| Both contemporary and traditional works of young adult literature focus on young adults as their main characters. They focus on issues that young adults normally face and how they resolve the issues. However, contemporary works can focus on realities that are too harsh yet undeniably true challenges that young adults face nowadays. Contemporary young adult literature touches on the problems that young adults usually go through. The issues are pressing and quite complex in nature. Due to sociological changes that society goes through at present, the physical as well as psychological challenges are much more complicated. Changes in technology, communication, demography, economy put more demands on teenagers and many of the literature highlight the dilemma that young adults face in order to cope in the current complex world. The demands are emotionally taxing and many authors capture this as the essence of their story such as in “Hero” and “”Chocolate War” More traditional works of young adult literature have different types of challenges than the contemporary ones. The surrounding factors at those times seem not as complex as in the current society. The central issue normally lies on character building of the protagonist such as “Tom Sawyer” and how the character develops himself throughout the challenges and problems that he faced. However, the classical works has more complex sentence structures. They are richer in details using language in much more complex manner. The use of imagery, word choice and literary language is more prominent in the traditional works. On the other hand, contemporary works normally relies on simpler and more authentic use of language that appeals to many teenagers or young adults. It is interesting to note that more traditional works of young adult literature has very minor roles for female. Most protagonists are males and females normally appear as mentoring adults in the stories. It can be said that different styles of writing young adult literature emerge in different eras. |
Thursday, October 11, 2007
COMPARISON OF CONTEMPORARY AND TRADITIONAL YAL
ROLE OF DISCUSSION AND WRITING IN READING
| Discussion forces us to come up with words to describe our experiences through reading. We will need to choose our words to convey the ideas that we have about the story. The feedback that we receive from others would help trigger more ideas that we might have overlooked. It could go to details of the scene, plot and characters. It refines our thoughts and understanding of what we have absorbed from the story. Normally, I would use discussion to clarify my jumbled thoughts on various issues that were raised in a story. Discussion with my friends helps me gather and sort my thoughts together and later declare a revelation based on the reading and discussion activities. What we read on our own might be a misinterpretation of what the author tries to convey. Discussion would help to shape my understanding of the story more accurately. Writing is almost as useful as discussion to generate ideas and form understanding of a story. It is a method to convey thoughts and reflections on the story. It is also a channel to deliver interesting insights, which might be gathered through reading. Sometimes it requires me to have an in depth response in order to put my point across for others to understand. However, writing does not give the opportunity for readers to get feedback from other people immediately. It is a solitary activity and somehow introspective. Our interpretation and view towards the story could be distorted and would remain distorted without comment from others. Relaying information through discussion and writing usually helps clarify my thoughts and ideas and make them crystal clear. I would be more appreciative towards the story after that. |
WORKING IN PAIRS OR GROUPS
| I think working in pairs or groups helps students form better understanding of the stories that they are reading. By working with another person, a student can relay his or her opinion about the story and receiving feedback from his or her partner. Students may need to share their perception or express their emotion when reading the story. Thus, sharing with other students will give them opportunity to do so. Working with others is also good to help students analyze what they have read and put the story into perspective. While talking to others, students might be able to explore the characters and plot in depth. It helps them to build ideas and stimulate responses that otherwise might be dormant. Therefore, they might have clearer understanding after sharing their thoughts with others. Students might also have questions on what they have read. Sharing or group work would provide them with an avenue to raise the issues that they do not understand and need insights from others to promote understanding. It is not just sharing experiences, but enriching the experiences that they acquire through reading. Talking helps students to express what they really feel about a book. If previously, students feel threatened when asked to read, talking with another student may help alleviate some of this prejudice. It helps to open up their mind that reading is not just a passive activity but can be interpersonal as well. In general, talking and reading seems to be compatible in learning literature. It appeals to different types of intelligence and makes reading a more dynamic process. |
INFLUENCING FACTORS
I’ve read Beethoven in Paradise, If You Come Softly and Ganesh. They all have different issues and types of characters portrayed. In general, I would choose books that have both male and female as the main characters. Reading only-male-characters book is exhausting for me since it’s difficult for me to relate to male characters. Perhaps female characters shed some light into what the male characters are going through. Without female characters, I have no clue on what the issues are and what the males are feeling; is it anger, frustration, pride or something else. I also go for stories that have some humor despite of the seriousness of the story. Reading a very dramatic book without injection of humor evokes too much sadness and provides a bleak outlook on life. I might feel depressed after completing the book. I don’t normally dwell in sadness and I prefer not to find a chance to do so. I love books that portray the character in a balance perspective; someone who is realistically facing difficult challenges in life but somehow manages to have things in the right perspective at the end, taking appropriate course of actions to cope with the problems. Setting could also be a factor. We should be able to connect to a place and enjoy the descriptions as part of our mental exercise. A place that is not inspiring may also cause negative perception on the characters in the story. Furthermore, dialogues should not be very formal or reflecting the academic language. It should be realistic or authentic, something that suits the characters background and pragmatically appropriate to the situations. The front cover images are usually not very accurate depiction of the content. In order to get the above information that determines whether or not I will read a book, I usually glimpse at the blurb at the back cover and scan the book a bit to get some ideas on setting and dialogues. |
MY FAVOURITE LITERATURE TEACHER
I did not have any literature subject during my school years. The first time I took a literature class was when I had to enroll in Diploma in Education programme in Maktab Perguruan Ilmu Khas, Cheras. I had a few lecturers teaching literature subject. We actually did worksheets and activities to study the novel of the Pearl and the Short Stories collections. One interesting method that a lecturer used was to ask us students to draw the character and setting with explanation on why we drew them that way. It helped make the story less abstract and more concrete for readers. It is also a method to help readers visualize what they have read. Furthermore, having drawn pictures based on the author’s description helps clarify the author’s viewpoint and make the story less forbidding to read. I think, this method helps grab the attention of students who are kinesthetic and loves visuals for learning. It gives them excuses to move around and use their physical bodies to help them understand what they have learned. It also aids comprehension for those who need concrete representation of concept. So, instead of just devouring the words in texts, teachers might want to try to ask students to draw, sing or role play parts of the text to make the stories as realistic as possible for students. Group work should help enhance the learning process since student would have opportunities to share their ideas and understanding of the story. |
Saturday, September 15, 2007
Students and Young Adult Literature
Students come from various cultural and socioeconomic backgrounds. They also differ in family structures, needs, expectations, lifestyle and many more. Teaching students as if they are a homogenous group, focusing only on the age similarity could be one of the gravest errors that teachers can make.
Teachers need to realize that teenagers that function in the classroom are each unique and very different from one another. The problem is that teachers may not have the time and opportunity to address them individually and acknowledging each and every one of their uniqueness. These constraints justify the need to bring young adult literature to the classroom.
Provided that students are allowed to pick and choose their own literature, teachers may be able to connect to each of the students, separately and each in their own special way. The stories are a tool to help students see themselves. The stories help teachers to speak indirectly about the issues that influence young adult lives. Preaching might be abhorred by teenagers but relating through examples might be subtle enough.
We understand that young adults go through a difficult stage in adolescence period. It can be viewed as a world of confusion. Through reading, students might be able to find words to express themselves more clearly. Through reading and sharing what they have read might put their own situation into perspective. Confused and jumbled thoughts can now be put in coherent words that can in turn be relayed to people around them such as parents, siblings, or teachers.
In general, a teacher’s goal to bring young adult literature in the classroom is to help them understand themselves and their surroundings better and hopefully help them cope with the demands of their lives.
Teachers need to realize that teenagers that function in the classroom are each unique and very different from one another. The problem is that teachers may not have the time and opportunity to address them individually and acknowledging each and every one of their uniqueness. These constraints justify the need to bring young adult literature to the classroom.
Provided that students are allowed to pick and choose their own literature, teachers may be able to connect to each of the students, separately and each in their own special way. The stories are a tool to help students see themselves. The stories help teachers to speak indirectly about the issues that influence young adult lives. Preaching might be abhorred by teenagers but relating through examples might be subtle enough.
We understand that young adults go through a difficult stage in adolescence period. It can be viewed as a world of confusion. Through reading, students might be able to find words to express themselves more clearly. Through reading and sharing what they have read might put their own situation into perspective. Confused and jumbled thoughts can now be put in coherent words that can in turn be relayed to people around them such as parents, siblings, or teachers.
In general, a teacher’s goal to bring young adult literature in the classroom is to help them understand themselves and their surroundings better and hopefully help them cope with the demands of their lives.
Sharing Our Reading
Reading is made complete through sharing. I normally share my reading with my closest friends. We would talk about the characters portrayed in the story. We would talk about what the characters went through and what we feel about that. We would try to visualize the situation as if we were the ones going through the situations which are like trying to walk in the character’s shoes.
Most of the time we would feel the anger, resentment or jubilance that the characters go through. When there are scenes that we couldn’t understand, my friends and I would try to sort the meaning out among ourselves.
The characters in the story seem very true to us most of the time. The same feelings that the characters go through would normally be evoked within us, the readers. Stories are usually built up from facts. Facts involve people and people have feelings and I believe that feelings can be universal.
I think, women, in general, love sharing what they have read. It helps them reflect and relate to the story. Sharing helps shape more insights regarding the issues portrayed in the stories. Most importantly, women like to imagine what if they were in the story and what would they do if ever they were in the same situation. It is some sort of practice if ever the same situation takes place in our lives. At least we are mentally prepared. Perhaps this is also the method we have used to acquire more wisdom in handling human issues either with students, our own children, families or colleagues.
Most of the time we would feel the anger, resentment or jubilance that the characters go through. When there are scenes that we couldn’t understand, my friends and I would try to sort the meaning out among ourselves.
The characters in the story seem very true to us most of the time. The same feelings that the characters go through would normally be evoked within us, the readers. Stories are usually built up from facts. Facts involve people and people have feelings and I believe that feelings can be universal.
I think, women, in general, love sharing what they have read. It helps them reflect and relate to the story. Sharing helps shape more insights regarding the issues portrayed in the stories. Most importantly, women like to imagine what if they were in the story and what would they do if ever they were in the same situation. It is some sort of practice if ever the same situation takes place in our lives. At least we are mentally prepared. Perhaps this is also the method we have used to acquire more wisdom in handling human issues either with students, our own children, families or colleagues.
"If You Come Softly".....
I’m currently reading If You Come Softly which tells about a love story between 2 teenagers of different ethnic identity and religious belief. Their relationship was not easily accepted by the society and even the people close to them.
It reflects the time that most of us may have gone through at least once in our lifetime. It is the time when we feel that the whole world is against us. We feel that what we are doing is appropriate and makes perfect sense to us but others cannot see it our way. We believe that it is the fault of others and not ours.
This feeling is normal when we go through the teenage period. Feelings of uncertainty of what may lie ahead are paramount. Trying to assert our independence by seeking the freedom to exercise our preference is also of utmost importance during this period. Others fail to understand us but we certainly know what we want.
After the phase passes, we would remember it as a stage of confusion. It is considered as a phase when we were so focused on ourselves compounded with lack of experience of life that cause us to neglect others’ viewpoints.
I wouldn’t regret my attitude at that time. I believe it happened for a reason. I understand now that it was normal to feel that way. Most importantly is to learn the lesson from it. I learned that we should listen to others to broaden our perspectives and not be too focused on our own limited view of the world. Sharing does not necessarily mean agreeing but it would certainly enrich our lives and help us to strengthen our personality.
It reflects the time that most of us may have gone through at least once in our lifetime. It is the time when we feel that the whole world is against us. We feel that what we are doing is appropriate and makes perfect sense to us but others cannot see it our way. We believe that it is the fault of others and not ours.
This feeling is normal when we go through the teenage period. Feelings of uncertainty of what may lie ahead are paramount. Trying to assert our independence by seeking the freedom to exercise our preference is also of utmost importance during this period. Others fail to understand us but we certainly know what we want.
After the phase passes, we would remember it as a stage of confusion. It is considered as a phase when we were so focused on ourselves compounded with lack of experience of life that cause us to neglect others’ viewpoints.
I wouldn’t regret my attitude at that time. I believe it happened for a reason. I understand now that it was normal to feel that way. Most importantly is to learn the lesson from it. I learned that we should listen to others to broaden our perspectives and not be too focused on our own limited view of the world. Sharing does not necessarily mean agreeing but it would certainly enrich our lives and help us to strengthen our personality.
Sunday, August 26, 2007
A Book that Affected Me in Secondary School
I’ve always been interested in reading. I could read a few novels a day when I was in primary school if I didn’t have much to do. Books were my companion and a library was my safe haven.
When I was 11, my father received a scholarship to study in the USA. My family and I followed him abroad and I went to Frick Middle School in Pittsburgh. As reading is my passion, I found that the library had a vast selection of storybooks with themes that were new and sometimes strange to me. Upon my return to Malaysia when I was 13, I felt a bit disappointed over the selection of novels and storybooks in the school library. I felt that they somehow paled in comparison to the choices I have had overseas. I didn’t read many novels from the library, then, and I couldn’t afford to buy on my own.
My best experience of reading a fiction would be on a book I’ve read in Frick Middle School. I can’t remember the author nor the book’s title since it was 22 years ago. It’s very hard for me to recall. But the storyline was so intriguing that it remains in my memory up till today.
Basically the story was about a family of four that moved from one place to another until they reached the city where the narrator lived. The narrator was a girl/boy (I can’t remember specifically) who was about the same age as the children of the family. From time to time, the narrator noticed certain strange remarks from the family especially the children. They would sometimes mention an event that they have experienced but the event actually happened 50 or 100 years ago, which was way beyond their age. The children, one boy and one girl, who were teenagers, also behaved as if they were somehow older than their age. Finally, the narrator discovered that the family was actually trapped in time and have been at that age for a hundred year or so. They were actually somewhat depressed since they could not grow older even though they have experienced many things in life. They were upset that the society would only treat them according to their biological age and they could not reveal otherwise.
The children also felt tremendous pressure since society would always treat them as 12 year old or 14 year old. The teenage girl could not experience the life of a girl evolving into womanhood nor experience the normal life cycle of an ordinary woman. The boy also felt the same way. Biologically, they were young and immature, but in truth, they were socially developed yet, could not advance beyond their age. In the end, the whole family committed suicide.
The story changes the whole outlook I had on life. As a young girl, just reaching my teenage years, I would have thought that immortality is a great idea. To be young forever also has many plus sides. I thought that you could have seen many changes of the world with the energy of a young person. Never did it cross my mind that seeing the world evolves around us but we, ourselves, remain static is disturbing and quite challenging on our personal identity or personality. Change is perhaps an essence of life.
In today’s society which constantly strives to maintain youth and searches for secrets of immortality, I began to see those issues in a different light. The author of the story clearly challenges the notion of what-if we are immortal. Maybe, God has created death for a reason. You can actually experience so much and sometimes eternity seems to be too much. Forever could be more than we could handle.
When I was 11, my father received a scholarship to study in the USA. My family and I followed him abroad and I went to Frick Middle School in Pittsburgh. As reading is my passion, I found that the library had a vast selection of storybooks with themes that were new and sometimes strange to me. Upon my return to Malaysia when I was 13, I felt a bit disappointed over the selection of novels and storybooks in the school library. I felt that they somehow paled in comparison to the choices I have had overseas. I didn’t read many novels from the library, then, and I couldn’t afford to buy on my own.
My best experience of reading a fiction would be on a book I’ve read in Frick Middle School. I can’t remember the author nor the book’s title since it was 22 years ago. It’s very hard for me to recall. But the storyline was so intriguing that it remains in my memory up till today.
Basically the story was about a family of four that moved from one place to another until they reached the city where the narrator lived. The narrator was a girl/boy (I can’t remember specifically) who was about the same age as the children of the family. From time to time, the narrator noticed certain strange remarks from the family especially the children. They would sometimes mention an event that they have experienced but the event actually happened 50 or 100 years ago, which was way beyond their age. The children, one boy and one girl, who were teenagers, also behaved as if they were somehow older than their age. Finally, the narrator discovered that the family was actually trapped in time and have been at that age for a hundred year or so. They were actually somewhat depressed since they could not grow older even though they have experienced many things in life. They were upset that the society would only treat them according to their biological age and they could not reveal otherwise.
The children also felt tremendous pressure since society would always treat them as 12 year old or 14 year old. The teenage girl could not experience the life of a girl evolving into womanhood nor experience the normal life cycle of an ordinary woman. The boy also felt the same way. Biologically, they were young and immature, but in truth, they were socially developed yet, could not advance beyond their age. In the end, the whole family committed suicide.
The story changes the whole outlook I had on life. As a young girl, just reaching my teenage years, I would have thought that immortality is a great idea. To be young forever also has many plus sides. I thought that you could have seen many changes of the world with the energy of a young person. Never did it cross my mind that seeing the world evolves around us but we, ourselves, remain static is disturbing and quite challenging on our personal identity or personality. Change is perhaps an essence of life.
In today’s society which constantly strives to maintain youth and searches for secrets of immortality, I began to see those issues in a different light. The author of the story clearly challenges the notion of what-if we are immortal. Maybe, God has created death for a reason. You can actually experience so much and sometimes eternity seems to be too much. Forever could be more than we could handle.
A Book I've Enjoyed and Why?
When I was in my undergraduate years, a friend recommended me a book titled SAGA, a Malay novel written by A.Talib Hassan (if I’m not mistaken).
In summary, the book was about three good friends, Rahmat, Hisham and Munirah. They had just graduated from their university and decided to go to Rahmat’s village in an attempt to help in the development of the village. Rahmat’s village was depicted as somewhat remote and still very traditional. Their plan was to develop the economy of the village and help the youngsters of the village to be more skillful and competitive in the modern world.
The book appealed to me because it was about society instead of personal challenges. The book was different from most Malay novels that I had read which were very melancholic and somewhat depressing. SAGA provided a different point of view on Malay challenges. It gave me an insight about political, economic and social challenges for the Malays in a wider context. I had never before then, encountered well written stories using young people language to describe Malay patriotism.
In my opinion, the writer’s language was not too complex but very realistic for adolescent readers like me at that time. Although the issues were quite heavy, the author managed to convey his messages simply yet powerfully. His plot was rich with details and enough sub plots to point out the issues and thus delivering or promoting his ideas and concepts successfully. Perhaps that was why it could be easily understood by young modern readers like I did at that time.
Even though the issues and plot may be viewed as heavy by some, I feel that the author’s language helped to moderate the seriousness of the story. The author also avoided using sad intonation or overly poignant language to describe sad events. Overall, the author’s language seems optimistic to me. Although there were many challenges portrayed in the story, the characters developed positively throughout the story.
In general, the book was engaging and beautifully written, using simple language yet conveying powerful messages, as well as delivering heavy issues but being realistic at the same time.
In summary, the book was about three good friends, Rahmat, Hisham and Munirah. They had just graduated from their university and decided to go to Rahmat’s village in an attempt to help in the development of the village. Rahmat’s village was depicted as somewhat remote and still very traditional. Their plan was to develop the economy of the village and help the youngsters of the village to be more skillful and competitive in the modern world.
The book appealed to me because it was about society instead of personal challenges. The book was different from most Malay novels that I had read which were very melancholic and somewhat depressing. SAGA provided a different point of view on Malay challenges. It gave me an insight about political, economic and social challenges for the Malays in a wider context. I had never before then, encountered well written stories using young people language to describe Malay patriotism.
In my opinion, the writer’s language was not too complex but very realistic for adolescent readers like me at that time. Although the issues were quite heavy, the author managed to convey his messages simply yet powerfully. His plot was rich with details and enough sub plots to point out the issues and thus delivering or promoting his ideas and concepts successfully. Perhaps that was why it could be easily understood by young modern readers like I did at that time.
Even though the issues and plot may be viewed as heavy by some, I feel that the author’s language helped to moderate the seriousness of the story. The author also avoided using sad intonation or overly poignant language to describe sad events. Overall, the author’s language seems optimistic to me. Although there were many challenges portrayed in the story, the characters developed positively throughout the story.
In general, the book was engaging and beautifully written, using simple language yet conveying powerful messages, as well as delivering heavy issues but being realistic at the same time.
My Experience with Young Adult Literature
I had to teach young adult literature when I was teaching The Ministry of Education Matriculation Programme once. It was my first experience teaching literature without any training to do so. All I had was a guide book for teaching the novel (I’ve forgotten the title) and set of questions with accompanying answer scheme to be done with students.
It was purely trial and error basis of teaching literature. Sometimes I was confused myself on what actually I was supposed to be teaching. However, by analyzing the sample questions given, I managed to get the idea that I was to somehow discuss the theme and characters. Those were my focus at that time. My first approach was to try to go by the set of questions.
Later on, when students seemed to be nonplussed most of the time and keep whining that they couldn’t understand the story, I changed my approach to discussing the plot, chapter by chapter, with my students. It was better but I still couldn’t get students motivated to read on their own and come up with their own synopsis of what they have read.
It was a very frustrating experience for me. A few years after that experience, I’ve tried to teach another novel with students from a different programme. This time, I’ve some basic understanding of the approach to teach literature after taking KPLI course in TESL. However, I still find that students are not very motivated in reading and analyzing the story. Unfortunate to say, I was also not someone who is passionate about teaching literature.
Since those two experiences, I’ve always avoided having anything to do with teaching young adult literature. I think the topic is too abstract and I wasn’t really keen on the subject. I personally believe that literature should be taught by someone who is passionate about it. Students will gain more by the depth of input that passionate teacher can share with them instead of someone very “concrete” like me.
Although I love to read books and novels, I think teaching literature does not suit me. Perhaps this is due to my lack of competence in analyzing literature at a deeper level. I think I rather simply enjoy the story. For me, young adult literature is interesting to read for leisure. It also provides me exposure on teenagers’ life. At this point in time, I have little confidence that I could contribute to students understanding and appreciation towards literature. Hopefully with training in the course of Teaching Young Adult Literature for my Masters programme, I would change my mind.
It was purely trial and error basis of teaching literature. Sometimes I was confused myself on what actually I was supposed to be teaching. However, by analyzing the sample questions given, I managed to get the idea that I was to somehow discuss the theme and characters. Those were my focus at that time. My first approach was to try to go by the set of questions.
Later on, when students seemed to be nonplussed most of the time and keep whining that they couldn’t understand the story, I changed my approach to discussing the plot, chapter by chapter, with my students. It was better but I still couldn’t get students motivated to read on their own and come up with their own synopsis of what they have read.
It was a very frustrating experience for me. A few years after that experience, I’ve tried to teach another novel with students from a different programme. This time, I’ve some basic understanding of the approach to teach literature after taking KPLI course in TESL. However, I still find that students are not very motivated in reading and analyzing the story. Unfortunate to say, I was also not someone who is passionate about teaching literature.
Since those two experiences, I’ve always avoided having anything to do with teaching young adult literature. I think the topic is too abstract and I wasn’t really keen on the subject. I personally believe that literature should be taught by someone who is passionate about it. Students will gain more by the depth of input that passionate teacher can share with them instead of someone very “concrete” like me.
Although I love to read books and novels, I think teaching literature does not suit me. Perhaps this is due to my lack of competence in analyzing literature at a deeper level. I think I rather simply enjoy the story. For me, young adult literature is interesting to read for leisure. It also provides me exposure on teenagers’ life. At this point in time, I have little confidence that I could contribute to students understanding and appreciation towards literature. Hopefully with training in the course of Teaching Young Adult Literature for my Masters programme, I would change my mind.
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