ENGLISH 361: Young Adult Literature Spring 2014

Section 500 Meeting Time: TR 8:00-9:15 Meeting Location: HECC 105

Instructor: Dr. Elizabeth Robinson Grader: Ms. Gisele Lemos
Office: LAAH 391 Office: LAAH 392
E-mail: erobinson@tamu.edu E-mail: banshee@neo.tamu.edu
Phone: 862-6504 Phone: 845-3452
Office Hours: TR 2:00-3:30 & by appointment Office Hours: R 9:30-12:30 and by appointment

Course Description

In this course, we will survey young adult literature (YA lit) from early fairy tale texts through very recently published texts.
In our reading of these YA texts, we will explore
a variety of genres: novels, encompassing realism, science fiction and fantasy; poetry, and fairy tales;
the nature, characteristics, and purposes of YA literature, and
how the works we read are connected to the cultures and time periods in which they were produced and consider how
these works both express notions of the nature of adolescence and shape those notions within a culture.
As part of our exploration of the literature, we will also focus on specific areas of writing instruction:
interpreting and analyzing literary and other cultural texts;
developing an effective thesis and a coherent, well-constructed argument in support of that thesis;
integrating quotations, paraphrased material, and other evidence from sources into an argument, and
evaluating the suitability of academic books, articles, and websites for research.
In our explorations, we will apply principles of literary analysis to the texts that we read, but we will not discuss teaching
practices or criteria for book selection.


Catalogue Description

361. Young Adult Literature. (3-0). Credit 3. Survey of historical and contemporary literature for adolescents, including
such forms as fantasy, domestic fiction, and the problem novel.

Prerequisite
You must have completed ENGL 104 or the equivalent in order to take this class.

Texts

Hallett and Karasek, Folk and Fairy Tales, Concise Edition, Broadview, 2011
S. E. Hinton, The Outsiders, Penguin, 2006
Gail Carson Levine, Ella Enchanted, Harper Trophy, 2006
Robin McKinley, The Blue Sword, Penguin/Puffin, 2000
Guadalupe Garcia McCall, Under the Mesquite, Lee and Low, 2011
Sharon Draper, Tears of a Tiger, Simon & Schuster, 1994
Rick Riordan, The Lightning Thief, Disney/Hyperion, 2006
Jerry Spinelli, Stargirl, Random House, 2004
Suzanne Collins, The Hunger Games, Scholastic, 2008


2

Course Objectives

This course has 4 goals: To meet these goals, you will:
1. Introduce you to young adult literature. Explore the scope and variety of young adult literature by
reading a representative body of works.
2. Strengthen your ability to read and think
critically.
Learn the levels of critical thinking as set forth by
Blooms taxonomy and practice reading, thinking, and
arguing at the higher critical levels
Identify literary techniques (figurative language,
construction of voice and audience, narrative distance,
etc.) used by the writers of the works studied;
Interpret how specific literary techniques are used in
particular works to express themes, create meaning,
perhaps to interrogate cultural contexts or other
constructs;
Compare and/or contrast the authors uses of specific
literary techniques, motifs, themes, etc.
3. Enable you to assess and think critically about
how young adult texts are products of their
historical and cultural contexts and at the same
time influences on those contexts, and perhaps, on
ours.
Explain the significant cultural and historical contexts for
the works of young adult literature that we read in class;
Assess the intertextuality (how texts talk to or about
one another; either implicitly or explicitly; the way they
contain references to one another) often present among
works of young adult literature, how those works are
understood, appropriated, and modified by authors,
filmmakers, and readers within various cultures and
periods;
Analyze how works are both individual expressions of
their authors (or perhaps of their readers?) and how they
function as dialogues with the cultures in which they are
produced and/or read.
4. Strengthen your ability to present the results of
critical thinking as you communicate about
literature, both analytically and expressively, in
informal writing designed to support in-class
activities and in formal essays.
Apply appropriate rhetorical and literary techniques to
produce original writing in which you develop a thesis
and support an argument using appropriate and sufficient
evidence by analyzing primary texts and, when
necessary, gathering support from scholarly critical texts;
Create thoughtful responses and questions that interrogate
texts (or perhaps film or art) thus causing you and your
peers to analyze them, to synthesize information about
them and their contexts, and/or to evaluate them.


Course Requirements
The semester grade will be comprised of the following:

Essay (5 pgs/1250 word minimum) (20%)
Group Project: Poetry Collection & Oral Presentation (20%)
Reading Response Portfolios (20%)
Exam 1 (20%)
Exam 2 (Optional) (20%)

If you choose not to take Exam 2, each of the previous grades will weigh 25% of your final grade.


3

Grading Procedures
Exams will receive a number grade.
The paper and group project will receive letter grades that will be scaled as shown below.

A+ 98 B+ 88 C+ 78 D 65
A 95 B 85 C 75 F 55
A- 92 B- 82 C- 72
A-- 90 B-- 80 C-- 70

The reading response postings will not be graded in terms of right or correct answers nor on the correctness and style
of the writing; they will be graded on the completion of the assignments, the level of your engagement with the texts and
the problems raised in the assignments, and on the complexity of your thinking. The grading system for these assignments
will be explained on the assignment documents.
It will generally take at least 2 weeks to grade major assignments and the Reading Response Portfolios.

eCampus: Blackboard Learn
We will be using Blackboard Learn to help manage the class (I will normally refer to this as ecampus or Blackboard). You
can access the course at eCampus.tamu.edu. Once there, click on the TAMU button in the middle of the page. You will then
be taken to a login page that requires your NEO login information. Once this is entered, you should see a list of the courses in
which you are enrolled; mine should be in that list.

Turnitin.com (http://www.turnitin.com)
We will be using Turnitin.com in this class. In addition to turning in hardcopies of essays and projects, you will submit
electronic copies into Turnitin.com. I will notify you via email when the Turnitin course becomes available, usually a
week or two before the first assignment is due, and I will give you the Class ID and Password at that time.

In order to use Turnitin, you must set up a user profile (a link to do this is located in the upper right hand corner of the Turnitin
home page). After you set up your profile, you will be able to access my courses.
Please note: your name or UIN should not appear anywhere on the document that you submit to Turnitin; this is
required for us to comply with national guidelines protecting student privacy. Generally, this means that you should save a
copy of your document in two formats: one with your name on it to submit as hard copy in class, and one with your name
removed to submit to Turnitin. I do not require your UIN on any documents that you submit for this class.
Within a few seconds of submitting your file, you should be able to refresh the page and see the evaluation by Turnitin.
If you need help, under the "Training Materials" link on the Turnitin home page, you will find another link to "user manuals."
Click on this, and you will be taken to a page containing a PDF file of a student guide to Turnitin. This guide should answer all
of your questions.

4

Attendance
Daily attendance is mandatory in order to pass this course. Roll will be checked every day. You must provide written
explanations (memo or e-mail) and necessary documentation for all excused absences in order to be allowed to make up any
missed assignments. It is your responsibility to get the materials and assignments you miss if you are absent and excused. If
your class has a grader, you should submit these excuses to him/her. See TAMU student rules section 7 for university
attendance policies (http://student-rules.tamu.edu/rule07).
More than 5 unexcused absences will lower your grade by one letter. More than 7 will lower it by two letter grades.
For excessive excused absences (5 class meetings or more), I will recommend that you see your academic advisor to review the
option outlined in TAMU Student Rule 7.8.

Classroom Procedures and Etiquette
I always strive to make our class meetings valuable and enjoyable, and to that end, you can contribute to an enjoyable class by
following a few simple courtesies . . . you know, the things that your mom worked so hard to teach you!
You may use laptops, smartphones, ipads, etc. to take notes and to participate in any online excursions we may take
during class, but I expect you to use these devices ONLY for class purposes. If you are not using devices for class
purposes, please turn them off and put them away. If you keep them out and use them for purposes not related to
class, expect to lose the privilege of having them during class.
Put away your newspapers, homework for other classes, etc.
Guys, take off your hats, please.
If drinks are allowed in our classroom, please make sure that they have lids and that you take care to keep them from
spilling.
Please dont eat in class.
Be courteous when speaking to others and/or responding to opinions expressed by others (including me), especially if
you disagree with something that has been said.
Assignments
Bring the texts from any reading homework to class the next class day.
All assignments must be completed and submitted to me in order for you to pass this course.
Format all essays to meet MLA specifications.
Always complete assignments and follow instructions or points will be deducted from the grades.

Late Work
I will accept no late documents. If you are unable to finish an assignment on time due to extenuating circumstances
(hospitalization, death in the family, etc.), talk to me about the problem, and submit an explanation in writing.

Plagiarism and the Aggie Honor Code Policies
Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor
Code, to accept responsibility for learning and to follow the philosophy and rules of the Honor System. Students will be
required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not
exclude any member of the Texas A&M University community from the requirements or the processes of the Honor System.
I accept the Aggie Code of Honor, "Aggies do not lie, steal, or cheat, or tolerate those who do," at face value; therefore, I will
reward plagiarism with an F in the course. If you are unsure what constitutes plagiarism, please refer to The Writing Programs
Office policy statement defining plagiarism and/or the TAMU Library's Student Resources on Academic Integrity and
Plagiarism at http://guides.library.tamu.edu/content.php?pid=393112.
Please go to the TAMU Academic Integrity page at http://aggiehonor.tamu.edu to familiarize yourself with the code which is
strict and will be followed to the letter.
Finally, on all course work, assignments, and examinations in this class, you must preprint and sign the following Honor
Pledge: On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work.

5

Grade Appeals
At the end of the semester, if you are convinced that you have received a grade that does not adequately reflect the grade you
earned in the class, you may appeal the grade. Please refer to the TAMU Student Rules Section 48: Grade Disputes
(http://student-rules.tamu.edu/rule48) for information and procedures.
Incompletes
If you are unable to complete the semester's course requirements due to extenuating circumstances, you may be eligible for an
Incomplete in the course. Please refer to the TAMU Student Rules Section 10.5: Grading (http://student-
rules.tamu.edu/rule10) for information and procedures.

ADA Statement
The Americans with Disabilities Act (ADA) is a federal antidiscrimination statute that provides comprehensive civil rights
protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be
guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a
disability requiring accommodation, please contact the Department of Student Life, Services for Students with Disabilities in
Room B118 of Cain Hall, or call 845-1637.

6

Semester Schedule
Week 1

T (1-14): Introduction to Class
Reading Homework
How Can You Read to Make an A in This Class (Posted in the eCampus Reading Assignments section in
the Critical Reading and Thinking folder.)
Critical Reading, Critical Thinking and Blooms Taxonomy (Posted in the eCampus Reading
Assignments section in the Critical Reading and Thinking folder.)
Jeff Pages Revised Blooms Taxonomy PowerPoint presentation (Posted in the eCampus Reading
Assignments section in the Critical Reading and Thinking folder.)
Learning About Books (Posted in the eCampus Reading Assignments section in the Critical Reading and
Thinking folder.)
Playing Twenty Questions with Literature (Link posted in the eCampus Reading Assignments section in
the Critical Reading and Thinking folder.)
James Thurbers The Little Girl and the Wolf (Posted in the eCampus Reading Assignments section in
the Critical Reading and Thinking folder.)
Optional Reading
University of Queenslands Revised Bloom Taxonomy (Posted in the eCampus Reading Assignments
section in the Critical Reading and Thinking folder.)
NCSUs Revised Blooms Taxonomy (Link posted in the eCampus Reading Assignments section in the
Critical Reading and Thinking folder.)
Critical Reading: A Guide By John Lye (Link posted in the eCampus Reading Assignments section in
the Critical Reading and Thinking folder.)
Written Homework
Reading Response #1

R (1-16): Critical Reading & Thinking
Reading Homework
Young Adults and Their Reading (Link to the TAMU Library Course Reserves posted in the eCampus
Reading Assignments section in the About Young Adult Literature folder.)
Young Adult Literature: A Brief History (Link to the TAMU Library Course Reserves posted in the
eCampus Reading Assignments section in the About Young Adult Literature folder.)
The Essay Assignment including the Resources for Inspiration & Help and the Guidelines for
Writing about Literature included at the end of the assignment (posted in the eCampus Writing
Assignments section)
Podcast Homework
Young Adult Literature: From Didacticism to Self-Discovery (Posted in the eCampus Reading
Assignments section in the About Young Adult Literature folder.)
Written Homework
Reading response #2

7

Week 2

T (1-21): History and Characteristics of YA Literature & Essay Assignment
Reading Homework
Hallett and Karasek, Folk and Fairy Tales: Introduction (9-20), the Little Red Riding Hood section
(including the introduction to the section), The Story of Grandmother through Flossie and the Fox
(21-38).
Notes: Little Red Riding Hood: the Traditional Tales (Posted in the eCampus Reading Assignments
section in the Fairy Tales folder.)
Podcast Homework
History of Fairy Tales (Posted in the eCampus Reading Assignments section in the Fairy Tales folder.)
Written Homework
Reading Response #3
Major Assignment
Essay (Due Tuesday, Feb. 18)

R (1-23): Fairy Tales: The History of Fairy Tales & Traditional Little Red Riding Hood Tales
Reading Homework
Hallett and Karasek, Folk and Fairy Tales: Little Red Riding Hood section, Wolf (40)
Roald Dahls Little Red Riding Hood and the Wolf and The Three Little Pigs (Posted in the
eCampus Reading Assignments section in the Fairy Tales folder.)
Tomi Ungerers Litle Red Riding Hood (Posted in the eCampus Reading Assignments section in the
Fairy Tales folder.)
Written Homework
Reading Response #4

Week 3

T (1-28): Fairy Tales: Literary Little Red Riding Hood Tales
Reading Homework
Hallett & Karasek: Cinderella tales: Introduction (71) and all 6 of the tales
The Grimms Cinderella (Link posted in the eCampus Reading Assignments section in the Fairy Tales
folder.)
Perraults Donkeyskin (Link posted in the eCampus Reading Assignments section in the Fairy Tales
folder.)
The Princess in the Suit of Leather (Link to the TAMU Library Course Reserves posted in the
eCampus Reading Assignments section in the Fairy Tales folder.)
Written Homework
Reading Response #5

R (1-30): Fairy Tales: Traditional Cinderella
Reading Homework
Judith Viorsts . . . And Then the Prince Knelt Down and Tried to Put the Glass Slipper on Cinderellas
Foot (Link to the TAMU Library Course Reserves posted in the eCampus Reading Assignments section
in the Fairy Tales folder.)
Sara Henderson Hays Interview (Link to the TAMU Library Course Reserves posted in the eCampus
Reading Assignments section in the Fairy Tales folder.)
Anne Sextons Cinderella (Link to the TAMU Library Course Reserves posted in the eCampus
Reading Assignments section in the Fairy Tales folder.)
Guidelines for a Thesis Statement (Posted in the eCampus Writing Instruction and Resources section in
the Writing Essays folder.)
Optional Viewing Homework
Watch Disneys Cinderella (Link to the TAMU Library Course Reserves posted in the eCampus
Reading Assignments section in the Fairy Tales folder.)
Written Homework
Reading Response #6

8

Week 4

T (2-4): Fairy Tales: Literary Cinderella Tales & Crafting a Strong Thesis
Reading Homework
Ever After: Fairy Tale Becomes History Notes ((Posted in the eCampus Reading Assignments section in
the Fairy Tales folder)
Developing a Sound Argument (Posted in the eCampus Writing Instruction and Resources section in the
Writing Essays folder.)
Viewing Homework
Watch Ever After (Link to the TAMU Library Course Reserves posted in the eCampus Reading
Assignments section in the Fairy Tales folder.)
Written Homework
Reading Response #7

R (2-6): Fairy Tales on Film: Ever After & Developing a Sound Argument
Reading Homework
Ella Enchanted
Written Homework
Reading Response #8

Week 5

T (2-11): Fairy Tales: Ella Enchanted
Reading Homework
Some Help Using and Documenting Sources (Posted in the eCampus Writing Instruction and Resources
Section in the Writing Essays folder.)
Integrating Quotations (Posted in the eCampus Writing Instruction and Resources Section in the Writing
Essays folder.)
The Lightning Thief (Read the entire novel by next Tuesday)
Written Homework
Reading Response #9

R (2-13): Fairy Tales: Ella Enchanted & Using and Documenting Sources
Reading Homework
Finish The Lightning Thief
The Monomyth, or Heros Journey (Link to Wikipedia article located in the eCampus Reading
Assignments section in the Fantasy/Sci-Fi folder)
The Heros Journey Image
Chris Voglers discussion of the heros journey (Link to Voglers web site located in the eCampus
Reading Assignments section in the Fantasy/Sci-Fi folder)
Notes: Reconciling Joseph Campbells Stages of the Heros Journey with Chris Voglers Stages
(Posted in the eCampus Reading Assignments section in the Fantasy/Sci-Fi folder)
Written Homework
Reading Response #10

9

Week 6

T (2-18): Fantasy: The Lightning Thief
Assignment Due
Essay
Reading Homework
The Blue Sword (Read the entire novel by next Tuesday)
Written Homework
Reading Response #11

R (2-20): Fantasy: The Lightning Thief
Reading Homework
Finish The Blue Sword
The Group Poetry Project assignment (Posted in the Writing Assignments section of eCampus); bring it
to class on Tuesday.
Written Homework
Reading Response #12
Reading Response Portfolio #1 (Postings 3-11)

Week 7

T (2-25): Fantasy: The Blue Sword & Group Poetry Project
Reading Homework
The Hunger Games (Read the entire novel by next Tuesday)
Dystopia Notes (Posted in the Fantasy/Sci-Fi folder in the Reading Assignments section of eCampus)
Written Homework
Reading Response #13
Major Assignment
Group Poetry Project due Tuesday, April 8

R (2-27): Fantasy: The Blue Sword
Reading Homework
The Hunger Games (Finish the novel)
Written Homework
Reading Response #14

Week 8

T (3-4): Sci-Fi: The Hunger Games
Reading Homework
Meghan Cox-Gurdons editorial Darkness Too Visible (Posted in the Fantasy/Sci-Fi folder in the
Reading Assignments section of eCampus)
Written Homework
Reading Response #15

R (3-6): Sci-Fi: The Hunger Games
Homework: Study for Exam on Tuesday, March 18



Spring Break
10

Week 9

T (3-18): Exam 1
Reading Homework
Dr. Chip Rogers Elements of Poetry (Link to his web site posted in the Poetry folder in the Reading
Assignments Section of eCampus)
TAMU Writing Centers discussion of poetic forms (Link posted in the Poetry folder in the Reading
Assignments Section of eCampus)
Poems TBA
Written Homework
Reading Response #16

R (3-20): Poetry
Reading Homework
Poems TBA
The Outsiders (Read the entire novel by next Thursday)
Written Homework
Reading Response #17

Week 10

T (3-25): Poetry
Reading Homework
Finish The Outsiders
Written Homework
Reading Response #18

R (3-27): Realism: The Outsiders
Reading Homework
Stargirl (Read the entire novel by next Thursday)
Written Homework
Reading Response #19
Reading Response Portfolio #2 (Postings 12-18)

Week 11

T (4-1): Realism: The Outsiders
Reading Homework
Finish Stargirl
Written Homework
Reading Response #20

R (4-3): Realism: Stargirl
Reading Homework
Tears of a Tiger (Read the entire novel by Tuesday, April 15)

Week 12

T (4-8): Group poetry presentations
Assignment Due
Group Poetry Project
R (4-10): Group poetry presentations
Reading Homework
Finish Tears of a Tiger
Written Homework
Reading Response #21

11

Week 13

T (4-15): Realism: Tears of a Tiger
Reading Homework
Under the Mesquite (Read the entire novel by Tuesday)
Written Homework
Reading Response #22

R (4-17): Realism: Tears of a Tiger
Reading Homework
Finish Under the Mesquite
Written Homework
Reading Response #23

Week 14

T (4-22): Realism: Under the Mesquite
Reading
None
Written Homework
Reading Response #24

R (4-24): Realism: Under the Mesquite
Written Homework
Reading Response Portfolio #3 (Postings 19-24)





Monday, May 5 @ 1:00 Exam 2 (Optional)