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ERIC Number: ED251855
Record Type: RIE
Publication Date: 1984-Oct
Pages: 13
Abstractor: N/A
Reference Count: 0
Young Adult Literature: From Middle School to College.
Nugent, Susan; Nugent, Harold
Learning difficult literary concepts (such as point of view, symbolism, or internal monologue) while reading difficult and often unfamiliar content prematurely places too many demands upon middle school and high school students. Young adult literature allows students to address the demands of a new concept while reading more familiar content. One specific technique found beneficial when teaching new concepts is the double entry journal. This technique requires students to write affective responses to readings and to compare such entries with classmates. After discussion with peers and critical analysis of the literature in class discussion, students write a second journal entry synthesizing insights gained from discussion, analysis, readings, and writings. Literary concepts can be introduced during the class discussion. Because adolescent literature works are relatively short, they can be used to introduce students to the experiences of various minorities, to life in historical periods, and to different genres of adult literature. (A list of questions to consider when evaluating adolescent literature titles for classroom instruction and a list of suggested titles organized by literary elements, themes, and approaches are included.) (HTH)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Affective Response; Journal Writing; Student Journals
Note: Paper presented at the Annual Meeting of the New England Association of Teachers of English Fall Conference (Providence, RI, October 25-28, 1984).