ENGL 294W, Fiction for Adolescents

C.B. Torsney

Office: 343 Stansbury, 10:30-12:00MWF; 10:00-ll:OOTTh

e-mail: ctorsney@wvu.edu

OBJECTIVES

To examine the range of fiction written for adolescents and consider the themes and rhetorical patterns available to adolescent readers; to use contemporary literary theories to understand the works under consideration; to write clearly, trenchantly, and insightfully about adolescent fiction.

REQUIRED TEXTS

Course pack at Pronto Print

Hanauer, Cathi. My Sister's Bones. New York: Delta, 1996.

Hesse, Karen. Out of the Dust. New York: Scholastic, 1997.

Mori, Kyoko. Shizuko's Daughter. New York: Faucett, 1993.

Myers, Walter Dean. Monster. New York: Harper Collins, 1999.

Paulsen, Gary. Harris and Me: A Summer Remembered. New York: Harcourt, 1993. Sachar, Louis. Holes. New York: Random/Yearling, 1998.

Salinger, J. D. The Catcher in the Rye. 1951; New York: Little Brown, 1991.

Twain, Mark. The Adventures of Huckleberry Finn. 1885; New York: Dover, 1994.

Voigt, Cynthia. Homecoming. New York: Faucett, 1981.

Walker, Alice. The Color Purple. 1982; New York: Pocket, 1985.

SECONDARY SOURCES (not required)

Clark, Beverly Lyon, and Margaret Higonnet. Girls Boys Books Toys: Gender in Children's

Literature and Culture. Baltimore: Johns Hopkins UP, 1999.

Hourihan, Margery. Deconstructing the Hero: Literary Theory and Children's Literature.

New York: Routledge, 1997.

Inness, Sherrie A. Delinquints and Debutantes: Twentieth-Century American Girls'

Cultures. New York: New York UP, 1998.

Jenkins, Henry. The Children's Culture Reader. New York: New York UP, 1998.

May, Jill P. Children's Literature and Critical Theory. New York: Oxford UP, 1995.

University Policy Statements:

Social Justice

West Virginia University is committed to social justice. I concur with that

commitment and expect to maintain a positive learning environment based upon

open communication, mutual respect, and non-discrimination. Our University does

not discriminate on the basis of race, sex, age, disability, veteran status, religion,

sexual orientation, color, or national origin. Any suggestions as to how to further

such a positive and open environment in this class will be appreciated and given

serious consideration.

If you are a person with a disability and anticipate needing any type of accommodation in order to participate in this class, please advise me and make appropriate arrangements with Disability Services (293-6700).

Attendance

If a student is absent from class for any reason, that student is responsible for all

work that is missed. Absences may jeopardize the student's grade in that class

or possibly the ability to continue in that class.

Torsney's Attendance Policy Statement:

I take attendance. Students may miss three classes with no repercussions though

missing any classes is discouraged. Students are responsible for all information

missed during an absence. I do not distinguish between "excused" and

"unexcused" absences, so don't bother to bring notes from doctors, receipts

from auto mechanics, etc. Students who miss four to five classes will be docked

a complete letter grade at the end of the semester. Students who miss more

than five classes will be docked two letter grades.

REQUIREMENTS

1 analytical essay (MLA style), 5-7 pages long 20%

10 2-page response papers: choose any six novels,

the film from class, and any additional three films 20%

Take-home final examination 30%

Group presentation (10% oral, 10% written) 20%

Electronic discussion list participation 10%

100%

ANALYTICAL ESSAY

The analytical essay should grow out of a personal interest or judgment but should, in its finished form, offer a way to understand the work(s) of literature under discussion. It takes as its formal model the argumentative mode, i.e., the essay should present and test a specific thesis, which, more often than not, appears early in the essay. This essay is neither a biography nor a book report. It is also not a research paper, and although you may use outside sources, I do not require them. You may respond to class discussion in the essay; however, you should not merely offer a summary of what has been presented in class. Students should remember to concentrate on the literature at hand rather than on research finding, biographical evidence, or personal experience with the reading or writing.

IMPORTANT!!!!!!

Topics for the analytical essays must be taken from the works on the syllabus. Students with questions regarding potential essay topics should feel free to consult with me.

EVALUATION

An "A" paper presents a convincing argument through the abundant use of examples from the

text. It is grammatically and stylistically masterful and asks to be read and reread. Using an appropriate voice, it says perceptive things in new and striking ways.

A "B" paper is well organized and, in general, competently developed. It contains few technical errors; however, it lacks the quality of insight and ease of expression that make for an "A" paper.

A "C" paper fulfills the requirements of the assignment though is less well organized and less precise than "A" and "B" papers. Moreover, it pays less careful attention to grammatical and stylistic excellence than do papers that earn higher marks. A "C" paper may be described as "good" or "average": nothing more, nothing less.

A "D" paper isn't sure what it's doing. Its argument isn't at all clear; it makes few effective observations about the issues at hand, displaying little evidence or logic, organization, or care in writing. A "D" paper displays serious technical problems that obscure meaning.

RESPONSE PAPERS

These papers, due throughout the semester, should be thoughtful responses to the novels and films under discussion and on the additional list attached to the syllabus. They should discuss literary aspects of the novel or film in a coherent fashion, linking the works in some way to the themes of the course.

TAKE-HOME EXAMINATION

The take-home final will require you to produce two short 3-5 page essays synthesizing the material from the course and from the presentations. You will be permitted to use any books and information available to you to respond, in analytic essay form, to the questions posed.

GROUP PRESENTATION

The group presentation should reflect a semester's work on a particular subject. It will be a collaborative effort and I will require progress updates throughout the semester. Group members will be responsible for investigating the topic at hand and dividing up duties appropriately. The group project will undoubtedly require additional reading, viewing, and research. Each group will have a complete class period reserved for its presentation. Each member of the group will receive the same grade for its oral presentation. Each group member will also hand in a 3-page report on his or her specific topic.

E-MAIL DISCUSSION LIST

All students have been issued computer accounts that can be accessed either from various university computer laboratories or from home. They will be expected to participate in the lively discussion of class issues occurring over the internet on ENG294-L To subscribe to this list, prepare to send a message to <listserv@wvnvm.wvnet.edu>. Leaving the subject line blank, send the following one-line message: <sub ENG294-L your name>. You should immediately receive a welcome message and further instructions. When you post to the list, use the following address: <ENG294-L@wvnvm.wvnet.edu>.

GROUND RULES

1. I will not accept late papers.

2. There is no extra-credit work available.

3. Students will arrive on time, prepared to work, i.e., with text(s), paper, and pen in hand.

4. All out-of-class work will be word-processed or typed, double-spaced, using MLA style.

5. Students will show their classmates and the instructor the respect they demand for themselves.

6. Students who plagiarize, intentionally or not, will fail the class. I will take all action

necessary for a formal reprimand and possible dismissal from the university.

7. Students will adhere to all policies

Group presentations:

Adolescents and sci-fi: fiction and film (e.g., Star Wars, RoboCop, etc.)

Series popularity: From the Hardy Boys and Nancy Drew to Animorphs

The serial world of adolescent readers: YM, Sports Illustrated for Kids, comic books, etc.

Adolescent fiction on television: The Wonder Years, My So Called Life, Saved by the Bell, etc.

Marketing fiction to adolescents: writing for adolescents, awards, and publishing

The serious stuff: AIDS, sexual abuse, etc. in adolescent fiction

School: its history in adolescent fiction

Ideas for additional films. (You may consult with me about others you may have in mind.)

Adventures of Huckleberry Finn

Angels in the Outfield

A Tree Grows in Brooklyn

The Color Purple

Dead Poets Society

Flashdance

Little Women

The Outsiders

Powder

Reality Bites

RoboCop

The Sandlot

Sarah, Plain and Tall

School Ties

Summer of My German Soldier

To Kill a Mockingbird

Varsity Blues