTE (national organization).
HELP US CHOOSE - We have several wonder candidates to interview for a position in
Creative Writing / Poetry. Please help us choose the candidate that would be best for the
department by coming to their poetry readings. Mark your calendars for the following dates:
Tues, 1/29
Andrew Mossin (Rutgers University) 2:30 in CUB Lounge A/B/C
Thur.1/31
Mary Angeline (Brown University) 2:30 in CUB Lounge.
Mon. 2/4
Grham Foust (SUNY Buffalo)
3:15 in CUB Lounge.
Fri. 2/8 Albino Carrillo (Univ. of Arizona) 3:15 in CUB Lounge.
SUGGESTED READINGS AND REFERENCES
Barron, Neil, Anatormy of Wonder: A Critical Guide to Science Fiction. Bowker, 1995.
Bishop, Rudine Sims, Kaleidoscope. A Multicultural Booklist for Grades K-8. NCTE, 1994.
Bodart, Joni, 100 World Class Thin Books or What to Read When Your Book Report Is Due
Tomorrow. Libraries Unlimited, 1993.
Books for You: A Booklist for Senior High School Students. NCTE, 1995.
Bushman, John and Kay Parks Bushman, Using Young Adult Literature in the English Classroom
(2nd ed.). Upper Saddle River, NJ: Merrill.
Carter, Betty, Best Books for Young Adults: The History, the Selections, the Romance.
American Library Association, 1994.
Chevalier, Tracy, editor. Twentieth-Century Children's Writers, Chicago. 1992.
Clyde, Laurel A., Out of the Closet and into the Classroom. Homosexuality in Books for Young
People. ALIA / Thorpe, 1992.
Donavin, Denise. Best of the Best for Children. American Library Association, Random, 1992.
Estes, Sally. Genre Favorites for Young Adults. A Collection of Booklist Columns. American
Library Association, 1993.
Fakih, Kimberley Olson, The Literature of Delight. A Critical Guide to Humorous Books for
Children. Bowker, 1993.
Friedberg, Joan Brest, Portraying Persons with Disabilities. Bowker, 1992.
Gallo, Donald R., editor. Speaking for Ourselves: Autobiographical Sketches by Notable
Authors of Books for Young Adults, NCTE, 1990.
Gallo, Donald R., editor. Speaking for Ourselves, Too: More Autobiographical Sketches by
Notable Authors of Books for Young Adults. NCTE, 1993.
Gillespie, John T., Best Books for Junior High Readers. Bowker, 1992.
Gillespie, John T., Best Books for Senior High Readers, Bowker, 1991.
Helbig, Althea K., This Land Is Our Land. A Guide to Multicultural Literature for Children
and Young Adults. Greenwood, 1993.
Hipple, Theodore, editor. Writers of Young Adults, Charles Scribner's, 1996.
Howard, Elizabeth F., America As Story. Historical Fiction for Secondary Schools. American
Library Association, 1988.
Hunt, Peter, editor. Children's Literature. The Development of Criticism. New York, 1990.
Kennemer, Phyllis K., Using Literature to Teach Middle Grades about War. Oryx, 1993.
Lynn, Ruth N., Fantasy Literature for Children and Young Adults. Bowker, 1995.
Magill, Frank N. Masterplots (3 volumes). Salem Press, 1997.
Moss, Joyce and George Wilson, From Page to Screen. Children's and Young Adult Books on
Film and Video. Gale, 1992.
Monseau, Virginia and Gary Salvner, Reading Their World. The Young Adult Novel in the
Classroom.(2nd ed.). Portsmouth, NH: Heinemann.
Nilse n, Alleen Pace and Kenneth L. Donelson. Literature for Today's Young Adults, HarperCollins, 1993.
Reed, Aretha J., Comics to Classics. A Parent's Guide to Books for Teens and Preteens.
International Reading Association, 1988.
Reed, Aretha J., Reaching Adolescents: The Young Adult Book and the School. .Merrill, 1994.
Senick, Gerard J. and Sharon R. Gunton, editors. Children's Literature Review. Gale Research
Inc., 1990.
Twentieth-Century Young Adult Writers, St. James Press, 1994.
Walter, Virginia A., War and Peace. Literature for Children and Young Adults. Oryx, 1993.
Your Reading: A Booklist for Junior High and Middle School Students. NCTE, 1993.
Zvirin, Stephanie, The Best Years of Their Lives: A Resource Guide for Teenagers in Crisis.
American Library Association. 1992.
ADOLESCENT LITERATURE SCHEDULE
1/24
Introduction / Syllabus
Model of Book Talk
Getting-to-Know-You Interviews
1/31
Book Talks I
Characteristics of Adolescents
History of YAL
Characteristics of YAL
2/7
YAL and the Classics
Salinger, J.D. (1951). Catcher in the Rye.
Thematic Units
2/14
Using Reader Response Theory
Zindel, P. (1968). The Pigman.
Literacy Autobiography Due
2/21
Active Reading versus Passive Reading
Overview of Stages of Lit. Appreciation
Book Talks II
2/28
Pre and Post Reading Strategies
Paterson, K. (1977). The Bridge to Terabithia. Harper Collins
3/7
Remedies for the Reluctant Readers
Literature Circles (Choice of Novel)
3/14
SPRING BREAK!!!!!!
3/21
MID-TERM EXAM
3/28
Censorship Issues in YAL
Bauer, J. (1999). Rule of the Road. Penguin.
4/4
Book Talks III
White, R. (1996) Belle Prater’s Boy. Bantam.
4/11
Anderson, L.H. (1999). Speak.
Bibliotheraphy
The ALAN Review
4/18
Book Talks IV
Curtis, C. C. (1995). The Watson’s Go to Birmingham.
The ALAN Review Due
4/25
Story-Telling
5/2
Sharing Thematic Units
Final Exams
Teachers as Readers: Forming Book Groups
The Precarious Place of Self-Selected Reading
Adolescent Literature and the English Curriculum
Three Relationships in the Teaching of Literature
Literature -- S.O.S.! (Louise M. Rosenblatt)
Leaving Out to Pull In: Using Reader Response to Teach
Multicultural Literature
Big Business, Young-Adult Literature, & the Boston Pops
If Kids Like It, It Can't Be Literature
The Junior Novel and the Art of Literature
Saturating Students with Reading: A Classroom Lab App.
Young-Adult Literature for Honors Students?
Nonfiction: The Missing Piece in the Middle
Listen, My Children, and You Shall Read
Using Small Groups for Response to and Thinking about
Empowerment through Young-Adult Literature
Student-Centered Reading Activities
Developing Writing Prompts for Reading Response
The Reader as Problem-Maker: Responding to a Poem
An English Teacher's Proposal. . . Using Audiocassettes
The Emerging Self: Young-Adult and Classic Novels of the Black
Chicano Literature for Young Adults
Expanding the Circle: Hispanic Voices in American Lit.
Celebrating the Diversity of American Indian Literature
Thinking Eastern: Preparing Students to Read Chinese Lit
Young Adult Literature and the Vietnam War
Engendering Critical Literacy through Science Fiction
Family Values and the New Adolescent Novel
Parents and Parenthood Prominent in New Paperbacks
A Censorship of Neglect