English 112B.01 –Young Adult Literature
English
Department: San Jos� State University
Place/Day/Time: Health Bdlg.,
407—W: 4:00-6:45
Instructor:
Dr.
Mary Warner Office/Phone:
FO 127 (924-4417)
Email: mwarner@email.sjsu.edu Office
Hrs.: W: 9-11:00; Th.: 3-6:00; English Credential Advising Hrs.: M: 4-6:00, T.:
2:00-3:30, F: 2:30-5:00
Web page: http://www.sjsu.edu/depts/english/Warner.htm
Library Liaison: Toby Matoush; Email: Toby.Matoush@sjsu.edu; Phone: 408-808-2096
Required Texts: Literature for
Today�s Young Adults
by Kenneth L. Donelson and Alleen Pace Nilsen—course pack with additional
materials; Adolescents in the Search for Meaning: Tapping the Powerful
Resource of Story
by Mary Warner;
Novels: After
the First Death
by Robert Cormier
Whale
Talk by
Chris Crutcher
First
Crossing Donald
Gallo, editor
Witness by Karen Hesse
The Prisoner of Azkaban by J. K. Rowling (You
may also choose to write about one of the other novels—Goblet of Fire,
The Order of the Phoenix , The Half-Blood Prince or The Deathly Hallows, but as a class we�ll
do The Prisoner of Azkaban)
Speak by Laurie Halse
Anderson
Prerequisites: As this is an upper
division course, it is expected you have already taken general education
requirements such as English 1A/1B, and have passed the WST as well as
developed upper division study skills and high standards for your written work. In English department courses, your
instructors comment not only on the content of your written work, but also on
the quality of work being displayed.
All student writing should contain clear focus, correct grammar and
punctuation, appropriate diction and syntax, and well-organized paragraphs.
(See the English Department Paper Evaluation Guide later in the syllabus)
Course
Description/Objectives: English 112B is an upper division English
literature course designed to introduce adult readers to young adult
literature, a genre most commonly written for adolescents between the ages of
13-18. Keep in mind that although
the main characters of our novels are children/adolescents, the authors of
these books still structure their works with complex literary devices and
themes found in adult literature.
Young adult literature has been erroneously classified as simple-minded,
didactic, and inferior to writing for adults. Traditionally, literature has served not only to entertain
but as a conduit for social commentary.
This is no different with the genre of YA literature, although some tend
to regard this type of writing as �unimportant� because they mistakenly think
it exists solely to entertain.
Social issues such as death, religion, politics, race, economics, and
sexuality are just a few of the common themes this genre of literature
tackles. People who disregard YA
literature as �inconsequential� fail to recognize the profoundly important role
this genre plays in offering commentary on the norms and social mores for
adolescents. It might be helpful
to keep in mind that Nicole St. John refers to teenagers as �inexperienced
adults,� who can find in literature a safe haven to accrue much worldly
experience. In this course, we
will examine YA literature in the same manner in which we examine adult
literature: we will expand our abilities to think critically, trace relevant
themes, and offer analytical assessment of the novels.
Class
sessions will involve some lecture, but will primarily be interactive with
discussion, in-class writing, Book Talks, and other presentations. You may find it particularly helpful,
especially if you are taking the course to fulfill the requirement for middle
and/or secondary education, to have a 3 Ring Binder, in which you can
assemble resources, handouts and materials related to YA literature. This course is not a methodology
course, but I have attempted to tailor assignments with options to address the
different majors represented in the class. An overall goal is to become immersed in the vast
selection of YA literature, the more reading you can do and share with your
classmates, the richer your experience will be.
Course
Requirements:
1.
Thorough
and conscientious reading of the text, all assigned novels, and a novel of your
choice for Book Talks, as well as readings for your unit plan or annotated
bibliography project.
2.
A
3 -5 page literary analysis paper for three of the required
novels; each paper earns 10% of your course grade for a total of 30%; the following are the
Due Dates for the papers. Anyone
doing a Book Talk presentation the same week as one of these assigned papers is
eligible for a week�s extension.
I do NOT accept late papers. IF for some
reason you need an exception, you must contact me IN ADVANCE of the due date,
but the paper may still be accessed as late and the grade lowered.
a. Paper on After the First Death Sept.
12 or 19
b. Paper on First Crossing Sept.
26 or Oct. 3
c. Paper on Prisoner of Azkaban Oct.
31
d.
Paper on Whale Talk Nov.
7 or 14
e. Paper on Speak Nov. 21 or 28
The Field Experience Component (see separate
handouts) can replace one of the Literary Analysis Papers—credential
candidates are highly encouraged to do this paper. The Field Experience paper is due Nov. 28 or Dec. 5.
3.
For
the novel, Witness,
there will be an in-class writing response on October 17. The writing for this novel will
comprise 10% of your grade.
4.
In
each class session we will do 20 minutes of �Sustained Silent
Writing�—your writing in these SSW times might provide the basis for one
of your papers, response to ideas raised during class discussion or response to
the book talks presented, or response to literature we�ve read. Please keep a folder with the writing
done it each of the SSW times and plan to submit it for review every third
week. This writing is part of the participation grade as well as the
requirement for upper level literature courses of 5000 words of writing. The writing is done in-class only. This SSW requirement is 15% of your
course grade.
5.
Book
Talk Presentation—You
will read a novel of your choice—everyone in the class will read a
different novel, giving us an introduction to about 40 books. You will need to submit your choice to
me via email before the Sept. 12 class period so I can make sure there
are no duplicate selections.
Beginning Sept. 19, we will have 4 or 5 Book Talks at each class
meeting until everyone in the class has presented. There will be a sign-up for the presentation dates during
the Sept. 12 class session. Book
Talk presentations will include
a.
5-8
minute oral presentation
b.
Handouts
for the class which include a short synopsis of the book, author background,
bibliography of the author�s writings, literary response and/or teaching
tips/resources for the book (the handout can be in poster or advertising flyer
format since you are literally �selling the book.�
c.
Rationale
for why others should read this novel (in a sense, you�re a salesperson for the
book)
The Book Talk component earns 15% of your
course grade
6.
Unit
Plan (for those who are English Credential/Middle Grades majors) or Author and
Critical Annotated Bibliography for non-Credential majors
a.
A
hard copy of unit plan or the annotated bibliography author and
critical material due on
the day of your group presentation
b.
Group
planning session in-class on Nov. 14
c.
Group
Presentations during Nov. 28 and Dec. 5 class sessions—include handouts
for your peers IF you don�t submit an electronic copy that can be posted on Dr.
Warner�s web site
A more complete description of the project will be
provided early in the course. The Unit Plan or Annotated Bibliography project
earns 20% of your course grade
7. Quizzes, Final Exam,
and overall participation earn 10% of the course grade; The Final Exam will be
a comprehensive essay exam covering all readings, presentations, lectures,
etc. It will be open-notes, open
book, open notebook and is meant to be an integrative response to the work of
the semester.
Grades:
The
above requirements equal 100%; I assign numerical values to each assignment
according to the following range
A 91-99 B 82-90 C 73-81 D 64-72 F 63
and below
The
Department of English reaffirms its commitment to the differential grading
scale as defined in the official SJSU Catalog (�The Grading System�). Grades issued must represent a full
range of student performance: A=excellent; B=above average; C=average; D=below
average; F=failure
Your
best efforts are expected and appreciated, but effort alone may not assure the
highest grade if the writing or presentation does not meet the criteria for the
assignment.
Paper
Evaluation Guide
Developed by the
English Department
In
English Department courses, instructors will comment on and grade the quality
of student writing as well as the quality of ideas being conveyed. Student writing should exhibit correct
grammar/punctuation and organized paragraphs.
The
�A� essay will
The
�B� essay will
The
�C� essay will
The
�D� essay will
The
�F� essay will
Attendance/Participation:
According
to University policy F69-24, �Students should attend all meetings of their
classes, not only because they are responsible for material discussed therein,
but because active participation is frequently essential to insure maximum
benefit for all members of the class.� When a class meets only once a week, we
cover an incredible amount of material, which simply can�t be made up. Come on time and stay for the full
class session. I also believe in student-directed learning that suggests you
want to be present at every class to get all you can from the course. Any absence will affect your overall
grade in the course since writing activities, discussion and other
participative activities cannot be made up.
Academic
Integrity Policy:
The University emphasizes responsible citizenship and an understanding of ethical
choices inherent in human development.
Academic honesty and fairness foster ethical standards for all those who
depend upon the integrity of the university, its courses, and its degrees. This policy sets standards for such
integrity. The public is defrauded
if faculty and/or students knowingly or unwittingly allow dishonest acts to be
rewarded academically and the university�s degrees are compromised.
Plagiarism: At SJSU plagiarism is
the act of representing the work of another as one�s own without giving
appropriate credit, regardless of how that work was obtained, and/or submitting
it to full academic requirements.
Plagiarism includes, but is not limited to
and/or
the specific substance of another�s work, without giving appropriate credit,
and/or
representing the product as one�s own work;
computer
programs, photographs, paintings, drawing, sculptures, or similar works
as one�s own.
(Adapted
from the SJSU Academic Senate Policy, S04-12; please check this web site for
the full policy:
http://www.sa.sjsu.edu/judicial_affairs/index.html)
According
to the SJSU policy, the minimum penalty for plagiarism is failure of the
assignment/paper/exam. It is your
responsibility to become informed about the Academic Integrity Policy. I am more than happy to help you learn,
but if you do not do your own work, that goal cannot be accomplished. Please
see me if you have any questions about documentation.
Disability
Resources:
If you need course adaptations or accommodations because of a disability, if
you have emergency medical information to share with me, or if you need special
arrangements in case the building must be evacuated, please make an appointment
to see me as soon as possible. �Presidential Directive 97-03 requires that
students with disabilities requesting accommodations must register with DRC to
establish a record of their disability.�
(This calendar is subject to change to better meet your needs and to adapt to speakers or other changes; Quizzes on Book Talks and course material will be added throughout the semester)
W., Aug. 29 Introduction to the
course, the syllabus, the instructor, each other; writing activity with the
Foreword by Sue Ellen Bridgers in Adolescents in the Search for Meaning; YA literature
inventory—pp.157-159 in Literature for Today�s Young Adults; Introduction to the
overall theme of Voice; Sustained Silent Writing (SSW)
ASSIGNMENT: Ch. 1 from Literature
for Today�s Young Adults;
Read After the First
Death
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W., Sept. 5 Book Pass activity and Ch. 3 from Adolescents
in the Search for Meaning; Ch. 1 from Literature for Today�s Young Adults; Philosophical Chairs
activity connected to After the First Death; Discussion of the
novel, specifically related to the characteristics of YA lit. from Ch. 1 in LfTYA; Guidelines for
Literary Analysis papers—Ch. 14 in LfTYA; SSW
ASSIGNMENT: Literary Analysis Paper due Sept.
12 or 19
for After the First Death; Ch. 3 from LfTYA; Email Professor Warner
with your choice of a novel for the Book Talk Presentation
W., Sept. 12 Ch. 9 from LfTYA; Sign-up for Book Talk
presentations; Model for Book Talk presentations—see Chs. 12 &13 in LfTYA; Discussion of Ch. 3:
�Contemporary Realistic Fiction� and continue discussion of After the First
Death;
SSW
ASSIGNMENT: Ch. 4 from Adolescents in the
Search for Meaning;
Begin reading First Crossing; 4 Book Talk presenters prepare; 1/3 of the
class submit SSW folders; Literary Analysis Paper for After the First Death if using the Sept.
19 due date
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W.,
Sept. 19 Ch. 8 from LfTYA to set the context of First
Crossing;
�I am�
Poetry Writing
activities with �Rayford�s Song,� �Heritage,� and Ch. 17 in
LfTYA—SSW; Discussion
of First Crossing;
4 Book Talk Presentations;
ASSIGNMENT: Finish reading First Crossing; Ch. 6 from Adolescents
in the Search for Meaning; Paper for First Crossing due Sept. 26 or Oct.
3; Ch.
5 from LfTYA;
1/3 of the class submit SSW folders; 5 Book Talk presenters prepare
Student Learning Goals:
I. Skills
� Ability to read texts closely and to
articulate the value of close reading in the study of literature and rhetoric.
� Ability to explicate texts written in a
wide variety of forms, styles, structures, and modes.
� Ability to recognize and appreciate the
importance of major literary genres, subgenres, and periods.
� Ability to respond imaginatively to the
content and style of texts.
� Ability to write clearly, effectively,
and imaginatively, and to adjust writing style appropriately to the content and
nature of the subject.
� Ability to develop and carry out
research projects and to articulate them within appropriate conceptual and
methodological frameworks, including the ability to recognize when information
is needed, and to locate, evaluate, organize, and incorporate information
effectively.
� Ability to analyze texts other than
literary or rhetorical: for
example, political, journalistic, commercial, technical, etc.
� Ability to read and speak a language
other than English.
� Understanding of the historical
development of the English language and of literature written in English from
Old English to the present.
� Understanding of the relations between
culture, history and texts, including ideological and political aspects of
representation, economic processes of textual production, dissemination and
reception, and cross-fertilization of textual representations by those of other
arts: architecture, sculpture,
music, film, painting, dance, and theatre.
� Understanding of the twofold nature of
textual analysis: 1) objective
study from varied analytical perspectives; 2) subjective experience of the
aesthetic reality of the text.
� Familiarity with a wide range of
British and American literary works, as well as with selected authors and works
of other literatures, including folk and popular forms .
� Familiarity with a wide range of
literary terms and categories relating to literary history, theory, and
criticism, including figurative language and prosody.
� Familiarity with the nature of the
canon and of canon-formation, including issues of culture, history, race,
ethnicity, gender, and sexual orientation.
� Familiarity with basic practices of
literary research and documentation, including electronic forms of information
retrieval and communication.
� Face-to-face exchange of ideas with
faculty and fellow students in the classroom, in office visits, and in shared
activities on and off campus.
� Cooperative projects with other
students in discussion groups, writing activities, and study sessions.
� Cultural resources of the University:
interest groups, public lectures, readings by creative writers, theatrical
productions, music and dance performances.
� Involvement in the life of the
University, connection with its physical environs, participation in a dynamic,
rich, diverse intellectual community.
� Achievement of independently-conceived
research projects, including the stating of a problem or issue and all steps
involved in organizing, synthesizing, summarizing, and analyzing information in
order to communicate conclusions.
� An enduring interest in language and
literature.
� A sense of the presence of the literary
and rhetorical past.
� Greater awareness of the depth and
complexity of human existence, perceived across the boundaries of time, place,
culture, race, ethnicity, gender, and sexual orientation.
� Long-term interest and involvement in
aesthetic, cultural, and intellectual matters as well as in social and
political issues.
� Understanding of the ability of great
literature and of concentrated language study to awaken and challenge readers
and auditors to struggle with profound questions of human identity and values.
� A personal critical perspective, and a
sense of intellectual independence and momentum.
� Ability to read texts closely and to
articulate the value of close reading in the study of literature and rhetoric.
� Ability to write clearly, effectively,
and imaginatively, and to adjust writing style appropriately to the content and
nature of the subject.
� An enduring interest in language and
literature.