English 475/675: Young Adult Literature
Instructor: Dr. Shana V. Hartman
Office: Craig 106-C
Email: svhartman@gardner-webb.edu
Skype: dr.svw or search “Shana Hartman”
Twitter: shanavh
Office Hours*: M virtual 1-3, f2f 5:30-6:00; T virtual 9-11; W f2f 11-12, 1-2; Th virtual 9-11; F f2f 1-2; or
by appointment
*Virtual office hour means you may reach me via Skype chat. However, I always have Skype “on” so you
may contact me outside of any of the above hours and I will respond as soon as I can. Appointments may be
scheduled for Skype video calls and/or f2f office meetings
Course Description
(475) This course is designed to provide opportunities for students to engage in a thorough examination of
the field of young adult literature. Opportunities will be provided for the student to examine practical and
creative applications of the course content in order to enhance the presentation of literature in the secondary
or middle grades classroom.
(675) An in-depth examination of the field of young adult literature. Includes examining practical and
creative applications of course content in order to enhance the study of literature in the secondary classroom.
Objectives
Upon completion of this course, the student will be able to:
1.
Understand, evaluate, and discuss the trends and
issues—both historical and current—in the field
of YA literature.
2.
Identify and implement appropriate and creative
teaching strategies using YA literature.
How you will demonstrate these objectives:
online discussion posts on reading,
participation in class discussions,
daybook writing, portfolio, research
project, final exam
reading memoir, online discussion posts
on reading, participation in class
discussion, portfolio, research project
For non-teaching majors, identify and
implement appropriate methods for using YA
literature in given field of study
3.
4.
Recommend and select various works of YA
literature appropriate for the varied reading
levels and interest of all teen-aged students.
Gain awareness of multicultural texts within the
YA genre.
5.
Evaluate the literary merits and pedagogical
usefulness of various works of YA literature.
6.
Effective reading strategies for adolescents and
addressing issues of illiteracy at the secondary
level
For non-teaching majors, examine the effect YA
authors have on adolescent readers and
strategies authors use to appeal to YA genre
audiences
book talk, research project
online discussion posts on reading,
participation in class discussions,
daybook writing, book talk
online discussion posts on reading,
daybook writing, book talk, portfolio,
research project, final exam
reading memoir, online discussion posts
on reading, book talk, portfolio, research
project
7.
Understand the importance of the educator as
theorist and practitioner, focusing on four areas:
learner and learning, methodology, social
context, and professional development.
Daily Materials
- A daybook (Mead composition notebook or sturdy equivalent)
- A glue stick
- Regular access to course website (http://thinkwrite.ning.com)
reading memoir, online discussion posts,
book talk, research project, portfolio
Texts: Many of these books are available in digital formats and may be used in lieu of print versions.
However, students must always have access to the “book” the week we are studying it in class, whether print
or digital copy.
These 10 books selected by the instructor (in order of use):
1. S.E. Hinton The Outsiders 978-0140385724
2. Nikki Grimes A Bronx Masquerade 978-0142501894
3. Gene Luen Yang American Born Chinese 9780312384487
4. Marjane Satrapi Persepolis: The Story of a Childhood 978-0375714573
5. Ishmael Beah A Long Way Gone 978-0374531263
6. Stephen Chbosky The Perks of Being a Wallflower 978-0671027346
7. Laurie Halse Anderson Speak 978-0142414736
8. Mark Haddon The Curious Incident of the Dog in the Night-Time 978-1400032716
9. Ellen Hopkins Crank 978-0689865190
10. Suzanne Collins Hunger Games 978-0439023481
- A few selected articles or book chapters provided by professor
- 1 Choice Book for Book Talk Assignment (for teachers, this needs to be a purposeful choice of a YA Lit
text that might complement a “classic” or “cannon” text you already teach/plan on teaching and/or a
unit/theme you teach or have interest in teaching; further discussion of choice book will occur within the first
few class meetings; students will want to coincide choice books with other course assignments below)
What we are Trying To Do
This course focuses on the following: critical study and evaluation of the young adult genre;
examination of modes and themes found in the literature; strategies of effective reading; study of the
relationship of the YA literature to children's literature and adult literature; and discussion of techniques for
teachers. However, as with any course, I’m hoping much more will happen than just learning about YA
literature. Literacy is a powerful tool in our society, but is often used as a way to keep some people “in” and
others “out” of reach of such power. Therefore, we will explore two common questions throughout to help us
develop as literate people: What is young adult literature? And in what ways do young adults (and others)
connect to this type of literature? It is my belief that this course is strengthened by the diversity of thoughts,
perspectives, and backgrounds that students bring with them. We will draw upon our own backgrounds as
readers and writers in order to critically examine these questions and the literature read in this course and
discover how it applies to our own lives, education, future careers, and much more.
It is my goal that the diverse learning needs of students be met in and out of class. I will conduct this
class in a comfortable atmosphere of mutual respect. I encourage your active participation in class
discussions. Each of us may have strongly differing opinions on the various topics of class discussions and
texts we read. The conflict of ideas is encouraged and welcome. I believe this is how we truly learn—asking
questions of that which we had not thought to question before. The orderly questioning of the ideas of others,
including mine, is similarly welcome. However, I will exercise my responsibility to manage the discussions
so that ideas and argument can proceed in an orderly fashion. Presenting opinions for the sake of argument or
to spark controversy, without critical and rationale thought included, will be discouraged. Please let me know
if I can improve the effectiveness of this course for you or other students.
I will do my best to make this an enjoyable and worthwhile course for you, but you should know from
the start that you are expected to be critical thinkers. There is no short cut or magic formula that will reduce
the amount of time needed to do well in this course. For those learning how to teach, you must be critical
thinkers and present your thoughts in a manner that is understandable to a wide audience. For those here for
other purposes, you must also be critical thinkers and breakout of what may be a comfortable understanding
of literature and its study. This course is yours, so you decide what you put into it, which in turn determines
what you will get out of it!
How we are going to do it
(unless otherwise noted, all work is submitted in electronic form)
Grading: This class is not about figuring out how to create an “A” assignment or the “A” way to read and
discuss that reading; however, your success in the class is very important. This class is designed to allow you
to demonstrate your success as a developing thinker, reader, and writer and your knowledge gained during
this process. Therefore, your work will be assessed in a manner that addresses your progress as well as your
growing writing abilities (see further explanation below). If you find yourself focusing on “why I got a 93
instead of a 94,” then you are missing out on the core of learning in this class. If you find yourself asking,
“Why am thinking this way about this text and presenting my thinking this way,” then you are embodying
the purpose of the course. It is imperative that you understand the ways in which your progress is assessed in
this class and that you keep a record of your progress. I will submit my response and assessment for your
assignments via Turniting.com and your GWU email. To respect your privacy and our class and personal
time, please schedule a meeting with me to discuss any questions about your progress. Grades will not be
discussed during class, via email, in the hall, etc.
Undergraduate
- Participation and Reader Response 20%
- Reading Memoir (RM)
10%
- Book Talk (BT)
15%
- Research Project (RP)
25%
- Portfolio (Port)
20%
- Final Exam (E)
10%
Graduate
- Participation and Reader Response 15%
- Reading Memoir (RM)
10%
- Book Talk (BT)
15%
- Research Project (RP)
20%
- Presentation of Lit Theory (Pr)
15%
- Portfolio (Port)
15%
- Final Exam (E)
10%
Chromatic Grading Scale (for both U and G)
GPA
4.0
4.0
3.67
3.33
3.0
2.67
2.33
2.00
1.67
1.33
1.0
.67
0
Equivalents for Rubrics
Letter Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Numeric Grade
99-100
96-98
94-95
92-93
88-91
86-87
84-85
80-83
78-79
76-77
72-75
70-71
69>
I will use rubrics for the majority of our assignments. In order to provide well-rounded assessment, we won’t
always focus on the “ranking” grade but rather a category in which your work falls. Use this equivalent to
help you convert the categories to numerical grades.
Accomplished = Well-above average, distinct work; A range (94-100)
Proficient = Above average work; well done; B range (86-93)
Developing = Accomplished min. requirements; good effort/room to grow; C range (78-85)
Emergent = Did not meet minimum requirements, let’s talk; D range (70-77)
Participation and Reader Response (P)
U 20%; G 15%
Participation for this course will manifest in three main forms—class participation, online participation,
and daybook participation. Details about each form of participation are explained below. Participation
points will not be easily earned in this class. I believe that a class should have a relaxed but focused
atmosphere; however, this cannot be achieved unless everyone in class is committed to certain standards
of behavior and engagement. Coming to class is important, but it is not enough. The participation grade
will be based not only on your daily presence but also your level of focus and preparation for each class.
Unconstructive or distracting behavior—both in class and online—will negatively affect your
participation grade. A high level of independence and ownership of your individual participation and
work is expected in order to be successful in this course. However, do not hesitate to ask for help!
1. Class Participation (P): We will experience a highly interactive class structure, so your preparation
and productive contribution to class is expected on a daily basis. Participating in whole class and
small group discussions, coming to class having read and completed any additional assignments for
that day (draft work, daybook work, etc.), and asking questions when needed are all part of class
participation. This aspect of your participation grade will be determined based on instructor
observation and discussion of such during individual conferences between student and instructor.
2. Reader Response and Online Participation (P): This course is a reading intensive course. Our
schedule demands that we read, discuss, and process roughly one book a week. In order to be active
readers and demonstrate what and how we are reading, we will use both in-class and out of class
discussions. Through our online class website, Young Adult Literature, we will explore non-print
means of thinking and communicating in a classroom setting as preparation for our next class
meeting. You will be asked to visit, read, write/publish, contribute, etc. to our site on a weekly basis.
See the schedule for specific assignments and dates; however, you should expect to interact with the
site on a regular basis whether to complete assignments or just to see what activity has taken place
since your last log in. Online participation will involve many things such as posting to discussion
threads, sharing writing assignments for feedback, blogging, reading, viewing videos, and uploading
sources. Due dates will vary for online work and will be discussed in “f2f” class meetings. Below is
further description of the two main ways we will use the class website:
a. Discussion Postings: each week you will be asked to “post” to the discussion forum by 8pm
each Saturday. Each weekly discussion post has three requirements:
i. Post based on our current reading and online discussion. You will be assigned to
“read” and succinctly share 1-2 key responses to the reading (response means to
write/post your reactions, questions, etc. to the reading).
ii. Within your post (i.), current or future teachers should include at least one prereading, during reading, or post-reading strategy you feel would help students when
reading this book. For students not in the teaching field, you should aim to include
some application you see for the current text in your field (ex. The writing techniques
of the author, how to showcase the text in a library, legal issues with teaching this
book, literary analysis and theory considerations, etc.). These application elements of
your post will be a part of your portfolio as well (daily thinking).
iii. You are also expected to respond to others’ posts between 5pm Sunday and noon
the day of class in order to facilitate online discussion—question, comment, extend
ideas. We will discuss various ways in which such public discussions will work.
These online posts are imperative to our face-to-face meetings.
b. Assignments: sometimes you will be asked to “share” low stakes work, such as Research
Project ideas, on your personal blog or other locations on the site. Exact online assignments
will be discussed in the previous face-to-face class meetings. You are encouraged to blog on
your own as well as post additional information, comments, etc. on discussion threads.
3. Daybook Participation (P)—Throughout the course you are asked to maintain a daybook to capture
your thinking through writing. In the daybook, you are expected to write weekly notes, reflections,
letters, thought pieces, etc. in response to your readings, assignments, and to the class. You will
maintain a daybook in order to, on a weekly basis, capture and journal your thoughts and
understanding of the contents of this course. I expect you to read, write, observe, participate, respond,
think, and feel. Above all, I expect you to share with the class whatever insights and/or problems this
class provokes in you—this may occur both in class and online. The daybook will help you fulfill this
expectation and show evidence of your journey this semester. Many handouts and in-class writing (as
well as some out of class writing) will go in the daybook. If it will help you in this class, then it
belongs in the daybook. You will need your daybook in class every day. These are yours to keep, but
they will be evidenced in your electronic portfolio throughout the semester. I will also make
observations and ask to look at your daybook during class in order to assess how well you are
utilizing this writing-to-learn tool.
Reading Memoir (RM) 10%
4. At the beginning of the semester, to help us frame our discussion of adolescence, adolescents, and
literature, you will examine your own in-school and out-of-school reading experiences. You will 1)
multimodally represent your overall history/timeline and main events you choose to highlight
(explanation of this will be discussed in class) and 2) write a reflective paper focusing on and
analyzing one particular moment(s) in your adolescent reading/writing development, as well as
explaining choices made in your multimodal representation (ex. Why you chose that picture, form,
color, and so on). You may want to think about your struggles and successes, key influences, favorite
texts, and significant moments. Options for tackling this assignment will be discussed the first day of
class.
Book Talk (BT) 15%
5. YA literature is a large genre with more titles than we would ever be able to read in one class! To
build our knowledge of YA titles, you will be asked to read one additional book of your choosing and
present a creative oral sharing (often called Book Talk) on the book you choose. The purpose of the
book talk is to motivate students or colleagues to read a highly regarded YA book OR to motivate
colleagues or other appropriate audiences to include your book in the curriculum or collection and
will be presented to the class in a roundtable format. Feel free to use any multimedia you like to
enhance your presentation, although not required. The Book Talks will be presented in a “fair” or
“round table” fashion so you will need to be prepared to share your book/presentation multiple times
in a casual, yet engaging way. You should plan for your book talk to last no more than 5 minutes.
Specifics for assignment will be discussed in class. Requirements for in-service and pre-service
teachers entail this book talk choice be paired with a traditional or canonical text typically taught in
school in order to connect this assignment with your research project.
Undergraduate Research Project (RP) 25%
Graduate Research Project (RP) 20 %
6. All students will be responsible for choosing and creating a research project. Each student will use the
research project assignment to integrate the contents of this course with literary theory, educational
theory, pedagogy, professional writing, or other practical applications, and will present that
information in an appropriate form as described below. The project should cater to your interests,
major, and future career. You will have process due dates, but the final project will be in your final
portfolio. MLA formatting and documentation is expected for this project (MA English Ed students
may choose to use APA). *Any alternative project ideas other than those listed below must be
approved by instructor
 Pre-service teachers (undergraduate): Create a teaching guide in which you pair the “your
choice” book with a non-YA text traditionally taught at the grade level you plan to teach and/or a
unit or theme you are interested in teaching. Include a brief rationale for your choices, sample
lesson plans drawing from the “Reading” key feature of Common Core Standard for grade level
chosen (1 pre-reading, 1-2 during reading, and 1 post-reading), at least 1 assessment (may be
formative or summative), and outside sources (sources are as needed, not required); audience is
other pre-service teachers; will be shared electronically with class
 In-service teachers (graduate): Create a literary theory-based teaching guide that pairs the “your
choice” book with a non-YA text traditionally taught at the grade level you plan to teach or have
taught and/or a unit you teach/are interested in teaching. You must include a theoretically and
pedagogically driven rationale, lesson plans drawn from Common Core Standards (1 pre-reading,
1-2 during reading, and 1 post-reading), at least 1 formative and 1 summative assessment, and
outside sources (required, aim for at least 2 and no more than 4); audience is other teachers; will
be shared electronically with class
 Students from other fields (undergraduate or graduate): Write a critical paper using a particular
critical and/or literary analysis approach about the YA book that you read as a “your choice”
book; OR Write an analytical paper in which you compare the YA choice book you read with a
well-known literary text not considered YA and/or contemporary; OR Create an author(s)
study/analysis/creative portfolio by researching, reading, and writing about (and in the style of)
an author(s) of the your choice book or from the texts we read together. Audience is other
professionals in your field; will be shared electronically with class
Graduate Professional Development in Literary Theory (Pr) 15%
7. Young Adult literature is often criticized for not being “real” literature because it is not as theorized as
canonical literature. How could it be, seeing as it hasn’t been around nearly as long? In her article,
“Literary Theory and Young Adult Literature: The Open Frontier in Critical Studies,” Cindy Lou Daniels,
Assistant Professor of English at SUNY-Canton, states, “If we want YA literature to be recognized and
appreciated as literature, then we should utilize the same theories with it as we use with other
literatures…” (80). Therefore, to help us do that, we ask our graduate students to provide us with
“Professional Develop in Literary Theory” throughout the semester. For this assignment you will: 1)
Conduct brief research (one or two articles or one book) on a literary theory as it relates to a YA literature
text we read in class and share/teach it with the class in an easily digestible and engaging way by 2)
Conducting a 30 -45 minute professional development session, with 5-10 minutes for questions and
further discussion; 3) Provide a brief “take-away” handout that students may refer to in the future to help
them remember the theory, its concepts, and possible applications to literature, etc. Teachers should share
pedagogical ideas as well (i.e. showing us how would you teach this book and what literary theory might
you use and apply). In the first two weeks of class you will choose the week, and thus the text, you want
to use as the basis for your professional development time. You may want to coordinate the research for
this assignment with the work you do in your graduate research project (ex. drawing from same literary
theory to develop your teaching guide), so think about this as you choose your book and begin your
planning. Our job as your peers is to help make connections with the ideas you present to us regarding
literary theory, teaching, analyzing, and YA literature. Envision yourself sitting at the center of the circle
and talking with us rather than standing behind the podium lecturing to us. Further Guidelines and
Professional Portfolio (Port)
U--20%; G—15%
assessment will be discussed in class.
8. Your thinking in this class will be gathered in a process and performance electronic portfolio. The
portfolio is a process portfolio because you will submit the work you’ve completed, up to a certain point
in the semester, two times (see calendar for specific dates). The portfolio is a performance portfolio
because as you participate in the process, you are demonstrating your evolution toward the course
objectives and will create a final evaluation of your learning and understanding of YA Lit in a final
portfolio (see Final Exam and final portfolio due date). The portfolio will provide evidence of all the
thinking, writing, and overall work you complete in this course. You will be given guidelines on what
should be included in your portfolio; however, it will be up to you to decide the space in which you would
like to showcase these things. Here are just some of the choices you might consider for showcasing your
final work:
- Wiki (ex. Wetpaint; Wikispaces)
- Social/Public Network/Website site (ex. Weebly; Webs; Yola; Google Sites)
Note: All undergraduate and graduate English Education majors will use this professional portfolio
throughout their coursework, so please title and design your portfolio accordingly. Undergraduates may
also be required to use TaskStream (details as needed).
Final Exam (E) 10%
9. Our final exam will be a celebratory defense in which you in which you write a reflective essay that
clearly presents, supports, and celebrates the work you have done in this class. Your goal is to present
specific selections of your work and reflect on how you see this work connecting to the objectives of the
class, all in an effort to support and celebrate the learning that has happened for you over the course of
the semester. You may choose to focus your defense on your daybook, participation on Ning, major
assignments, final portfolio, or a combination of these. Clear connections should be made between course
objectives and content of daybook and/or Ning work. Further details given in final weeks of the semester
Other good things to know (course policies)
Emergency Plans: In case of an on-campus emergency that requires evacuation of the building, please
assemble as quickly as possible at the following location to check in with your professor: Lawn in front of
Craig Hall.
Assignments as public documents: All online work in this class is public. We will discuss your online
presence as you build your portfolio for this course. In addition, drafts that you bring to class will be
workshopped within your writing group. Other members of your writing group will be asked to read your
writing and respond. For this reason, I recommend that you begin to develop ideas of public and private
writing. The writing you do for Ning blogs, your portfolio, and draft work for writing group are public in
the sense that you will have a real audience for them. On the other hand, writing you do in your daybook
outside of class or oftentimes “writing into the day” will not be public.
Due Dates and Late Assignments: Unless otherwise noted, all work for this course must be submitted
electronically via our class website, portfolio, and/or Turnitin.com and on time. See schedule for all due
dates, but know that these are subject to change according to our class needs. After the stated due date,
your work is considered late and will result in either a grade of 0 or a lowered grade. Failure to complete
any major assignment will result in an automatic “F” for the course. Failure to turn in final portfolio will
also result in an “F” for the course. Please inform me of any problems you are having concerning
assignments, due dates, etc.
Academic Dishonesty: Using someone else's words or ideas without giving credit with documentation and
quotation marks when appropriate is plagiarism. Plagiarism will be prosecuted enthusiastically. It is the
English Department’s policy that a grade of F for the course will be assigned any time a student submits
any draft of a major assignment of which a substantial portion has been falsely represented as the
student’s own. Minor assignments that are plagiarized will also be prosecuted according to University
Academic Dishonesty Policy, which may result in a Warning Report. Resubmitting work you have done
for another class without getting prior permission from your professor will be considered academic
dishonesty. Written pieces will be submitted to Turnitin.com as part of the English department policy.
Turnitin.com Policy: Students should familiarize themselves with Turnitin.com. It is the English
department’s policy to use this service as one tool for encouraging academic integrity. Therefore, unless
otherwise indicated, all the reflection for reading memoir, midterm reflection, book talk writing/resources,
and research project submitted to the professor for coursework must also be electronically submitted to
Turnitin.com. if you want them to be graded. The professor will provide instructions on how to make
these submissions. Low Stakes writing assignments (online posts, reader responses, writing exercises, etc)
or digital writing (PowerPoints, videos, etc.) do not have to be submitted it to Turnitin.com.
Your Attendance: You are an active and crucial member of this classroom, so you are expected to
attend class each time it meets. Excessive lateness, early departures, or more than two absences will
adversely affect your grade. Without permission from the instructor, the use of electronic devices will
also result in an absence for the day. The only excused absences will be for illness, funerals and other
family emergencies, or official University business. It is the student's responsibility to see, call, or e-mail
me within 48 hours of missing a class to have an absence excused and plan to make up his/her work.
However, if you know you are going to be absent, then it is your responsibility to let me know in advance
and make arrangements to complete whatever work is assigned or due in class that day. If you miss class
without notice, then you are responsible for finding out what you missed from another class member or
the course Ning, not me! Remember that excused absences still count toward the total number of
absences considered excessive. You will automatically be dropped a full letter grade at your third
absence. Four or more absences (which equates to missing 25% of class or more) will result in an
automatic “F” for the course, no matter how early or late in the semester this occurs. To put it simply,
come to class!
Conferences with Dr. Hartman
Periodically, I may request individual conferences with you to discuss your writing, reading, and
progress. These conferences are often what students comment on as being the “most beneficial” form of
feedback. I will ask you to make an appointment that suits your schedule from a list of available days and
times (often not during our regular class time). If I cancel a class to schedule class conferences, your
attendance at that conference time counts as a class attendance. Failing to show for a conference counts
as an absence from class.
University Writing Center http://gardner-webb.edu/writingcenter
Now located in Tucker Student Center, Room 237, Gardner-Webb University’s Writing Center staff is
dedicated to helping students. Students can get help beginning, revising, or editing a draft of any writing
(research paper, resume, application, project, or response to a prompt). In addition, consultants have
resources to help students with research and documentation styles (MLA, APA, and Turabian). Walk-Ins
are welcome, however, students should make an appointment ahead of time to ensure a spot. Students
can customize their appointment by choosing a date, time, and consultant while logged into My Webb
(Student Tab, Academic Services, Student Services, Writing Center Appointment Scheduler). Please
refer to our website for semester hours and resources. GWU’s Writing Center also offers Skype
consultations as well as phone consultations for distance students. Contact consultants at
writingcenter@gardner-webb.edu, come to Tucker, or call (704) 406-4393.
The Learning Enrichment and Assistance Program (LEAP) provides peer tutoring for Gardner-Webb
students. Peer tutors will work with students to refine study skills and clarify course content. Our
tutoring is offered on campus in the Tucker Student Center, room 336, next to the Student Success
Center. While we try to meet the needs of our students, we do not have resources available to offer
tutoring in every course/subject. Should tutoring for certain course/subjects not be available, the student
may contact the LEAP program to determine if other campus resources are available. Students can make
an appointment with a peer tutor in WebbConnect by clicking on “Academic Support” and “Peer Tutoring
Appointment Scheduler.” Prior to requesting a tutor, LEAP recommends that an interested student speak
first with his/her professor about concerns in a particular class; professors can provide insight into which
areas need attention or which strategies might be helpful in specific courses. Please contact LEAP by
emailing leap@gardner-webb.edu or visit our website at gardner-webb.edu/leap. Feel free to visit our
office on the third floor of the Tucker Student Center.
Noel Program: If your learning or participation in this class might be affected in any way by a disability
recognized under the Americans with Disabilities Act (ADA), you will need to do the following: (1)
register with the Noel Program for the Disabled at Gardner-Webb University--(704) 406-4270; and (2)
educate me about your disability so that I can work with you and the Noel Program to arrange necessary
accommodations. It is important that you take both of these steps no later than the first week of the
semester.
The Final Exam: The final exam schedule is set in stone (Monday May 9 at 6:00pm) and cannot be
changed unless you have a truly serious (and, generally, unexpected) emergency such as a death in the
family, a serious illness requiring hospitalization, or an obligation to be away on University business
(e.g., you are an athlete and have a scheduled game). You must fill out the appropriate paperwork and
receive permission well in advance in order to make any changes regarding the exam.
Tentative Schedule of Topics and Assignments
*Note: these dates are subject to change in order to meet the needs of the class. Please check
latest weekly agenda for most accurate dates. Literary Theory Talks will be scheduled after
first week of class.
Week Dates
Week 1: 1/14
Class Topics
Introduction to course and each other;
Understanding the idea of literacy and
YA Literature; Begin Reading Memoir
assignment; review Ning site
Week 2: 1/21
Discuss The Outsiders; writing groups
for Reading Memoir; set up portfolios
Week 3: 1/28
Discuss A Bronx Masquerade; Share
“Your Choice” book selections;
discuss/plan Research Projects
Potential Grad Theory Talk #1
Week 4: 2/4
Discuss American Born Chinese;
discuss Portfolio 1 Reflection; finalize
“Your Choice” book selection
Potential Grad Theory Talk #2
Work Due
1. Read The Outsiders--post by 8pm
Saturday; respond to others’ posts
between 5pm Sunday and noon the day of
class;
2. Draft of Reading Memoir due in class
(draft means you bring copies of reflective
paper draft to share in writing groups;
daybook ideas/planning for multimodal
timeline)
3. Grad students sign up for Graduate
Theory talk via Doodle.com link on agenda
1. Read A Bronx Masquerade-- post by 8pm
Saturday; respond to others’ posts
between 5pm Sunday and noon the day of
class;
2. Work on Portfolio 1, including Reading
Memoir
1. Read American Born Chinese-- post by
8pm Saturday; respond to others’ posts
between 5pm Sunday and noon the day of
class;
2. Continue working on Portfolio 1,
including Reading Memoir
1. Portfolio 1 Due midnight by Friday
2/08: Reflection, Daily Insights, and
Reading Memoir Assignment to be included
(portfolio reflection and reflective paper for
Reading Memoir due in two separate
assignment submissions to Turnitin.com—
this is where I will assess these pieces;
Reading Memoir multimodal elements and
second copy of reflective paper, Daily
Insights, and second copy of portfolio
reflection shared on professional portfolio
site);
2. Read Persepolis and post by 8pm
Week 5: 2/11
Discuss Persepolis: The Story of a
Childhood; work on research
projects/book talk ideas
Potential Grad Theory Talk #3
Week 6: 2/18
Saturday; respond to others’ posts
between 5pm Sunday and noon the day of
class
1. Read A Long Way Gone and post by 8pm
Saturday; respond to others’ posts
between 5pm Sunday and noon the day of
class
2. Prepare discovery draft of Research
Project
Discuss A Long Way Gone; Share with
writing groups discovery drafts of
Research Projects at this point
Week 7: 2/25
Potential Grad Theory Talk #4
Discuss The Perks of Being a
Wallflower
Week 8: 3/4
Potential Grad Theory Talk #5
Discuss Speak; discuss Midterm
Reflection; prepare for Book Talk
Potential Grad Theory Talk #6
Week 9: 3/11
SPRING BREAK
Week 10: 3/18
Book Talk presentations (1/2 class
presents)
Week 11: 3/25
Book Talk presentations (1/2 class
presenters)
Week 12: 4/1
EASTER BREAK
Week 13: 4/8
Discuss The Curious Incident of the
Dog in the Night-Time
1. Work on Research Projects—rough draft
due 3/8
2. Read Speak and post/respond
1. Rough Draft of Research Projects due to
Turnitin.com by midnight Friday 3/8 w/
reflective letter
2. Midterm reflection due to Turnitin.com
by midnight Sunday 3/17
1. Midterm reflection due to Turnitin.com
by midnight Sunday 3/17
2. Prepare Book Talks
1. Portfolio 2 Due by midnight 3/22 for
those who completed Book Talk on 3/18:
Reflection (submit to Turnitin.com and post
on portfolio), Daily Insight, Book Talk
(submit material on Turnitin.comand
portfolio site), and Graduate Theory Talk (if
applicable)
1. Portfolio 2 Due by midnight 3/29 for
those who completed Book Talk on 3/25:
Reflection (submit to Turnitin.com and post
on portfolio), Daily Insight, Book Talk
(submit material on Turnitin.comand
portfolio site), and Graduate Theory Talk (if
applicable)
1. Continue working on research projects
2. Read The Curious Incident of the Dog in
the Night-Time; post/respond
1. Read Crank; post/respond
2. Prepare writing group draft of Research
Project
Potential Grad Theory Talk #7
Week 14: 4/15
Discuss Crank; Portfolio; writing
groups; optional conference for final
1. Read Crank; post/respond
2. Prepare final Research Projects
Research Projects
Potential Grad Theory Talk #8
Week 15: 4/22
Discuss The Hunger Games; Portfolio;
writing groups; optional conference for
final Research Projects
1. Read Hunger Games; post/respond
2. Final Research Project due to
Turnitin.com by midnight Friday 4/26
Potential Grad Theory Talk #9
Week 16: 4/29
Final thoughts, portfolio work and final
exam preparation
Week 17: 5/6
FINAL EXAM 6:00PM
Prepare final portfolio and final
exam/reflection (which will be reflection for
Portfolio 3)
Final portfolio due when you enter exam
time; final reflection for portfolio posted on
final portfolio and submitted to
Turnitin.com before leaving exam time