THE PLAIN JANES by Cecil Castellucci and Jim Rugg

Bibliographic Data:

Castellucci, C. & Rugg, J. (2007). The plain janes. New York: DC Comics. 1401211151. 176 p.

Summary:

 

A comic-style novel, The Plain Janes, is the journey of a high school girl whose family leaves Metro City after a bombing in which she witnesses.  Unable to find the right niche in her new school, Jane finds friendship with other misfits who ironically share the same name.  She continues to struggle to find a place to belong when she has an idea in which the four Jane’s anonymously set up art within the city which sparks interest and concern around town. 

Analysis:

According to the American Library Association (2011), graphic novels are exploding in popularity.  Librarian Esther Keller (2009) has noticed that graphic novels have pulled in students that she hasn’t seen before, including many boys.  This means that young adults will be looking to read The Plain Janes and the book’s teenage relatability, use of emotions, and easy read will resonate with readers. 

The protagonist of the story is a high school student who becomes the new girl in school.  Readers will relate with her desire to find a place to belong, whether it’s the soccer team, science club, or in this case the P.L.A.I.N (People Loving Art in Neighborhoods) Janes.  Jane’s confident rejection to be friends with the cool girl in school and her lack of confidence to talk to Damon, the guy she likes, are conflicting behaviors all teens can understand.  Jane also has caring, yet protective parents and goes outside their rules and sneaks out to conduct her art scenes with the other Janes.  Throughout it all, Jane searches to find out who she is, and in the end she finds unexpected hope and is happy to be herself.

The emotions in this story could relate to a roller coaster ride.  Jane feels hopeless, scared, untrusting, and alone after the bombing and her role in saving an unidentified man who remains comatose.  She is upset that she is moving and desperately wants control over her life – exhibited in her radical haircut, defiance of the cool crowd (and almost everything else), and her anonymous art club.  She also shows happiness, joy, and excitement with the P.L.A.I.N. Janes and their friendship as well as their plots for art. 

The final highlight of this book is the fact that it is a graphic novel.  As stated earlier, the popularity is rising.  For many readers, being able to read in one or two sittings is a positive aspect and reinforces success.  The vocabulary is simple and the flow of pictures and text is natural and easy.  In saving the best for last, the illustrations by Rugg are clear, professional, and have that specific comic book style.  Young adult readers will love it.

Reference List

American Library Association (2011). Children's graphic novel core collection. Retrieved 
           August 5, 2012 from http://www.ala.org/tools/libfactsheets/alalibraryfactsheet23

Keller, E. (2009). How graphic novels and manga are doing in middle schools. Retrieved August 4, 2012 from http://graphicnovelreporter.com/content/how-graphic-novels-and-manga-are-doing-middle-schools-roundtable

GUYS WRITE FOR GUYS READ compiled by Jon Scieszka

Bibliographic Data:

Scieszka, J. (2005). Guys write for guys read. New York: Viking. 0670060275. P 272.

Summary:

Ninety-one popular authors and illustrators, all men, have contributed stories from their childhood about growing up as a boy.  Readers, especially boys who can relate, will enjoy stories of adventure, playing pranks, embarrassing moments, difficult parents, being different, and wanting to fit in.  Pretty neat artwork is included too!

Analysis:

Guys Write for Guys Read is a nonfiction book as it provides true stories from guy authors and illustrators.  Many favorites are included such as Gary Paulsen, author of Hatchet; Dav Pilkey, author of the Captain Underpants series; and Daniel Handler, author of A Series of Unfortunate Events books. Many others will be recognized as well.  Compiler and author, Jon Scieszka, carefully gathered stories boys will love from boy’s favorite authors.  In this review, the following traits will be analyzed: audience, theme, and information, and weaknesses.

Guys.  The intended audience for this book; not boys, not men, but guys!  The connotation of the word “guys” is positive.  It makes boys feel cool, carefree, young, but not too young, and old, but not too old, like almost a man.  According to The Online Slang Dictionary (1999), the term “guy” can also refer to an expert which fits this title perfectly.  Experts on being boys write for readers who are experts at being boys and together they can share in the experience. Not only is the boy’s point of view interesting to the readers, but also the ease of reading.  The vocabulary and reading level are on point for the audience.  Also, the book includes some emotional stories but nothing too deep.  Nilsen and Donelson (2009) write that “young readers, however, are just as busy as their parents and most likely go to informative books for quick information…” (p. 285).  This book can be read in any order or readers can stop and pick back up later. Each story is about two to three pages in length, leaving no time for readers to become bored.

The theme and tone of Scieszka is one of fun, relatability, and amusement.  His goal was to reach out to a familiar demographic, give them an enjoyable glimpse into the life of a writer/illustrator, and possibly inspire readers to do something.  They may write, like Timothy Basil Ering (Triplets, p. 54) who began writing poems in fifth grade.  Readers may also be inspired to mind their mothers, unlike Jack Gantos (The Follower, p. 79) who got himself into plenty of trouble with his friend Frankie Pagoda against his mother’s directions.  Other cautionary tales include Ted Arnold’s Reading Can Be Dangerous (p. 30) and Neil Gaiman’s Why Books are Dangerous (p. 74). What’s not amusing about the family’s white cockatoo sailing right into a plate of spaghetti and meatballs, flinging sauce around the room, and sporting an orange-dyed tail for weeks?  Boys will also be nodding their heads when they read Darren Shan’s ManGuyifesto – Who We Are! (p. 217). Shan lists qualities boys can appreciate such as the noble art of wrestling and the proud, unapologetic quality of farting (p. 217 - 220).  I can see my own husband agreeing and laughing with the rest of the young readers. 

Another purpose of this book is to provide the reader with information.  Many readers may be familiar with books such as Artemis Fowl (Eoin Colfer) or Bunnicula (James Howe) but rarely familiar with the author himself.  This book is a rare look into the lives and backgrounds of these authors/illustrators.  For easy reference, Scieszka includes a contents page.  Each story also includes where the person grew up, where he lives now, and a fun fact.  It also lists three works by that creator for readers to refer to if interested in that person’s writing/artwork. 

While many of these stories are short and sweet, some are so short that they hardly give any look into the person himself.  For example, Peter Sis’ artwork (p. 200 - 201) is impressive but I cannot interpret it.  Maybe that is because I am not a boy or maybe it needed more explanation.  If I could add to this compilation, I would make the book more appealing to today’s generation.  Along with the information at the end of the story, I would have also included the author’s website, Facebook page, and/or Twitter account.  Think about it, if a reluctant reader read this book and was sparked by Gary Paulsen, he could add him to his Twitterfeed.  Then he would get comments from Gary, other things that might spark interest in the reader, and also information regarding upcoming book releases and summaries of books.  This generation is visual, adding more artwork would help but how about a picture of each of the authors?  While reading about James Howe, I was interested to know what a 6’ 2’’ man who sits like an Aunt Pricscilla looks like (p.120). Readers may also be curious about the look of adventurer Gary Paulsen, and sports writer, Rick Reilly.  It gives readers something else to relate to or use as a frame of reference. 

The weaknesses of this nonfiction piece are just possibilities that are only my opinion.  Boys of all nationalities, Native American, Hispanic, Canadian, Italian, and so on will enjoy reading about authors of the same heritage.  Whether they relate to heritage, farting, or fun friendships, there’s a writer in this book that every boy (and even girls) can relate.

Reference List

C. M. (1999). Definition of guy. Retrieved July 29, 2012 from http://onlineslangdictionary.com/meaning-definition-of/guy

Nilsen, A. P. & Donelson, K. L. (2009). Literature for today’s young adults (8^th ed.). Boston: Pearson.

MY BROTHER SAM IS DEAD by James Lincoln Collier and Christopher Collier

MY BROTHER SAM IS DEAD by James Lincoln Collier and Christopher Collier

Bibliographic Data:

Collier, J.L. & Collier, C. (2005). My brother sam is dead. New York: Four Winds Press. ISBN 0590073397. 437 pages.

Summary:

Readers of this novel will experience the Revolutionary War from Tim’s perspective as he is torn between his brother, Sam, who fights for the Rebels and his father who remains a Loyalist.  As Tim endures the family division, he tries to make sense of which cause to side with as well as longing for a purpose of his own.  When his father is taken to prison ships, Tim must find a way to become the man of the house while hoping Sam will come home to help.  Sam never makes it home but instead dies for Tim and his mother’s freedom.

Analysis:

 

Never before have I read historical fiction and gained such an accurate mental picture as I did in My Brother Sam is Dead by the Collier brothers.  Their depiction of the Revolutionary War through the eyes of a teenage boy brings history to life and makes it more accessible to those who read it.  Winner of the Newbery Honor Book Award (American, 1997) in 1975, aspects such as setting, believable characters, real emotions, worthy issues, and historical prevalence add up to a book valuable to young readers. 

 

Nilsen and Donelson (2009) state that the setting of a historical novel must be integral to the story (p. 244).  In the case of this novel, the authors give descriptive details about the place and time in history.  The main location, Redding, is described in the beginning of the war and how it changes during the war including the mood and neighborly attitudes, financial conditions, and safety.  The surroundings are also described such as the family-owned tavern, the oxen cart, weaponry, living conditions, and uniforms worn by both sides. 

Though the historical setting is important, it is Tim, the main character, who connects with readers.  He is a teenager and nearly worships his older brother Sam.  Sam is in college, attends parties, studies for a career, and to Tim he is living the dream life.  When he comes home, he tells Tim exciting stories and refers to “telling points” which leave lasting impressions on younger brother Tim.  When Sam joins the Rebel army, the brother’s relationship will go through stages of change as they become adults and make their own choices.  Throughout the novel Tim both envies and loathes Sam’s choices.  Readers will also relate to Tim through his father who remains a Loyalist and disagrees with war.  Their father is harsh on Sam and his treasonous behavior.  I picture him as a gruff man, typically distant and quiet, speaking only to shout his disagreements.  The boys’ mother’s role in the novel is that she is against the war, against death, and fears she will lose everything and everyone.  When their father is taken to a prison ship where he will eventually die, Tim is left to run the home and tavern and make decisions for not only his self, but also his mother; a characteristic young adults admire and delight in. 

Though set in the 1770s, emotions in the story are relevant to today’s young adult readers as well.  Tim idolizes his older brother, stands up for his father, craves a purpose of his own and is angry at Sam for leaving and choosing friends instead of family.  He is also confused at which side of the war he agrees with, he is curious about war-related information, and jealous that Sam went to college and war while he remains at home to care for the homestead. As is the case with war, Tim will also experience sadness, grief, loneliness, but also restoration. 

    

Due to the War on Terror characterizing the beginning of the 21^st century, today’s young adults will be able to relate to some of the war themes in this novel such as time away from family, death, and dying for freedom.  What readers may not understand is the war in one’s own backyard.  The authors provide readers with a different viewpoint; one of war on the homeland; something that has not been experienced since the mid 1800s (History.com, 1996). 

A good book for history classes as well as enjoyment because of its noble themes and realness, this book does lack the feel good “happy ending.” In the end, Tim is able to move on, move away, obtain a career, and care for his mother who still speaks joyfully of Sam.  I must admit, when I first started the book I was hoping the title was deceiving and there would be some sort of twist.  To my disappointment, war played out in the novel as it often does in real life. 

Before this book, I had a narrow picture of the American Revolutionary War.  After an engaging and emotional book, I am more educated about the conditions, feelings, and motives.  Readers will close this book having a better understanding of this time period in our nation’s history.  In the future, when I hear someone speak of the Revolution, I will picture Tim and his brother Sam!

Reference List

American Library Association. (1997). John newbery medal. Retrieved on July 20, 2012 from http://www.ala.org/awardsgrants/awards/15/winners/1975

History.com (1996). American civil war. Retrieved July 24, 2012 from http://www.history.com/topics/american-civil-war  

Nilsen, A. P. & Donelson, K. L. (2009). Literature for today’s young adults (8^th ed.). Boston: Pearson.

BASEBALL IN APRIL AND OTHER STORIES by Gary Soto

Bibliographic Data:

Soto, G. (1990). Baseball in april and other stories. San Diego: Harcourt. ISBN 0152025731. P 107.

Summary:

Baseball in April and other stories includes 11 short stories written from the viewpoints of Mexican-American preteens.  In the title story, Baseball in April, two brothers try out for the Little League team for the third year in a row.  As events of the tryouts unfold, the brothers experience anxiety, jealousy, embarrassment, pride, and hope.  When they don’t make the team, the brothers will still have a chance at playing baseball in April.

Analysis:

For more than a year Veronica wanted a Barbie.  For her birthday, she got a similar version, but not the real thing.  This storyline, among others in Soto’s award winning book, resonates among many readers.  Similar tales of a time when we have wanted something but just couldn’t get it for some reason recall in our thoughts as we read.  In addition to relating to his audience, Soto incorporates aspects of minority living and language, real life emotions and problems, and ease of reading. 

The most obvious feature of Soto’s book is the Mexican-American setting.  Set in California, the characters are of Mexican heritage and speak English with Spanish intermingled.  They eat Mexican dishes and sing Spanish songs.  And like many minorities, money is an issue for the characters in the book.  For young people, readers can either relate to this culture, know someone of this culture, or are curious about another culture. 

Each conflict Soto writes about is believable and even likely for readers to have experienced some version of it.  For example, in The Karate Kid Gilbert longs to be like the glorified movie character and signs up for karate lessons.  The lessons prove to be boring and meaningless but Gilbert is afraid his mother will be upset if she feels he has wasted her money, so he chooses to continue for six months until his freedom comes with the gym closing down.  Readers may remember taking some sort of lessons; piano, gymnastics, or tennis.  In Mother and Daughter, Yollie has to wear an old dress, dyed black, to the school dance with Ernie.  But then it starts to rain and the dye begins to drip from her dress.  Humiliated, Yollie runs all the way home where she hollers in disrespect at her mother.  How many readers haven’t been embarrassed by their parents? Readers will relate to emotions in the other stories such as anger, guilt, hope, and desperation.  In the end, each character is able to carry on with life with little trouble, despite what happened in their particular story. 

The final strength to this book is the easiness of reading it.  Eleven stories over 107 pages makes each story around 10 pages.  Readers will read with ease, glancing to the Spanish glossary at the back if needed.  Reluctant readers will experience a sense of accomplishment as they finish each short story and move with no difficulty to the next story.  Though the stories are somewhat simple, the length of each story allows Soto to move through the events quickly, leaving readers no time for monotony. 

In some cases, stories can encompass weakness within their strengths.  For this book, there is enticement in the very real, everyday conflicts written about.  The drawback is the lack of excitement and worthiness in the characters.  The characters, though heroic in their situations and still heroic to readers, are not making over-the-top contributions to society or saving their baseball team from failure.  Typically, it’s the happy endings that readers flock to, nevertheless, Baseball in April and other short stories relates to readers in ways that are real. 

THE GIRL OF FIRE AND THORNS by Rae Carson

Bibliographic Data:

Carson, R. (2011). The girl of fire and thorns. New York: Greenwillow Books. ISBN 0062026488. 437 pages.

Summary:

On her sixteenth birthday, a scared princess marries the King from a neighboring country in order to secure her father’s participation in an upcoming war.  The new queen is young, intelligent, well read, and also plump and longs for someone to really want her.  What looms within her navel is what everybody really wants.  A Godstone, placed by God to mark her as the chosen one of the century.  What comes to her involves kidnapping, escape, war, death, friendship, and love.  She will have to learn to be brave and faithful in order to fulfill her destiny. 

Analysis:

A fantasy novel, worthy of providing an escape for readers and a good-will-prevail kind of message, The Girl of Fire and Thorns takes readers on a journey of war and worth.  The story exhibits many of the qualities that a young adult novel should possess making it easy to see why reading it is so enjoyable.  Traits worthy of noting are the viewpoint, significance, optimistic plot and theme. 

The main character, Elisa, provides the reader her viewpoint as she tells her story.  She is a sixteen-year-old girl whose mother has died and her father has offered her up for marriage to make a deal.  Her new husband, the King, tends to matters that do not concern her, leaving her alone to make decisions on her own.  The viewpoint leads right into the significance of this story to readers of a young-adult age.  Readers will not only relate to her age, but also her circumstances.  Elisa is called “fat” throughout the book, enjoys eating, dresses beautifully, and has maids who do everything for her.  Maybe not always relatable, but wouldn’t all readers like maids to do everything?  I know I would!  Before her marriage, Elisa’s big decision of the day was what pastry to eat or what book to study in the monastery.  Having a Godstone within her, Elisa knew that her destiny could be much more but often doubted it.  Like all readers, deep within she wanted to be more than just ordinary. 

As the plot thickens, Elisa’s Godstone becomes the primary target of a war between countries and different cultures.  Her life is threatened but Elisa does not run.  Instead, she has to rely on her “gift” and use it to save her people.  While death and war have their place in this novel, the plot is immersed in optimistic and Godly themes.  Readers experience the transformation of Elisa from a young and uncourageous girl to a woman of heroic choices, faith, and brilliance.  Though many bearers of the Godstone do not seemingly fulfill their calling, readers will read on, knowing that the pieces will come together for Elisa. 

Though the story includes things that are not real; Godstones and sorcery, the message within is very real.  Just like in real life, Elisa is a child of God, given a gift just as we are all given gifts or talents.  And while many of us dwell on our circumstances of not being pretty enough, thin enough, smart enough or rich enough, we must be like Elisa.  We must put our inadequacies aside in order to let God show us his will and then use the gifts he has given us.  In the end, we probably will not experience a journey like Elisa’s or fire and flame sending our enemy to dust, but we will fulfill our destiny just the same if we listen to God as she listened to her Godstone.

With any book, there are weaknesses but this story made it hard for me to find one.  Reviews from individual blogs and review sites tend to note the author’s hang-up on Elisa’s oversized shape and the way she slims as the story continues (Kirkus, 2011) (Paige, 2012) (Saecker, 2011).  My thoughts are different on this issue.  Elisa desperately wanted someone to notice her and love her for her.  She found this in Humberto, a character that kidnaps her but loves her from the beginning while she is still round.  As her highness’ plate changes from porkchops and pastries to rabbit soup and dried fruit, it would be only normal that her pounds would drop away.  Even still, she makes mention that she still is not the beautiful slim shape of her sister Alodia (p. 174).  With the journey; walking, running, climbing, and trekking, Elisa also builds strength and endurance to do these things without running out of breath (p. 174).  I guess for some readers, this may hit close to home, but all humans should strive to be fit and better their selves.  Wouldn’t we want that out of our heroin?  And if it does bother the reader, she assures her guard that her figure will return when the war is over and she starts eating pastries again and he reminds her she will still be a beautiful queen (p. 378-379).  For me, this is just quality characterization; relating her to the audience and also exposing weakness allowing God to use her and his own strength to complete his will.

Reference List

    

Kirkus Reviews. (2011). The girl of fire and thorns. Retrieved July 8 2012 from http://www.kirkusreviews.com/book-reviews/rae-carson/girl-fire-and-thorns/#review

Paige, A. (2012) The girl of fire and thorns by rae carson. Retrieved July 8, 2012 from http://thescreamingnitpicker.blogspot.com/2012/02/girl-of-fire-and-thorns-by-rae-carson.html

Saecker, T. (2011). Review: The girl of fire and thorns. Retrieved July 7, 2011 from http://wakingbraincells.com/2011/12/29/review-the-girl-of-fire-and-thorns-by-rae-carson/

THE FIRST PART LAST by Angela Johnson

Bibliographic Data:

Johnson, A. (2003). The first part last. Maine: Thorndike. ISBN 0786265108. P 144.

Summary:

Sixteen-year-old Bobby has to make difficult decisions as he deals with his girlfriend Nia’s unplanned pregnancy.  Not wanting to complicate the future, the couple considers putting the baby up for adoption.  Though plans are made, sudden tragedy causes Bobby to rethink things.  In his struggle, Bobby must learn how to become a man if he wants to keep his daughter, Feather.

Analysis:

Winner of the 2004 Michael L. Printz Award for Excellence in Literature for Young Adults, The First Part Last is a story about realistic teenagers dealing with realistic problems.  The words “realistic” and “teenagers” are the large part of the success of this book but not the only characteristics.  This story is also engaging, effortless, and thought-provoking.

Engaging.  Johnson utilizes key tools to grab the reader.  Written in both present tense and switching back to how things were “before” allows the reader to gather information and make connections.  Also, the main character, Bobby, is a teenager as well as his girlfriend, Nia, and buddies, K-Boy and J.L. which teens will relate.  The characters are urban and are suggested to be African-American in heritage.  A unique aspect of this story is that the reader can picture the characters as they wish; the plot, language, and actions are similar to teenagers of many American cultures.  Readers will also like the independence that Bobby is given.  Before his daughter, Feather, is born he is often hanging out with friends and doing as he pleases.  After Feather, his mother demands he do it all on his own and Bobby is forced to figure things out for himself.  Lastly, the plot is interesting and has an unexpected twist in the end.  Young readers will enjoy reading about the pregnancy issue and will be asking themselves throughout the book, “so why does Bobby have Feather?” 

Effortless.  A quick read, readers can start and finish in one sitting and have little problem understanding the vocabulary or determining the time (then and now).  Reluctant readers will be able to easily navigate through it and will not be overwhelmed.  Though written as a problem novel over a serious issue, the conflict is easy to handle.  The book is limited on what it reveals about pregnancy and the majority of the plot is in making decisions about Feather.  Many readers will be relieved to know there are no details in the sexual actions of the couple. 

Thought-provoking theme.  For young readers and even some adult readers, the issue of an unplanned pregnancy is not something outlandish or ridiculous.  This being the case, The First Part Last is not only relatable but also provokes readers to possibly question themselves.  Perhaps it leaves readers waiting to be sexually involved until a later date or to pursue adoption rather than other options.  Maybe readers can better understand a friend, a child, or their single parent. 

Weaknesses.  I like that this book is easy to read and pre-teens can read it without being freaked out but I also question its depth.  For such a possible and difficult issue, the short chapters (one or two pages), may leave the reader not fully grasping the main characters or the graveness of the situation.  Also, caring for a baby is a job so selfless and tiring, both described in the story but not developed for the reader as it would really be in reality.  In the end, readers are relieved to visualize Bobby and Feather in Heaven, Ohio but the happy ending here felt unrealistic and pushed.   

This book definitely has an audience; both young readers and reluctant readers will put this book down having a better understanding of a teenage boy in this situation and will find pleasure in the story.  For avid readers or those falling more on the adult side of “young adult,” this story may fall short in reaching depths more accustomed to other tragic novels. 

LOOKING FOR ALASKA by John Green

LOOKING FOR ALASKA by John Green

Bibliographic Data:

Green, J. (2005). Looking for alaska. New York: Dutton. ISBN 0525475060. P 221.

Summary:

High school student, Miles (nicknamed Pudge), leaves his parents and public school for the possibilities of Culver Creek.  With his new friends brings smoking, drinking and bold pranks until one night everything changes.

Analysis:

We are all born with the desire to have a purpose.  Whether we find it or not is up to each individual.  Winner of the Michael L. Printz Award for Excellence in Young Adult Literature, Looking for Alaska (Green, 2009), is a tale of finding that purpose, or what Miles quotes from Francois Rabelais as a “Great Perhaps” (p. 5).  In this story you will not want to put down, author John Green utilizes strengths such as the theme, characters, and a worthwhile ending.  Slow-moving chapters and a lack of attention to self-destructing behaviors are identified as the weaknesses, neither of which should stop you from reading this book. 

The greatest strength of Green’s story is his use of themes and how they relate to readers.  Primary themes portrayed in the story are a search for purpose, opportunity, the choice to abide or rebel, and friendship. Readers can identify to wanting a purpose in what they do every day.  There is also great envy in Pudge’s ability to seek out unknown opportunities, purpose, and adventure.  In the story, Pudge and his friends are intellectual and value their education and grades.  This is reflected in their time spent studying and reading.  Working against that is their pull to rebel and participate in activities that are against the rules such as drinking, smoking, skipping class, and being out after curfew.  Today’s teenagers will relate to this pull of right and wrong.

Pudge’s friends include The Colonel, Alaska, Takumi, and later Lara.  It’s these friendships that will be tested in the end.  These five friends make up the main characters.  They are all high school juniors and offer the reader the viewpoint from a teenager.  They also make up different social and racial classes.  For example, The Colonel is from a single-mother household, is poor and attends on scholarship.  Pudge is from a middle-class, two-parent home and follows in his father’s footsteps.  Takumi is Japanese and Lara is Romanian.  Alaska is the troubled one, whose mother is dead and she is haunted by childhood tragedy.   Another aspect about the characters is their freedom.  Being at boarding school, there are no parents and though they answer to The Eagle, each of them are given great responsibility.  Pudge and his friends also deal with strong emotions such as grief, sadness, depression, wonder, and guilt. 

The final strength is the ending.  After suffering the death of Alaska, Pudge and The Colonel must tackle the strong emotions mentioned while also trying to find a way to cope.  For a time, the reader wonders how they can overcome such a situation.  As they investigate the tragic death, suicide lingers as an option and they will never know the truth.  And though depression, anger, guilt, and suicide may have claimed a friend, Pudge finds his strength to move on in forgiveness, avoiding self-destruction, and looking towards the beautiful.

If this book has any weaknesses, they would be the movement and the vague mention of self-destruction.  First of all, the story is set at a steady pace but does slow down to build the character’s relationships.  This issue did not bother me as I still could not put it down, but for young adults, this might be a turn off.  Secondly, the second half of the book deals with sudden death and possible suicide.  Up to this point, Alaska participates in self-destructing activities such as dangerous drinking, driving while having drunk, smoking constantly, and promiscuity.  She also has mood swings, anger issues, and extreme guilt.  We never know if Alaska is depressed but her character is definitely suffering and not getting any help for it.  The book never addresses this and even after her death, no one makes any mention of her need for help.   Though clinical help of some kind can help other young people in this situation, the lack of this being mentioned in the book does not make it any less enjoyable. 

Reference List

Nilsen, A. P. & Donelson, K.L. (2009). Literature for today’s young adults (8^th ed.). Boston: 
       Pearson.

GO ASK ALICE by Anonymous

Bibliographic Data:

Anonymous. (1971). Go ask alice. New York: Avon. 0380005239. P 189.

Summary:

Go Ask Alice is the edited diary of a young girl with a good life who gets mixed up in drugs.  Though she strives to make things better, she will take you through situations sure to make you cringe.

Analysis:

Covering topics such as drugs, sex, and runaways, Go Ask Alice has been challenged just as much as it has been praised since it was published in 1971.  So the question is what is it about this book that has made it a classic?  Though there is no set answer, certain distinctions may tell why.  The time period, author, action, authenticity, and curiosity are strengths within this work.  The narrator’s destructive behavior may be its downfall.

Set in the late 1960s, a time period of the fear of illegal drug use, pushers, and LSD (Robison, 2002), teenagers of the ‘70s across the country were having their eyes opened to the world of drugs.  Readers were able to quench their curiosity by reading the diary.  The author, or narrator, of the diary is a fifteen-year-old girl living in an educated, suburbia-like family that all readers can understand and envision.  She sheds light on drugs including LSD but also marijuana, acid, heroin, meth and terms like dope, smack, bread, barbs, and Dexies. 

The story moves quickly and the reader holds on as the narrator drowns in her own drug addiction, gets involved in distressing situations, and partakes in a tug-o-war with her own self to finally get drug free.  The fast-moving action makes it easy to read and stay involved.  Another strength of this book is its authenticity.  The front cover reads, “A Real Diary” and the preface reads, “an actual diary of a fifteen-year-old drug user.” Readers believe the diary is real and that the writer went through every emotion and every situation written.  This authentic portrayal allows the reader to feel the story and to know it could happen to them since it happened to someone else.

This leads right in to the final strength of this book.  Readers could also relate to the feelings and emotions of the young girl.  She was the new girl at school, she wanted the attention of boys, and she appreciated the escape that drugs gave her from reality.  Even 40 years later, teens can still relate to her as many suffer through difficult home situations and other tragedies, looking for an escape. 

I mentioned this book has its share of controversy.  According to the American Library Association’s list of most frequently challenged books (2011), even in 2003, over 30 years after the book’s publication, it was still number six.  Nilsen and Donelson (2009) states that young adult books of value are positive and show growth in the main character, which is where I believe this book exposes a weakness (p. 34).  Though deeply personal, this story is heartbreaking, scary, sad, lonely, and at times downright frightening.  And through it all, the reader expects the character to finally grasp the straight and narrow she longs for, only to find death from drugs awaiting at the end.  The end is a letdown; a depressed, sagging feeling left to devour the hopes we all have that there really are good people and second chances. 

So the issue facing readers, parents, and librarians today is the decision to read this book or censor.  Parents and readers must decide for themselves but the story is thought-provoking.  Even in my 20s, it scared me for myself and my daughter.  It might just be the book that a young adult needs to read in order to look for a safer escape from reality than drugs. 

Reference List

American Library Association. (2011). Frequently challenged books of the 21^st century. Retrieved from http://www.ala.org/advocacy/banned/frequentlychallenged/21stcenturychallenged#2011

Nilsen, A. P. & Donelson, K.L. (2009). Literature for today’s young adults (8^th ed.). Boston: Pearson.

Robison, Jennifer. (2002). Decades of drug use: Data from the ‘60s and ‘70s. Retrieved from http://www.gallup.com/poll/6331/decades-drug-use-data-from-60s-70s.aspx

In my failed attempts to post a review to a new page, please note that the previous review for THE OUTSIDERS as well as all upcoming posts are for my coursework through TEXAS WOMAN'S UNIVERSITY.  The course is Advanced Literature for Young Adults and will be completed in August 2012.

The OUTSIDERS by S. E. Hinton

Bibliographic Data:

Hinton, S.E. (1967). The outsiders. New York: Penguin Putnam. 014038572X. 180 p.

 
Summary:

For this group of “greasers” who think of each other as family, getting into fights with the Socs across town is unavoidable.  After a fun night goes bad, it gets even worse when someone ends up dead.  The faithful group of boys will have to stick together to make it through.

Analysis:

Published in 1967 and considered by many to be one of the original “players” in the beginning of the Young Adult book category, The Outsiders by S.E. (Susan Eloise) Hinton, remains a favorite read even 45 years later (Nilsen & Donelson, 2009).  Readers across different age groups enjoy the book because of its fast pace, viewpoint, protagonist spirit, and relatability.

The story does an incredible job at identifying and personalizing each character, the setting, and the primary issue without slowing down the story.  By page six, Hinton (1967) has already grabbed the reader’s attention; the protagonist named Ponyboy has already been in the first fight of the story.  She has also managed to thoughtfully describe the main characters, “It drives my brother Darry nuts when I do stuff like that, ‘cause I’m supposed to be smart…” and “Johnny was scared of his own shadow after that” (p. 4). The book continues to keep the reader on edge as fights, twists, and turns happen without delay.  Written in first person, the viewpoint of The Outsiders comes directly from Ponyboy as he tells the reader his account of the events that happened. 

Ponyboy exhibits a spirit that is different from the rest of his gang and is one that readers will admire.  With his parents dying and his oldest brother working long hours, Ponyboy is left to make choices and take situations on his own.  He gets plenty of help from his two brothers and fellow greasers from the gang but Ponyboy is different.  He is smart, a bookworm, dislikes fighting, and is sensitive to others.  These qualities fuel the story and in the end, he’ll get the credit.    

All of these things and more make Ponyboy and the story relatable to young readers. Ponyboy, barely a teenager himself, is surrounded by other teens throughout the book.  The plot tackles the issue of being an outsider; a poor, dirty greaser versus the rich and lucky socialite across town, an issue all young readers can identify.  The plot also highlights cultural differences like smoking at a young age, clothing differences, and even hair! “But those two girls weren’t our kind. They were tuff-looking girls – dressed sharp and really good-looking” (p. 21).  And if readers haven’t identified with these characteristics, the emotions dealt with in the book are important to this age group.  The greasers are bullied, threatened and looked down upon.  Ponyboy deals with losing his parents, dealing with a difficult oldest brother, loving his other brother, and avoiding inappropriate situations without ruining important relationships.  When the events of his life take another bad turn, Ponyboy must anxiously face sticking with his buddy and facing failure, defeat, and disappointment. 

Despite the strengths in this book, The Outsiders is not without controversy.  According to Diane Kelly for School Library Journal (2012), “some schools and libraries have banned The Outsiders for the portrayal of gang violence, underage smoking and drinking, as well as strong language/ slang and family dysfunction.”  These topics are the very things that make this story relatable but one could argue that the characters are not positive role models and that finally doing his homework after an evening brawl is not a worthwhile accomplishment.  Readers will have to decide for themselves, but for most of us, the themes of loyalty and trust win out!

Reference List

Hinton, S.E. (1967). The outsiders. New York: Penguin Putnam.

Kelly, D. (2012, April 15). Top teen titles #2 [Review of the book The Outsiders]. School Library Journal. Retrieved from http://blog.schoollibraryjournal.com/practicallyparadise/2012/04/15/top-teen-titles-2/

Nilsen, A. P. & Donelson, K.L. (2009). Literature for today’s young adults (8^th ed.). Boston:    
     Pearson.

THE BEST PART OF ME compiled and photographed by Wendy Ewald

Ewald, Wendy. ed. 2002. THE BEST PART OF ME: CHILDREN TALK ABOUT THEIR BODIES IN PICTURES AND WORDS. Hong Kong: Little, Brown. ISBN 0316703060

Review

Fifteen children write poems and paragraphs to describe their favorite part of their body.  Each written piece is accompanied by a photograph by Ewald.  The photographs are black and white, adding to the seriousness and realness of the soul behind the pictures and the words.  The tone is sincere, celebratory, and thankful.  Instead of dwelling on characteristics that are undesirable, this book focuses on the positive traits.

The initial topic is concrete as children focus on parts of their body.  But as students write and reflect on their feelings, the words become abstract.  MY HANDS written by Colette Cosner, reveals that her hands make her happy because they are the tool to turn the page of a book.  Most of the poems do not rhyme but are real and raw from the mouths babes.  Tim Mckoy does use rhyme, “Chest, chest, you’re the best/I like to rest on you, oh yes.”  Andrew Legge also uses rhyme at the end of his lines in his poem, MY WONDERFUL LEGS.  He rhymes “way” with “play” and “strong” with “long.”  In MY NECK! By Lidia Johnson, she repeats the line, “I love my neck.” Mari Garcia uses figurative language when she compares her elbow to a circle in her poem, MY ELBOW.    

For this sensitive subject, the positivity combined with the work being from children, gives readers and teachers a valuable resource for teaching multiple life lessons. 

Poetry in Action:

Introducing the Poem:  Have a large piece of paper on the board with the outline of a human body.  Give students post-its.  On the post-its, have students write their name and their favorite part of their body.  Have students place it on or near the area on the big paper at the front.  Read the poem by D. Elliot.

Follow up Activity:  If a Polaroid camera is available, take pictures of the students and the part of the body they like.  On construction paper, have students write why they like that body part.  Attach the paper to the pictures and hang somewhere for all to see.  If a camera is not available, have a large paper with the outline of a body like the one from the pre-reading activity.  Give students cut out paper for them to write their paragraph on and then attach them to the large body and hang. 

By D. Elliot

My eyes are brown and black.

Big and round.

I see lots of colors around.

I see me I see you.

I like my eyes I should not be

surprised. I see your eyes I see my eyes.

I know my eyes can see within me.

Without eyes you couldn’t see not one

tree you could see.

Not one eye you couldn’t buy.

The eye is good the eye is mad when

you are mad it can seem very

sad.

DIRTY LAUNDRY PILE selected by Paul B. Janeczko

Janeczko, Paul B. ed. (2001). DIRTY LAUNDRY PILE: POEMS IN DIFFERENT VOICES. Ill. by Melissa Sweet. New York: HarperCollins. ISBN 0688162517

Review

It’s personification to the extreme!  For this book, Janeczko selects poems written in voices of objects and creatures like washing machines, gloves, cats, and cows.  It’s not common to read about a vacuum cleaner taking revenge on everything found on the floor!  Playful illustrations compliment the out-of-the-ordinary poetry and create a tone and mood that’s carefree, fun, and light-hearted.  Common rhyme is used at the end of the sentences.  For example, in the first poem SHELL by Deborah Chandra, sentences end with “ear/where/hear.”  WINTER WIND by Judith Pacht rhymes words such as “bore/floor/door” and “play/way/stay/away.”  Author Marilyn Singer uses rhyme, repetition, adding on, assonance, and sense imagery in her poem, TURTLE IN JULY.  She uses vocabulary that makes the reader feel the hot July like “thick/sticky/icky” and the relief in a “cool pool.”  PLEA OF THE OLD HORSE ON LOOKING THROUGH THE KTICHEN WINDOW by Patricia Hubbell uses the same techniques.  She uses sense words such as “winter/warm/cold/dampness/shivering/blanket.”  The reader can really feel what the horse is going through.

The authors use different forms for the poetry.  THE MOSQUITO’S SONG by Peggy B. Leavitt is concrete as it is shaped like a mosquito.  THE VACUUM CLEANER’S REVENGE by Patricia Hubbell is written in couplets along with SCARECROW’S DREAM by Nina Nyhart.  The varied forms, characters, and approaches will hardly be noticed by readers as they delve into the charming stories of different voices!

 

Poetry in Action:

Introducing the Poem:  Ask students if they’ve ever seen a movie or television show with one of the characters being something that isn’t alive in real life.  Examples could be Spongebob or Handy Manny’s tools.  Then, explain personification.

During the reading Activity:  This book would work really well with the brown bag activity where the teacher has items in a brown bag to pull out at particular times.  These items correspond to the poems.  The teacher could have a pair of gloves, box of crayons, kite, scarecrow, small broom, and a real conch shell for students to pass around. Beside the door where students walk in the librarian or teacher could have the large items on display with big bug eyes attached for visual curiosity like a vacuum or one of the large animals in paper like the bear, cow, or whale. 

After Reading Activity:  For young students, provide large diamond shaped paper and colorful streamers and yarn for the string and help students construct a kite.  On the kite, have them write words that are associated with flying a kite like air, clouds, sky, trees, wind, string, summertime, fields, and so on.

Another activity could be to guide students through writing their own poem using personification.  Students could use paper to cut and create the character and then write their poem on the “thing” to be hung in the hallway or in library.

I’M UP HERE

By Karla Kuskin

I’m up here.

You’re down there.

And nothing in that space between us

But a mile of air.

Where I sail:

Clouds pass.

Where you run:

Green grass.

Where I float:

Birds sing.

One thin thing there is

That holds us close together:

Kite string.