Literature for Young Adults: Chapters 7-14

Chapter 7: Literary Elements

Summary: Literary elements and literary devices are a critical evaluation of young adult literature. Literary devices are specific structures that writers often use to add meaning or create compelling stories for the reader. Examples of literary devices are allegory, allusion, hyperbole, imagery, metaphor, point of view, simile, and symbolism. These literary techniques give the reader a better understanding and meaning of what the reader is conveying in the story. Literary elements have an inherent existence in literary pieces and are used by writers to develop a story. Examples of literary elements are antagonist, character, conflict, mood and tone, plot, protagonist, setting, and theme. Literary elements and literary devices are both used in conjunction to develop a good literary piece.

Reflection: While reviewing the literary elements and literary devices list I noticed that these are terms that we teach our 5th-grade students yet when I asked my students about some of these terms they weren't able to tell me what they meant. This opened my eyes in that we are just teaching the students enough information to pass a test and not to really understand the story they are reading. As educators, we need to teach our students what these terms mean through the love of reading a book and not through a passage and percentage score. It was an eye-opener to see that there are many terms under literary devices and that as educators we are only teaching them the terms that they need to pass a standardized test.

Chapter 8: Awards

Summary: There are many different awards that are given to books. Some awards are ALEX Award, Morris Award, Batchelder Award, and Sibert Award. The ALEX Award annually recognizes ten books written for adults that have a special appeal to young adults ages 12 through 18. The Morris Award is an annual award given to a work of young adult literature by a first-time author writing for teens. The Batchelder Award is awarded to a United States publisher for a children's book considered to be most outstanding of those books originating in a country other than the United States. The Sibert Award is awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in the United States in English.

Reflection: I am very shocked to know that there are many awards and lists that books can be given or put on. As I grew up I saw that some books have a sticker on it with an award but I never put much attention on what it meant. Now I realize that there are so many awards given to books because of illustrations or the writing of the author. As a future librarian, I need to familiarize myself with the awards and lists so I can teach the children what it represents and why the book received that honor. I am familiar with some of the awards and list but I know I still have a lot of learning to do so I can help my students distinguish the different awards and lists there is.

Chapter 9: Poetry

Summary: Poetry is not a genre it is a form that literature can take. The different genres of poetry are fantasy, historical fiction, realistic fiction, and traditional literature. Poetry for children should be evaluated using five different criteria. The first one is: Is the subject of the poem something with which children would be familiar? The second is: Does the poem use imagery? The third one is: Does the poem rhyme? The fourth one is: How is rhythm used? The fifth one is: What role does sound play? Poetry is the most neglected format. Students don't like poetry because they have to break the poem apart to answer questions. Students are drilled on a daily basis to break apart a poem for a standardized test that they don't allow the student just to appreciate the poem. Students like poems that let them use their imagination and interact with the poem. Poetry has its own unique elements that give it distinctiveness: rhythm, sound, language, imagery, and emotion.

Reflection: I now understand the reasoning of why the 5th-grade students don't like poetry. In the classroom, they are drilled to break the poem apart and understand the purpose of the author and why he/she is writing the poem. In the end, the students come to not like poetry. Students should read poems to enjoy them not to be picked at and dissected. Reading this chapter really opened my eyes to how the students shouldn't just read a poem for a test but it should be read for the student's imagination and help them with their visual images.

Chapter 10: Historical Fiction

Summary: Historical fiction is any story set in the past. Historical fiction is a big problem for kids because the students find it to be not interesting. Depending on the age of the person that is what they think history means. To a young student, it might mean what happened that morning. To an older student history might be when they were younger and to an adult, it might be of something that happened when they were younger. History can be perceived in many different views. Some students find history to be interesting but some students find it to be boring. There are five different criteria for evaluating Historical fiction. The first one is: Does the book tell a good story that effortlessly blends the history in the story itself? The second one is: Are the facts of the historical period accurate? The third one is: How are the values of the time brought to life? The fourth one is: Is everything consistent with the social milieu? The fifth one is: Does the name of the story relate to contemporary readers? The historical fiction books that we choose to read for our students should be a good story that the students can relate to. Reading these types of books allows the readers the opportunity to experience what it might have been to live in that time.

Reflection: Personally I've never been a fan of reading historical fiction books until I was in middle school. My reading teacher said that as a class we were going to read a historical book. The book we read was called "Tale of Two Cities". Many of the students in my class didn't like the book because they thought it was boring and because it was held in the past. The language that was used in the book showed that it took place in the past. I was one of the few students who enjoyed the reading very much. I was able to relate to the character of the book. Choosing the right book will give the students the opportunity to experience another time and place.

Chapter 11: Realistic Fiction

Summary: Realistic fiction is sometimes known as contemporary or modern realistic fiction which stories are those set in contemporary or modern times. These stories are supposed to be believable and everything in the story is consistent with the real world. There are three different criteria for evaluating realistic fiction for children. The first one is: Is everything consistent with the real world in which contemporary kids live? The second one is: Does the theme emerge naturally from the story? The third one is: How does the topic or subject matter of the book relate to modern readers? When choosing a book we want to make sure that we share realistic fiction that avoids stereotypes. Behavior and speech must be believable and reflect the contemporary world. Realistic fiction tackles sensitive topics such as death and loss, sexuality, changing family structure, and many other tough topics.

Reflection: Through the experience that I have seen many of my students prefer realistic fiction books because they can relate to the stories. Two of my favorite books that are realistic fiction are "Holes" and "Bridge to Terabithia". The book Bridge to Terabithia was one of the books that I could relate to the most. The story of the main character was very relatable to me and my life. The books may be interesting to me but it might not be interesting to the other students. As educators, we need to help our students choose a book that they can relate to.

Chapter 12: Nonfiction

Summary: Nonfiction is the only kind of book defined by what it is not. There is a variety of texts that will fall under the umbrella of nonfiction. There are five different criteria for evaluating nonfiction for children. The first one is: What are the qualifications of the author? We need to do our research and check their website and check their qualifications as an author. The second one is: Are the facts accurate? We don't need to be experts but there are many different ways that we can check the accuracy of a book. We can have the students compare two books using a chart and then having them research the information and see which book is more accurate. The third one is: What is the purpose and scope of the book? The purpose of the books can be for a specific age or follow a scope, something broad or something narrow. The fourth one is: How does the organization of the book assist readers in locating information? Having a table of content or an index will be an example that can help the students locate specific information. The fifth one is: What role do visuals play? The illustration that the book has help elaborate the text and break up the text.

Reflection: Nonfiction books are the biggest part of the library. These are the books that students mostly read and check out from the library. When choosing nonfiction books it is important to do the research of the book and look at the accuracy. I have never been able to completely tell the difference between the texts of nonfiction. I always thought that all books were the same but since taking the first literature class I have learned that there are criteria that needs to be evaluated. The nonfiction book that I read and loved was "Columbine". This book has been one of the best books I read because I related to the story of the character who was killed.

Chapter 13: Fantasy/Science Fiction

Summary: Fantasy/Science fiction stories violate the laws of physical reality. Fantasy fiction would be when a character like animals starts to speak. Science fiction is a subgenre of fantasy. There are four criteria for evaluating science fiction and fantasy for children. The first one is: Despite the fantastic aspects of the story, characters must behave in consistent and believable ways. The second one is: There must still be rules for the fantasy world. The third one is: Authors must assist readers in the "willing suspension of disbelief." The fourth one is: The themes should explore universal truths. You can find the same problems, conflicts, and drama like any other fiction.

Reflection: Science fiction books are something I hardly ever see my students read. I am not a huge fan of science fiction books. I tried reading the Star Wars series but I don't know why I couldn't get through the first book. Fantasy fiction books are what I see some of my students reading. The criteria is really an eye-opener because I didn't know that even though it violates the law of physical reality there must be rules that need to be followed and the characters must behave in a believable way.

Chapter 14: Graphic Novels

Summary: Graphic novels are not a genre but instead are a form/format. Graphic novel is now generally used to describe any book in a comic format that resembles a novel-length and narrative development. Graphic novels combine text and illustrations to convey the story which is fiction and information which is nonfiction in the same way picture books function for younger readers. Graphic novels can have fantasy, history, nonfiction, and all subgenres as well. They can be read from elementary to secondary and adults. Graphic novels are a written printed format, but they are also like film in that they tell a story through dialogue, and through visual images that give the impression of movement. The story is easier to understand because of the visual images.

Reflection: My 5th-grade students are the ones that taught me how to read a graphic novel. I personally have never read a graphic novel but know I would like to read one because my students made it seem very fun. I never realized that graphic novels and picture books are very similar. What I thought was very interesting is that graphic novels can be written in many different genres and subgenres. What I like the most about graphic novels is that it has a lot of visual images and it helps the students understand what the story is about.