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.

EVERY THING ON IT by Shel Silverstein

Silverstein, Shel. 2011. EVERY THING ON IT. New York: HarperCollins. ISBN 9780061998164

Review

B

eloved author, Shel Silverstein left behind over 1,500 poems never published when he passed away in 1999.  According to NPR Books, members of his family met together to determine the best 145 to include in this new project.  The artwork is also Silverstein’s; a necessary part of keeping the work authentic to the author. 

The poetry in EVERY THING ON IT has an amusing and light-hearted mood and tone.  The poems are silly and perfect for readers of all ages. The tales are exaggerated and oftentimes funny.  For example, MER-MAID is about someone finding a mermaid who now lives in his/her sink.  GOING UP, GOING DOWN is about an alligator that eats everyone on the elevator. 

The vocabulary is for young readers but includes words that will be a stretch for beginning readers.  “Realize,” “leapt,” and “licorice” are a few examples of the more difficult words used throughout.  Rhyme is not in all poems but is exhibited in most.    Rhyme and assonance are often used together.  NEALS DEALS begins, “Neal’s deals, Neal’s deals/if you want a deal, come and see Neal/some of Neal’s deals are really steals/ and all of Neal’s deals are really unreal" and the poem continues as such.  Most of the poems are written altogether, with no white space between stanzas.  THE ROMANCE and THE CLOCKMAN are different, they are written in quatrains. 

All of the poems included can say they are written for sound.  The rhyme, rhythm, alliteration (found in RUDE RUDY REESE), and repetition (found in GROWING DOWN) make it difficult to not want to sing it or even dance and flail your arms!

Suggested use in dyslexic, remedial reading, or ESL classes:

Introducing the Poem:  Have a long, paper or cloth snake with the alphabet on the snake.  Have it hanging around the area where you will be reading.  Read the poem, OUCH! Discuss with students if they sometimes feel like they’ve been bit because reading can be so hard. 

Follow up Activity:  Read a couple of additional poems for fun, like maybe B.L…. WHAT? or FRIGHTENED.  Then, have students choose a poem from the book that they enjoy.  With materials like pipe cleaners, paper towel rolls, paper, boxes, cones, or whatever you have, have the students create something to represent their favorite poem – just like the snake does for OUCH!

OUCH!

If you’re learnin’ to read

But you haven’t learned yet,

And the B’s and the D’s

Are just givin’ you fits,

And you feel about twenty-six

Pains where you sit,

It’s that ol’ Letter Snake –

You’ve been alpha-bit.