English Literature
Hyssop2016
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TOPIC: Self Knowledge and Identity for growth in the roles of Female Protagonist in Young Adult Literature.
Following this SAMPLE & Following the RUBRIC Create a PP Presentation?
Sample Final Presentation
PowerPoint Presentation
SLIDES 1
1.The Benefits of Controversy in Young Adult Literature
2.Research Questions That Guided My Work
Why is there so much controversy in Young Adult literature?
Why are we mostly using canonical texts in the classroom that are often not engaging for students?
Should controversial YA books be censored or banned in order to protect the innocence of adolescents?
Are there any benefits to allowing controversial Young Adult literature in the classroom? If so, do the benefits outweigh the drawbacks?
3.Context of My Research
I was interested in this topic because?
I teach adolescents (grades 9-12) and I am interested in finding literature that is engaging for my students and can be used in the classroom.
I was also interested in finding out why some of the YA books are censored or banned but some of the canonical books that we use in the classroom are not?
For example: Of Mice and Men uses derogatory racial slurs throughout the novel but it is allowed in the classroom.
4.Thesis
By exploring controversial Young Adult literature, such as Speak and The Fault in Our Stars, in the classroom, educators provide students with a safe environment for discussion and self-discovery; which results in a deeper understanding of the literature and how it connects to the students’ own lives and to the world around them.
5.Findings Based on Research
Young Adult literature is engaging for students?
There are many reasons why people want to censor or ban YA books?
“Making the attempt to find books that work for adolescent readers keeps them reading; together, this continued reading becomes classroom success” (Dredger 121)?
“Young adult literature today provides an exciting, vibrant, and innovative environment in which writing can evolve and connect with readers” (Bright 37)?
”Preemptive censorship is censorship that occurs in anticipation of a challenge that has not yet happened, a means to avoid it. It occurs when a publisher chooses not to publish a book–or a library, school, teacher, or bookseller chooses not to order it–expressly because its content might be controversial. Preemptive censorship also occurs when a school, library or bookseller chooses to locate a book in its inventory out of reach of a particular audience because its content is deemed somehow inappropriate“ (Fanetti 8).
“Every generation brings its own set of challenged, banned, or simply controversial titles which are contested in classrooms, communities, and by parents, teachers, and administrators alike” (Mulet 26).
“These topics include LGBTQ issues, unconventional family structures, eating disorders, abuse, sex, violence, drugs, race, and offensive language, among others. As the content becomes more provocative, dissenters become more upset by what they deem to be the graphic nature of these books” (Mulet 26).
6.More Findings Based on Research
There are impacts of censoring or banning controversial YA books?
There are benefits to allowing controversial YA books in the classroom?
· Susan Fanetti asserts that “if we think they are incapable of understanding complex and challenging ideas, we will attempt to protect them from such ideas and, by preventing them from gaining knowledge of and experience with those ideas, we will make them incapable of understanding them” (7).
· “When we deny children access to stories about people who have faced struggle and trauma, who have felt different and alone, we deny them the chance to learn about–and talk about with their teachers, their peers, and their parents–struggles from a place of safety, and we deny them the chance to learn that the struggles they themselves have faced are shared” (Fanetti 7).
· “If a reader relates personally to a story, or reacts viscerally–whether positively or negatively–that's a valuable moment, one that could lead readers to some kind of self-discovery or insight into their local or global world” (Fanetti 9).
· “We should embrace opportunities for children to learn important lessons about themselves, each other, and the world in safety, with teachers and parents to guide them; we let them down when we leave them in ignorance to figure it all out on their own, especially when the scary stuff is actually happening to them or those they care about” (Fanetti 9).
· Susan Fanetti asserts that “if we think they are incapable of understanding complex and challenging ideas, we will attempt to protect them from such ideas and, by preventing them from gaining knowledge of and experience with those ideas, we will make them incapable of understanding them” (7).
· “When we deny children access to stories about people who have faced struggle and trauma, who have felt different and alone, we deny them the chance to learn about–and talk about with their teachers, their peers, and their parents–struggles from a place of safety, and we deny them the chance to learn that the struggles they themselves have faced are shared” (Fanetti 7).
· “If a reader relates personally to a story, or reacts viscerally–whether positively or negatively–that's a valuable moment, one that could lead readers to some kind of self-discovery or insight into their local or global world” (Fanetti 9).
· “We should embrace opportunities for children to learn important lessons about themselves, each other, and the world in safety, with teachers and parents to guide them; we let them down when we leave them in ignorance to figure it all out on their own, especially when the scary stuff is actually happening to them or those they care about” (Fanetti 9).
7.Connections Between Research and Our Course.
The Research?
What we learned in our course?
Supports using novels in the classroom that are engaging for adolescents?
Supports that censorship and banning of YA literature can be desired for many reasons, by various parties?
Supports that using controversial YA books in the classroom provides a safe place for students to discuss content, ask questions, and gain deeper understanding?
It is important to engage students in literature that is interesting to them. According to Nilsen et al., “English teachers who wish to use novels for common reading should choose books they believe will appeal to young people. Never choose something solely because it is a ‘classic’ or has won an award” (377)?
Some of the books we read in our course (such as Speak and The Fault in Our Stars) have been censored or banned from the classroom base on content.
According to Nilsen et al., “People’s attitudes and expectations about sexual matters are so individualized that authors have a good chance of offending parents no matter what viewpoint they take. Many parents do not want school books to encourage their children to think about sex because they hope to postpone sexual thoughts until the children are old enough to make wise decisions” (408).
8.Implications of Research/Reading for Future Reading/Teaching
Prior to taking this course I had not read any of the novels that we read for this class?
I really enjoyed each novel and I can understand why YA books are so engaging for adolescents?
Although some of the topics covered in YA literature are controversial, the benefits of using controversial YA books in the classroom outweigh the drawbacks?
9.Work Cited
Bright, Amy. “Writing Bridges: How Writers Scaffold Mature Content in YA Literature.” The ALAN Review, vol 40, no 2, 2013, https://doi.org/10.21061/alan.v40i2.a.5. Accessed 6 June 2017.
Dredger, Katie. “The Classroom Connection: Challenging Rebellious Adolescent Aliteracy.” The ALAN Review, vol 40, no 3, 2013, https://doi.org/10.21061/alan.v40i3.a.25. Accessed 6 June 2017.
Fanetti, Susan. “A Case for Cultivating Controversy: Teaching Challenged Books in K-12 Classroom.” The ALAN Review, vol 40, no 1, 2012, https://doi.org/10.21061/alan.v40i1.a.1. Accessed 6 June 2017.
Mulet, Betsy. “Controversial Texts in Children’s and Young Adult Literature.” Wisconsin English Journal. Vol 56, no 1, 2014, http://journals.library.wisc.edu/index.php/wej/article/viewFile/694/702. Accessed 17 July 2017.
Nilsen, Allen Pace, et al. Literature for Today’s Young Adults. Pearson, 2013.
Content Rubric: The above should address all of this???
___/5: The research question(s) that guided your work.
___/5: The context of your research, i.e., what led you to this topic.
/question, why you were interested in this topic
___/5: Your thesis___/
5: Your findings based on your research: Be sure you provide citations–within both in-‐‑text [slide] citations and works cited citations-‐‑-‐‑for findings from research.
___/10: The connections of your research to your reading for class and your overall learning in this course: To complete this section, refer to the course outcomes listed in the syllabus to demonstrate both how your project relates to the work we have done in this course and what your big learning has been. In other words, what has been your big learning in this course and what are the connections between that learning and your paper?
___/5: The implications of your research and your readings in this class for your own future reading and/or teaching. ___(pass/fail): Works cited slide
Presentation
___/5: Narration: Just as you did for your web project, record yourself narrating the presentation as if you were speaking to the class. ___
/10: Citations using proper MLA formatting: I suggest looking at the resources provided in the submodule in week 9 as you complete your citations.
___/5: Evidence of proper proofreading and editing: Be sure to edit your slides. The most common errors are comma and word usage, subject-‐‑verb agreement errors, and comma splices.
