This course is designed to explore adolescent literature from both an educational and an historical perspective. Students will develop in-depth understandings in the following areas:

1. defining adolescent literature: where did it come from and where is it now

2. determining how adolescent literature fits into the English/reading curriculum

3. selecting appropriate adolescent literature

4. preparing to face censorship

5. teaching adolescent literature as a bridge to the literary classics

6. determining what makes a good book

7. comparing the literary genres, styles and prominent writers in adolescent literature

1. participating in a service learning project to determine adolescent literature’s place in the real-world classroom.

In addition, this course is based on current recommendations by state and national groups, including: Florida Sunshine State Standards; National Council of Teachers of English; International Reading Association; National Board for Professional Teaching Standards which outlines the foundations and skills that students must know and be able to do in order to become productive citizens in the 21^st Century.

1. Kaywell J. (Ed.) (1997). Adolescent literature as a complement to the classics vol.3. Norwood, MA: Christopher-Gordon Publishers.

(20 responses at 15 points each = 300 points)

Censorship of Adolescent Literature - due 11/4

(1 presentation at 100 points)

The purpose of the author study is for you to come to a deeper understanding of one author who writes specifically or predominantly for adolescents. This author may not consider him/herself strictly an "adolescent author." If, however, this author is read often by adolescents, then we’ll consider that person important for your study. Please try to "stretch" in your choice of authors: read someone new to you or someone you’re newly interested in. Please see me if you are unsure of who to pick, or if you are unsure whether or not your author is suitable for this study.

You should choose an author whose books you like to read because you will need to read the bulk of this author’s work in order to do your study. Much of your independent reading will focus on this author’s work as you look for patterns in theme, style, audience, characterizations, etc. The number of books you read will depend on many factors. Since some excellent authors may have only written a few books (S.E. Hinton has only written five) while others have written many (Richard Peck has written 40) you should choose someone whose works you enjoy reading and read as many as you can to give you a clear sense of the author’s work. The minimum number of books to read by your author is four.

You will be analyzing this author’s body of work in your study. Summaries of books, as such, is not the point of your paper. Although you will be looking at the literary characteristics of the books as well as quoting specific points from the books, your main goal is not to summarize the texts. Rather, you will be trying to find patterns of comparison and/or contrast within the author’s work.

Biographical information will be included only to the extent that it supports your statements or is integral to the books. For example, a study of S.E. Hinton would most certainly include a discussion of the fact that both The Outsiders and Taming the Star Runner are told from the point of view of a teenage author. The fact that Hinton wrote her first novel while a teenager is then related to the text and therefore important information for your analysis. You will want to refer to your text for the criteria for good books within the specific genre categories as well as the information related to literary elements.

Remember that it is critical for you to support your opinions by citing specific references to the books you read. All of the books you use, both biographical and primary sources, should be listed on a REFERENCES page at the end of your paper. Articles you use which are written about this author’s work should also be included in your REFERENCES as well as in parenthetical citations within your paper.

Your author presentation will be done in small groups. Please make this a presentation, not a "reading" of your paper. For the presentation of your author study, you should do the following:

• give your group some background about this author even though you might not have included this information in your paper
• highlight the interesting aspects of this author’s life and writing career
• discuss what interesting parallels/contrasts you found in this author’s writing
• prepare a 1 page handout for each person in the class which includes a Bibliography of the author’s works, and brief autobiographical facts

• All books read should be mentioned in your paper, or as a separate list you create for me (5 pts)
• References page should have full bibliographic citations (APA or MLA format please). (10 pts)
• Use parenthetical citations within your study. (10 pts)
• Use quotes from novels and outside reserach to support your assumptions/arguments. (20 pts)
• Paper should be relatively free of errors - no more than 5 spelling/grammar errors. (5 pts)
• Paper should have relatively short (or no) plot summary, or biographical information, unless it is pivotal for your analysis. Analysis of the works is the content desired. (35 pts)
• You must be present for presentations. (5 pts)

• You must have an abstract prepared for all class members and me. (10 pts)

• Discuss the general characteristics of that genre/topic (20 points)

• Demonstrate creative ways we can incorporate that genre/topic into our classrooms (10 points)

(10 points)

Your Name:

Genre Covered:

Answer the following questions (use a separate sheet or the back if more room is needed).

1. Please address the way in which you personally worked toward meeting the criteria established for the group presentation. Did you attend every meeting of your group? What was your specific contribution to both the research and the presentation for your group?

2. Write a narrative summary of how your group worked together. Who contributed and how did they contribute from your perspective? What could have made your group work more effectively? Please be honest. Remember, if you do not let me know of problems or concerns, you should not complain if all members of your group receive the same grade.

2. Of the possible 100 points, how many do you deserve? Why?