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Evaluation Log
LIS535
Professor Perrault
*** Guidelines from page six of the syllabus; pay careful attention to the selection criteria for each of the eight books!!
***See the handout that explains each of the evaluation criteria also posted in Course Documents.
Youll use this evaluation log template to enter your analysis/comments. Full sentences are not required, strive
for purposeful points. It is a Word document such just use the enter tab to make the boxes larger.

READING LOG

40 pts./ 8 evaluations @ 5 pts. each

Due: Four (4) evaluations due by March 29th by 11:59 p.m.
Due: Four (4) evaluations due by Wednesday, May 6th by 11:59 p.m.

A template with evaluation criteria will be provided for you to use to evaluate eight of the
fourteen books you will read this semester. You will also be prompted to discuss the books both in
the small and large group discussion boards.

This activity will offer the opportunity to critical think about YA literature and integrate the
language of YA literature/programming/services. Let your knowledge and developing expertise
shine.

LIS Goal: 2,3,4

Course Learning Outcomes: 1, 2, 3, 4

guidelines for multicultural and diverse literature.

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Evaluation Criteria

Student Name: Ben Wightman

Title

A Monster Calls

Author

Patrick Ness, Jim Kay (illustrator), Siobhan Dowd (conception)

Year

2011

Awards

Carnegie Medal, Greenaway Medal, British Childrens Book of the Year, Red
House Childrens Book Award, Kitschies Red Tentacle award.

Intended age group

12+

Genre

Realistic fiction with fantasy elements

Cultural group(s)
represented

Irish and American nationalities, individuals with family members suffering

from terminal illness, friends of such individuals.
Conor OMalley protagonist a teenage boy struggling to come to terms with
his mothers terminal cancer, to relate with his distant grandmother and father,
and to escape the isolation he feels at school.

Characters

The Monster an apparition that comes in the form of a massive yew tree to
heal Conor. The extent to which the monster exists outside Conors
imagination is ambiguous. It sometimes appears to leave physical traces, but the
results of its most significant actions can be plausibly attributed to Conor.

Conors mother regrets her inability to care for Conor, and reassures him that
everything will be ok.
Conors grandmother intensely neat and practical. Conor resents her for not
taking the time to get to know him, appearing to care more for her possessions
than him, and speaking the blunt truth about his mothers condition.
Conors father absent in America since Conor was a child. Although he
temporarily returns when Conors mother takes a turn for the worse, Conor
struggles to trust him due to the quirks of his adopted culture and his apparently
greater commitment to his second family.
Lily Conors erstwhile best friend who still seeks to protect him but whom be
distances himself from for the inadvertent offense of spreading word of his
mothers condition when he wanted to keep it private.

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Setting

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Plot Summary

Relationships

Harry, Anton, and Sully bullies who torture Connor at school.

A small town in present day Ireland. While some elements of the Irish education
system may be unfamiliar to American readers, the national setting is, on the
whole, less significant than the local one. As Conors mother begins to
deteriorate, he is forced to yield his bedroom to his grandmother, who comes to
care for her. Later, after his mother is transferred to the hospital, he has to leave
his house entirely and move in with his grandmother. This loss of private space
heightens Conors feelings of discomfort. The yew tree outside Conors original
house is a symbol of hope for both Conor and his mother.
One evening Conor is awoken from a recurring nightmare by the monster, which
informs him that it has come at his call, and will tell him three stories. In
exchange, Conor must tell his own story. (It is implied that Conor will have to
vocalize the nightmare). The monsters three stories highlight the moral
ambiguity of people, the importance of belief, and the idea that problems can
always get worse. Between stories, Conor struggles to cope with his mothers
declining health, his relationships with his emotionally distant grandmother and
physically distant father, bullies at school, and bitter isolation from his best
friend Lily. In the end, Conors nightmare is revealed to be a vision of him
allowing his mother to fall off a cliff. With the monsters help, he realizes part of
him wants his mother to die, to bring an end to the uncertainty that isolates him
from everyone else. Once he comes to terms with that realization, he is prepared
to let her go.
A central issue of the story is how to relate with someone who is confronting the
terminal illness of a family member. In general, teachers and peers at school do
not know what to say to Conor. Consequently, they try to leave him alone, going
so far as to avoid holding him accountable for misbehavior. Though wellmeaning, these actions only deepen his feelings of isolation.
In addition, Conor nurses a grudge against Lily, for spreading the initial word
about his mothers condition when he wanted to keep it private. For most of the
story, Lily is unaware of Conors reason for pushing her away. As she
unsuccessfully tries to stand up for him, she struggles to understand why he
does not share or reciprocate her feelings of care.
At home, Conor is forced to balance his mothers unequivocal optimism against
the brutal practicality of his grandmother. His discomfort in trying to reconcile
these external messages is ultimately revealed to be a proxy for his conflict

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Sources of conflict

within about whether or not he believes his mother will die, and whether or not
he wants her to die.
External Aside from the monster, Conor fails to connect with the characters
around him. They consistently fail to understand the complexity of his feelings,
and he in turn seldom appreciates their flawed but well-intentioned attempts to
help. Conor also has an ongoing external conflict with Harry, Anton, and Sully.
Internal Throughout the story Conor wrestles with an internal conflict that he
cannot fully articulate. In the end, he comes to understand that he paradoxically
desires both his mothers recovery and her death.
The failure of any other character to grasp the complexity of Conors inner
conflict seems authentic, as does Conors own confusion over whether he wants
his mother to live at all costs, or reach an end to her suffering. The tentativeness
of other characters to engage with Conor is a feeling I can definitely understand.

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Authenticity/Accuracy

Insider perspective

Purpose/Themes

One element that felt slightly inauthentic was the conflict between Conor and the
trio of bullies. While it served a narrative purpose, the motivation of the bullies
was unclear. Perhaps, though, this was a byproduct of our limited point of view.
Victims cannot always understand the motivation of those who bully them, and
the narration follows Conors point of view.
The story was conceived by Siobhan Dowd, who died of cancer before the vision
could be realized.
The story was clearly conceived as a means of helping readers deal with the
experience of terminal illness. Readers with dying family members should find a
sympathetic voice, and possibly a pathway for sorting out their own maelstrom
of feelings. The rest of us gain greater perspective on what such individuals may
be feeling, and how our actions can be interpreted.

Stereotypes/Evidence
of Respect for Various
Groups

American dialect is presented as a strange quirk.

Loaded words

Nothing conspicuous.

Illustration/Photograph
Quality

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Connections to readings

Jim Kays black and white illustrations won the Greenaway Medal. However,
their placement within the story makes them easy to overlook. The majority are
of the full page variety. Thus, they are easy to skip over while moving from one
block of text to the next, particularly because the illustrations are inserted with
no regard for whether the preceding page ends with a logical break.
It is worth noting that human characters and Conors physical surroundings are
rarely illustrated. The vast majority of the pictures depict Conor and the monster
together in either the world of the monsters stories or the ambiguous semi-real
world where Conor encounters the monster at night.
The World Book article on adolescence mentioned the unusual phenomenon in
which adolescents believe their feelings are unique, despite the fact that many
others have endured similar experiences. I think this book helps break down
that illusion by revealing that loss, and the confusion surrounding it, is a
problem that many people encounter and struggle with. (Steinberg, Laurence.
"Adolescent." World Book Advanced. World Book, 2012. Web. 25 Aug. 2012.)

Thank you to the Fall 2014 LIS536 & LIS535 students for their contributions to the table, especially Joanna Battaglia

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Evaluation Criteria

Student Name: Ben Wightman

Title

The Absolutely True Diary of a Part-Time Indian

Author

Sherman Alexie, Ellen Forney (illustrator)

Year

2007

Awards

National Book Award for Young Peoples Literature, Boston Globe-Horn Book
Award, Odyssey Award

Intended age group

12+

Genre

Realistic fiction

Cultural group(s)
represented

Native Americans, White people, people with disabilities (hydrocephalus and

speech impediments)
Junior/Arnold Spirit Jr. protagonist a teenage Native American boy who
chooses to transfer from his reservation high school to a more rigorous, but
mostly-white neighboring high school in hope of attaining a better future.
Rowdy Juniors tough and imposing, but emotional best friend, who considers
Juniors decision to transfer an act of betrayal.
Juniors parents alcoholic and eccentric, but loving and willing to sacrifice to
help Junior.

Characters

Juniors grandmother wise and compassionate, she is one of the few adults in
Juniors life who does not struggle with alcohol. Nevertheless, she is killed by a
drunk driver.
Mary Runs Away Spirit Juniors older sister, who apparently gave up on her
dreams as a youth. After Junior chooses to transfer to a better school, she is
inspired to get married and move off the reservation. Shortly afterward, she and
her husband perish in an alcohol-related fire.
Gordy, Roger, and Penelope White students who are initially condescending
toward Junior before learning to respect him.

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Setting

Plot Summary

Mr. P Juniors ineffective math teacher, who encourages him to transfer to a

better school.
Wellpinit, Spokane Reservation (the Rez), Washington and Reardan,
Washington. The disparity between the two settings is an important theme of
the book. In one sense, Reardan offers opportunity while Wellpinit is perceived
as a place of stagnation and decay. Nevertheless, Wellpinit is Juniors home,
whereas he is always, to some extent, an outsider in Reardan.
Upon discovering that his high school still uses the textbook his mother had
thirty years before, Junior experiences a surge of disappointed emotion which
results in him injuring Mr. P. In the wake of the outburst, Mr. P. acknowledges
that the system has been unfair to Junior, and encourages him to transfer to
Reardan before his creative spirit is crushed as Juniors sister Marys was. Junior
follows Mr. P.s advice, despite knowing that his choice will permanently alienate
him from peers. At Reardan, Junior is initially isolated as an outsider, but
gradually begins to gain acceptance in the community. He joins the basketball

team, and ultimately leads them to a dramatic victory over Wellpinit, for which
he feels both proud and guilty. Outside school, Juniors family is ravaged by the
effects of poverty and alcoholism, which indirectly claim the lives of his
grandmother, sister, and uncle-like family friend.
As a Native American with disabilities, Junior stands out in every group he joins.
On the reservation, he is a frequent target of bullying due to his disability. When
he transfers to Reardan he is initially greeted with hostility, racism, and
indifference, before ultimately winning the respect of his white classmates. On
the reservation, his transfer is regarded as a base act of treachery.
As Junior becomes an accepted member of the Reardan community, he comes to
appreciate the common humanity of his diverse classmates. At the same time, he
struggles to reconcile the expectations of his two different worlds, hence the
part-time reference in the title.
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Relationships

Sources of conflict

Authenticity/Accuracy

Insider perspective

Purpose/Themes

Although Juniors family supports his wish to transfer to Reardan, it is clear that
they desire for him to stay with them on the reservation, particularly after
Marys departure and death, for which Junior blames himself because his leap of
faith seems to have spurred her to take action. While he does not want to
disappoint his family, Junior also feels as though his best hope for a better future
lies outside the reservation.
The relationship between Junior and Rowdy is also important. The boys have a
mutual respect and affection for each other and Rowdy is fiercely protective of
Junior. While Rowdy is deeply hurt by Juniors decision to attend school outside
the reservation, he cannot bring himself to end their friendship entirely. The
affection between Rowdy and Junior is largely expressed through indirect action,
as Rowdy is emotional, but reluctant to articulate his feelings.
The major conflict is the tug-of-war between the expectations of Juniors two
communities. A secondary conflict is the struggle of the Native American
community as a whole against the evils of poverty, despair, and alcoholism.
The gradual development of respect between Junior and his white classmates
seems authentic. Its easy to say that were all human, but usually we need to get
to know our diverse neighbors before we truly believe it. Juniors struggle to
reconcile his two communities, including his explicit confusion over the different
rules they follow (How to Fight Monsters), also seems authentic.
Some reviewers have criticized Juniors loss of three close relatives in a single
school year as unrealistic and unnecessary. To an extent I agree, but I think the
portrayal is justifiable from a writers perspective. The aim was to highlight the
devastating effects of poverty and alcoholism on Native American communities,
and Alexies narration definitely accomplishes that goal. Death is not an
uncommon result, and, while three deaths in the course of a few months is
somewhat unlikely, the need to compress the chronology to fit within the novels
limited timeline is understandable.
The story is semi-autobiographical. The basic plot comes from Alexies own
experience growing up, while certain details are amplified for effect.
The purpose of the novel is to reveal the challenges Native Americans experience
while living in modern American culture. To do so, it emphasizes both the
characteristics that make Junior as human as anybody else, and the cultural
expectations, experiences, and conditions with which his white classmates
cannot sympathize. I think both these emphases are important, because
emphasizing the differences without the similarities would cast Native
Americans as a separate, unapproachable group, rather than one that can be

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engaged with mutual respect and understanding. The development,

deterioration, and resilience of relationships is a major focus of the novel, and
the complex, nuanced interactions between characters with established
relationships are significantly different from the raw, rude exchanges of mere
acquaintances.
To a certain extent the novel reinforces stereotype of Native Americans as a
poor, alcoholic, directionless group, but it takes the time to examine why these
conditions exist and what can be done about them. Furthermore, characters who
Stereotypes/Evidence
spend substantial time together almost always learn to respect one another,
of Respect for Various
despite their differences. The most offensive statements usually come from
Groups
characters who know little about the people whom they are denigrating. The
absence of homosexual characters or characters with intellectual disabilities
somewhat explains, but does not fully justify, the unresolved use of slurs against
them.
Sexual terms and slurs against African Americans, homosexuals, and people with
disabilities typically these loaded words are spoken by young male characters.
Loaded words
While the terms may lend an air of authenticity to their conversation, this is not
the only purpose.
I glanced at Ellen Forneys illustrations, but did not find them particularly helpful
Illustration/Photograph for visualizing the action. The only character whose portrayal really stuck with
Quality
me was Mr. P. The illustrations are of good quality, but are not central to my
engagement with the book.
Junior and Rowdy represent an interesting contrast of developmental assets.
Whereas both have similar economic and ethnic backgrounds, Junior enjoys an
element of support that Rowdy lacks. The depiction of Juniors home life includes
many examples of external assets 1 (family support), 2 (positive family
communication), and 16 (high expectations). All three of these assets are lacking
Connections to readings
in Rowdys home, where he is verbally abused or ignored. It is also worth noting
that Mr. P. was concerned about Junior meeting his potential, but not Rowdy.
Rowdy also appears to lack some internal assets that Junior possesses, including
numbers 22 (school engagement), and 40 (positive view of personal future).
(40 Developmental Assets. Search Institute. Search Institute, 2007. Web.)

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Evaluation Criteria

Student Name: Ben Wightman

Title

Monster

Author

Walter Dean Myers

Year

1999

Awards

National Book Award, Printz Award, Coretta Scott King Award Honor

Intended age group

12+

Genre

Realistic fiction

Cultural group(s)
represented

African Americans, Latinos, whites

Steve Harmon a sixteen year old black youth accused of being an accomplice to
a murder.
Sandra Petrocelli the prosecuting district attorney who characterizes Steve as
a monster.
Kathy OBrien Steves lawyer, who successfully argues his cases but appears to
doubt his innocence.
James King Steves co-defendant who is accused of committing the actual
murder.

Asa Briggs Kings lawyer

Characters

Richard Bobo Evans, Osvaldo Cruz, Sal Zinzi, and Wendell Bolden criminals
called as witnesses for the state against Steve and King. Each of them received a
reduced prison sentence in exchange for their cooperation.
Mr. Sawicki Steves favorite (film club) teacher, who vouches for his character.
Steves family includes a father who begins to doubt whether he really knows
his son, a mother who is shaken by Steves predicament but never appears to
waver in her belief of his innocence, and a younger brother, Jerry, who looks up
to Steve.

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Setting

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Plot Summary

Guards, prisoners, court personnel notable for their occupation of worlds (the
outside or long-term prison) different from Steves, and their various but
ultimately indifferent assumptions about his guilt.
Harlem, New York. As was the case with A Monster Calls, the geographic location
of the story is not as important as the protagonists immediate surroundings.
Prison is a place Steve loathes, and a world apart from the outside (this
observation is most explicit in the Sunday, July 12 chapter). The two worlds
collide in the courtroom, where prisoners like Steve sit uneasily alongside
members of the public who discuss what they plan to do when they leave at the
end of the workday.
Steve is tried, and ultimately acquitted for being an accomplice (lookout) to a
robbery-murder. Most of the narrative is concerned with the competing

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Relationships

arguments of the prosecution and defense for and against Steves guilt. A clear
and definitive account of his actions on the day of the murder is never given.
Different witnesses, including Steve himself, tell contradictory stories, leaving
the question of his true innocence or guilt ambiguous. Despite its focus on the
murder and trial, the novel lacks elements of the truth is out there/whodunit
mystery genre. It is more a study of the nuances of innocence and guilt and the
psychology of the criminal justice system.
Steves relationship with his co-suspects and the other inmates in the prison is
an important theme of the story. In general, Steve is repulsed by the behavior he
witnesses in prison, and maintains his belief that he does not belong there. At
times, however, Steves private reflections indicate that, before the murder, he
looked up to King as a tough guy, and was closer to the criminal group than the
defense lawyers suggest.

Steves relationship with OBrien is also important. While she defends him
faithfully, and kindly answers his questions, she is reluctant to carry on informal
conversations with him, and draws back when he tries to hug her upon his
acquittal. This causes Steve to wonder whether she really believed in his
innocence, and how much of a monster he really seems to be.
The primary conflict is the battle between guilt and innocence, which rages both
outside Steve, in the courtroom, and within his mind. Steves narration suggests
Sources of conflict
that he was marginally involved in the crime, but never comfortable with what
he was doing. He wonders if this is enough to make him guilty, as the Petrocelli
relentlessly argues.
In an interview included at the back of my copy, Myers says that inmates have
reacted positively to the story, saying that they empathize with Steves lack of
clarity in his thinking about the crime and his culpability in it. As someone who
has served on a jury, I found the descriptions of the legal proceedings accurate,
Authenticity/Accuracy
including the small talk between lawyers and court officials during breaks.
Steves feelings about prison, and his inner conflict over his own guilt, seem
authentic to me, as does the slippery slope that brought him to the point of his
arrest.
Myers himself was never tried as a criminal. The interview at the back of my
copy reveals that he gathered his material by observing court proceedings,
Insider perspective
reading transcripts, and interviewing legal professionals, inmates, and young
men accused of crimes.
The primary theme is one of identity. Do Steves choice of associates, and his
never-fully-revealed role in the murder make him a monster, as Petrocelli
characterizes him? As Steve grapples with this question internally, OBrien fights
Purpose/Themes
an external battle to control how the jury defines Steves identity. Her goal is to
distance him from the array of criminals the prosecution calls, and cast him as a
honest boy who had nothing to do with the murder. As with most battles of
extreme arguments, Steves true identity is somewhere in the middle.
Steves African-American race is part of his identity, and OBrien briefly
Stereotypes/Evidence
discusses the role of race in the jurys perception of him. The question of
of Respect for Various
whether African-Americans receive equal justice is examined, but the novel does
Groups
not depend on it. Steves questions of identity resonate with readers from all
backgrounds.
Slurs and swear words are avoided. The most important loaded word is
monster, which is loaded primarily because of the context around it. The novel
Loaded words
asks if it is fair for a boy who made a mistake, albeit potentially a big one, to be
labeled a monster.
Illustration/Photograph Chris Myers illustrations are few and far between. Most of them are portraits of
Quality
a black youth, wearing a distinct black and white striped top. There is also one

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Connections to readings

large inset of a prison cell. The illustrations rarely have detailed backgrounds.
The focus is entirely on the youth.
The Integrity lecture mentioned stages of moral development. Many high
school students are in a stage where they are searching for absolutes and trying
to define clear standards of right and wrong. As they continue to mature, they
progress to a point where their understanding is more complex and abstract.
With Monster, I think Myers is attempting to foster that kind of moral
development through his ambiguous resolution of Steves true guilt, and the
ongoing conflict in Steves mind over whether or not the sum of his actions, some
of which are questionable and some of which are not, makes him a monster.

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Evaluation Criteria

Student Name: Ben Wightman

Title

Blink & Caution

Author

Tim Wynne-Jones

Year

2011

Awards

Arthur Ellis Award for Best Juvenile/Young Adult Crime Book, Kirkus Reviews
Best Ten Books of the Year, Green Mountain Book Award nominee

Intended age group

14+

Genre

Mystery/Realistic Fiction

Cultural group(s)
represented

Urban poor/homeless, wealthy

Brent Blink Conboy a sixteen year old boy who left home to escape his
abusive stepfather. Reckless and romantic, his nickname is derived from a facial
tic.
Kitty Caution Pettigrew a sixteen year old girl who cut herself off from her
family after accidentally shooting and killing Spence. In the beginning her
nickname is ironic, as her emotional numbness sometimes causes her to act
indifferent in the face of danger. That changes as she grows to care for Blink.
Spencer Spence Pettigrew Cautions mentor-like older brother, with whom
she was extremely close.

Characters

Jack Nevin a mining company CEO who stages his own kidnapping.
Alyson Nevin Jack Nevins daughter.
Merlin Cautions abusive, cheating, drug dealer boyfriend.
Wayne-Ray Pettigrew and Tamika Holmes Cautions cousin and Spences lover.
The Moon (Wallace), the Snake, and the Little Hulk (Tank) Nevins associates.
Tank is characterized as being particularly dangerous, but foolish.

Setting

Mother, Stepfather, Granda, Nan Members of Blinks family are generally

identified by their relationship to him. At the end of the book he chooses to live
with Nan (his grandmother) rather than go back to the abusive home of his
mother and stepfather.
Toronto and surrounding Ontario countryside. Cultural differences between the
settings are accentuated. Blink, who spent his entire life in the city, perceives the
countryside as an alien and exciting place. For Caution, it is a reminder of her
rural home. Despite the obvious differences, both settings offer a measure of
anonymity. Although Blink and Caution are both desperately wanted by certain
individuals, they are consistently able to escape notice in the anonymity of the
city crowd and the remoteness of the wilderness.
I found it interesting that, in a plot that revolves around various crimes, the
police never interact with a single character. That omission provides an implicit,

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Plot Summary

Relationships

but thought-provoking sense of perspective. The events on which the characters

and we, the readers, fixate are not considered significant enough to attract notice
from the big city authorities. It begs the question of how trivial Nevins scheme
really was in the big picture, and how many life-changing events occur all around
us in the city, just beyond our notice.
While scavenging breakfast scraps in the hall of an expensive hotel, Blink
witnesses the kidnapping of Jack Nevin. In the immediate aftermath, he steals a
Blackberry, sum of money, and family photo left behind in Nevins room. Later,
he uses the cell phone to connect with Alyson, who reveals her suspicion that the
kidnapping may have been staged. Elsewhere, Caution flees from Merlin, staying
briefly with Wayne-Ray and Tamika before crossing paths with Blink as he is en
route to meet with Alyson. Whereas Caution had been unable to get close to her
previous hosts, she bonds with Blink, and they join forces to investigate the
wilderness cabin where Alyson believes Nevin to be hiding. Upon arrival, Blink is
captured by Nevin and his associates, who reveal that they staged the
kidnapping in an attempt to fend off a hostile takeover of Nevins company. Blink
is briefly held hostage before being freed by Caution, who confronts her past by
threatening Tank with a rifle. In the end, Nevins scheme fails, and the
experience convinces both Blink and Caution to return to their families, although
they remain good friends.
Despite numerous shared characteristics (attractive, engaging, seemingly
trustworthy or treacherous in turn), Caution and Alyson develop different
relationships with Blink. The economic differences between Blink and Alyson
prevent their relationship from moving beyond the superficial. Despite fantasies
to the contrary, he is deeply aware that Alyson would not deign to contact him if
she did not need information which he alone possesses. Caution also
demonstrates a need for Blink, but in a different way. She takes strength in his
company, and the hard (albeit different) realities of their lives in the city bring
them together.
Cautions inner conflict over Spences death (see below) hampers her ability to
relate with others. Blink is the first person she meets who demonstrates a clear
need for her help, and consequently he becomes the character with whom she
relates most easily.
Caution vs. herself (Caution vs. the world) the latter conflict is rooted in the
former. Caution is described as loathing herself over her role in Spences death.
That feeling causes her to distance herself from others and engage in selfdestructive behavior. Drawing close to Blink allows Caution to let go of her guilt
over Spence (this release is described explicitly), and resume healthy
relationships with others in her family.

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Sources of conflict

Authenticity/Accuracy

Blink vs. Stepfather as the story develops, Wynne-Jones explores the causes
behind Blink and Cautions homelessness. Whereas Cautions was rooted in a
single traumatic experience, Blink left home to escape a recurring pattern of
abuse. He cannot return to such a situation, so his ultimate resolution is not to go
home, as Caution does, but to seek support from his extended family.
Poor vs. wealthy this conflict is especially evident in the Blink-centered
chapters, where Wynne-Jones uses second person narration to explore how
other characters dismiss, ignore, or prejudge him based on his appearance.
Nevin, and to a lesser extent Alyson display outright irritation at the fact that a
boy of Blinks background could become involved in their affairs.
Most characters interact in authentic ways. While Wynne-Jones second person
narration of Blinks perspective can be annoying for some readers, it allows him

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to highlight how other characters avoid and ignore him based on his appearance.
The narration also makes an excellent connection between Cautions unknown
(until the end) but traumatic past and her reluctance to open up to others. It is
one of many consistent attempts Wynne-Jones makes to illustrate why
characters engage in the actions they do. Most of the explanations that unfold
are logical and natural, and readers should come away feeling that every person
has a story to explain why he or she is where he or she is. The path taken may
not always be wise or moral, but it is understandable.

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Insider perspective

The one subplot that fails to meet achieve this standard is the central mystery.
Nevins scheme and Blinks coincidental role in it are somewhat far-fetched, and
in return for suspending their disbelief readers receive a disappointing, jargonfilled resolution. (Really, the sinister force behind everything was a group of
Japanese stock buyers?)
Wynne-Jones is currently a well-off college professor, with his own retreat in the
Canadian countryside. In that regard he is far more similar to the Nevin family
than to Blink or Caution. However, the autobiography on his website
(http://www.timwynne-jones.com/pages/autobio.html) reveals that his family
experienced swings in economic fortune when he was a child, although the low
points never reached the extreme of homelessness.
A note at the back of the book reveals that the Caution-Spence shooting plotline
was taken from the experience of a childhood friend. Pondering the shooters
thoughts and feelings in the aftermath stimulated Wynne-Jones imagination,
although he never pressed the individual for details.
I think Wynne-Jones main purpose is to show that poor and homeless people
end up in desperate situations for particular reasons, often reasons beyond their
control (cyclic abuse, emotional trauma), and that restoring healthy
relationships is the first step out of the downward spiral.

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Purpose/Themes

Stereotypes/Evidence
of Respect for Various
Groups

Loaded words

The narration also draws attention to the way well-off characters tend to
overlook their less fortunate neighbors. Both parties willfully perpetuate the
ignorance in many instances. For example, Blink wears his breakfast uniform
of stolen high-end clothes throughout the first half of the novel because he
knows it will allow him to move about the city freely while attracting less notice
from others.
Gun safety is a third theme. While Wynne-Jones is not explicit outside the closing
footnote about his support for gun control, he traces Cautions downward spiral
back to a fatal accident involving a gun.
Racial and ethnic minority characters are few and far between, although the
most important ones (Tamika and her daughter) are portrayed in a positive
light. At the beginning of the novel Blink and Caution engage in acts stereotypical
of poor people (stealing, participating in the drug trade, impulsive decisionmaking, and sexual risk-taking), but the narration deeply explores the causes
behind these behaviors, and ultimately casts both characters in a sympathetic
light as they demonstrate courage, loyalty, and thoughtfulness when the stakes
are highest.
Niven uses scumbag and other pejorative words to describe Blink, this is part
of his character. Other hardened characters use swear words freely.
There are no illustrations within the text.

Illustration/Photograph
Quality
The cover illustration depicts the forest setting, where Nivens and Cautions
secrets are hidden. Mock bullet holes draw the eye and may attract young male

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19
Connections to readings

readers, although they arguably do so somewhat misleadingly as firearms are

never discharged in the present day plot, just the flashbacks.
It may be stereotypical to say urban fiction is a natural genre for minority
characters, but one would expect two protagonists moving about the greater
Toronto area to encounter more diversity than Blink and Caution do. In this way,
the book serves as an illustration of the underrepresentation of minorities
described in the Doll reading. (Doll, Jen. The Ongoing Problem of Race in YA.
The Wire. Atlantic Media. 26 Apr 2012. Web.)

14

Evaluation Criteria

Student Name: Ben Wightman

Title

The Fault in Our Stars

Author

John Green

3
4

Year

2012

Intended age group

Buxtehuder Bulle (2012), West Australian Young Readers' Book Award

(WAYRBA) for Older Readers (2013), YALSA Teens' Top Ten Nominee (2012)
14+

Genre

Realistic fiction

Cultural group(s)
represented

People with cancer, families of people with cancer, Dutch people

Awards

Hazel Grace Lancaster A sixteen year old girl with thyroid/lung cancer. Her
illness is considered terminal, but with an unknown prognosis as drugs and
assistive devices keep her condition stable.
Augustus Gus Waters A seventeen year old boy in remission from bone
cancer, following the amputation of his right leg. His cancer returns midway
through the novel, leading to his untimely death.
Isaac A mutual friend who introduces Gus to Hazel. He loses both eyes to
cancer early in the novel.
Peter Van Houten Author of Hazels favorite book An Imperial Affliction.
Despite his insightful writing, he is a crass alcoholic with no apparent concern
for others.
8

Characters

Lidewij Vliegenthart Van Houtens compassionate personal assistant

Hazels parents. Hazels father is an emotional, but insightful man. Her mother
appears to spend all her time caring for Hazel, causing Hazel to feel guilt about
putting her mothers career on hold, and for the undue grief she will bring on the
family with her premature death.
Caroline Mathers Gus previous girlfriend, whose brain tumor made her
constantly moody and insulting the entire time he knew her (in contrast to her
previous demeanor). Gus describes the relationship as boyfriend-girlfriend
because he understands he was special to her, (she did not hate him the way
she did other people), but they never had the close relationship that Gus and
Hazel share.
Patrick the leader of Hazel and Isaacs cancer support group.

Setting

Suburban Indiana and Amsterdam, Netherlands. Amsterdam is a place of wonder

and escape. For Hazel, it represents something of an unreachable dream
(unreachable because of finances and uncertainty over whether her body can
endure the rigors of travel, but a dream because it is the only place where she
can speak face-to-face with Van Houten to learn more about An Imperial
Affliction), but she is able to go with help from Gus, and their relationship
blossoms when they arrive. This may resonate with readers who have been in a
relationship, as many couples have a similar special place where they have felt
particularly close.

15

10

11

12

Plot Summary

Relationships

Sources of conflict

The other major place of significance is the heart of Jesus, the church basement
where the cancer support group meets. In the case of Hazel, Isaac, and Gus, the
name is ironic, as none of them feel particularly close to God while attending the
support group.
Hazel and Gus meet at a cancer support group session, which Gus attended in
support of Isaac. Although initially wary, Hazel is intrigued by Gus grandiose
manner of speaking (soliloquizing) and willingness to pay attention to her.
They bond over a mutual interest in reading (An Imperial Affliction in particular),
and the fact that they can understand one anothers experiences. Despite this
attraction, Hazel is reluctant to allow herself to draw too close to Gus, because
she fears hurting him when she dies. However, their love continues to grow, to
the point that Gus uses his wish from the Genies (a Make-A-Wish parallel) to
bring Hazel to Amsterdam to meet Van Houten, who refuses to discuss AIA
except in person. Van Houten turns out to be a disappointment, but Hazel and
Gus still enjoy the trip as, for Hazel at least, it is a brief moment when she can
simply enjoy being with Gus with minimal attention to cancer-related worries.
The respite ends suddenly when Gus reveals that his cancer has returned and
spread rapidly throughout his body. He deteriorates quickly, and dies a few
months later. His Last Good Day is spent listening to Hazel and Isaac share
their eulogies for him, and Hazel later learns that he corresponded with Van
Houten from his deathbed, requesting assistance composing a eulogy for Hazel,
to let her know how much she meant to him.
Cancer plays a major role on the development of relationships within the novel.
Despite having good intentions, characters without cancer, like Hazels friend
Kaitlyn and Carolines social media connections, are portrayed as being unable
to understand the all-consuming depth of the struggle, and challenge of
confronting early mortality. To some extent, that barrier even divides the
community of cancer patients. At the cancer support group, Hazel finds it
difficult to take the experiences of individuals in remission (like Patrick)
seriously, because she feels as though they do not understand the burden of
fighting on when treatment will only delay death, not forestall it. In turn, Hazel
offers little support to individuals with shorter prognoses than hers. Before she
meets Gus, she acts as though she can offer them nothing, as healthier survivors
offer her nothing.
One major reason Hazel is drawn to Gus is because he understands her struggle,
including (perhaps most importantly) her fear of death. That understanding
allows their relationship to develop where other relationships stagnated and
faded.
The novel also explores cancers impact on a patients family and friends. As
someone who both has cancer and loves someone with cancer, Hazel has
perspective on both sides of the relationship. As a patient, she fears the impact
her death will have on her loved ones, and feels obligated to continue treatment
for their sake as much as her own. At the same time, her love of Gus helps her
understand that her part in others lives can be positive, despite the fact that it is
short, and that opening up to others is better than withdrawing in an attempt to
protect them.
Once again, cancer is the dominant driver, and it manifests itself in many
different ways:
Hazel vs. her body physical weakness, particularly lungs that suck, limits
Hazels endurance and mobility, forcing her to fight to experience pleasures like

16

the trip to Amsterdam. This conflict also applies to Gus, who is an amputee, and
Isaac, who must choose between going blind and losing his life.
Hazel vs. her mind finding reason to live in the face of imminent death is a
constant challenge for Hazel. To a certain extent she wants to stay alive for her
family, but that is an imperfect driver because even in the best case scenario she
will still die before them, meaning that her efforts just postpone the pain. Life
after death is also an ineffective driver, because she is skeptical of the existence
of God or an afterlife. She resents praise or encouragement of her fight, in part
because she is unsure what she should be fighting for.
Gus vs. his mind unlike Hazel, Gus maintains a strong sense of purpose.
However, he is frustrated by the fact that cancer seems to hold him back from
accomplishing that purpose. He believes in sacrificing himself for others, and
struggles to see his natural death as a useful form of sacrifice.
Cancer patients vs. the world the divide between these two groups is covered
in the relationships section. Isaacs rage on the night of the broken trophies is
the most visible manifestation of the conflict.

13

14

15

16

17

Authenticity/Accuracy

Insider perspective

Purpose/Themes

Stereotypes/Evidence
of Respect for Various
Groups

Loaded words

Parents vs. children at times, both Hazels parents and Gus parents question
their childrens choices. In this regard, Hazel and Gus are similar to most, if not
all young adult readers. While independence is not the main issue of the book, it
is an important underlying theme.
Of the five books I have logged so far, this has been the most difficult to gauge in
terms of authenticity. I have simply not been close enough to a young person
with terminal cancer to know. In a vacuum, I can understand how Hazel would
experience the feelings she feels, particularly in the face of her own mortality.
My belief in Jesus Christ and Heaven contrasts with Hazels agnosticism, and
accordingly, I found her ultimate conclusions about the meaning of life jarring.
Again, though I can understand how a person might reach that point even if I
dont agree with it. On the whole, I think Green does a good job conveying the
complex emotions and thoughts someone slowly dying of cancer would have.
In both the preface and concluding notes, Green stressed that the story is
entirely made up, and not derived from the life of one specific person. He drew
inspiration from many different acquaintances with cancer. One of the most
notable was a teenage girl named Esther Earl, to whom he dedicated the book.
In part, I think the book is designed to help readers understand the experiences
of people with cancer, and to show them how the illness forces people to
perceive, and proceed through life differently. In addition, it also explores larger
questions about the meaning of life and the value of relationships. For example,
it asks: if outside forces cause a loving and positive relationship to end with pain
and loss, would the individuals have been better off never knowing each other?
When all life ends in death, how do we measure the value of what was done?
Some Goodreads reviewers have identified Van Houten as a caricature of
stereotypical snobbish authors, who have little respect for the part readers play
in the construction of meaning (Cf. the Four Facets graphic we received in
Module 2). While the character does fit that stereotype, I think his primary
purpose is to represent survivors who are unable to cope with the loss of a loved
one to cancer. To fit in that role, he had to be both easily hated and difficult to
understand, and I think those requirements impacted the development of the
character than any desire of Green to comment on literary culture.
Green generally avoids profanity and slurs. Within the world of the novel, fight
functions as a loaded word, insofar as people without cancer, or with less severe

17

18

forms of cancer, use it without fully understanding its implications (keep

fighting or I admire your fight). For Hazel, fighting on means prolonging a life
of pain and disability, and sometimes she questions whether or not that is
worthwhile.
There are no illustrations. The cover art, which highlights Greens other work
Illustration/Photograph
and awards the novel has won, seems more aimed at promoting the book than
Quality
trying to illustrate a significant event or theme.
A comparative unit built around this book and A Monster Calls might be
interesting, as the two books approach the issue of cancer from different, but
interrelated points of view. How would Hazels insight help us better understand
Connors mother? How would his insight help us better understand Hazels
friends and family?

19
Connections to readings

Last year a 12th grade student of mine criticized the story for being the latest in a
series of overly-dark YA bestsellers. Her main argument was that publishers
seem to think teens are interested in other teens dying, to the point that a
bestseller always has to end with the death of a key character. It was a different
perspective on the issue than Meghan Cox Gurdon used in the Wall Street Journal
article (Gurdon concentrated more on graphic violence and profanity), but their
conclusions were the same. Not all teen literature needs to be sad and hopeless.
(Gurdon, Meghan C. Darkness Too Visible. The Wall Street Journal. Wall Street
Journal. 04 June 2011. Web.)

Thank you to the Fall 2014 LIS536 & LIS535 students for their contributions to the table, especially Joanna Battaglia

18

1
2
3
4
5
6
7

Evaluation Criteria

Student Name: Ben Wightman

Title

Bomb: The Race to Build And Steal The Worlds Most Dangerous Weapon

Author

Steve Sheinkin

Year

2012

Awards

Sibert Medal (2013), YALSA Award for Excellence in Nonfiction (2013),

Newberry Honor (2013), National Book Award Finalist for Young Peoples
Literature (2012)

Intended age group

12+

Genre

Nonfiction (Literary Nonfiction)

Cultural group(s)
represented

Scientists, Norwegians, American Communists, Germans, Russians, the WWII

generation
Harry Gold courier and spy for the Soviet Union
Otto Hahn German physicist, first person to observe nuclear fission
J. Robert Oppenheimer lead scientist on the Manhattan Project
Knut Haukelid Norwegian resistance fighter

Leslie Groves military head of the Manhattan Project

Characters

Klaus Fuchs Manhattan project scientist, Communist sympathizer from

Germany, spy for the Soviet Union
Ted Hall Manhattan project scientist, spy for the Soviet Union
Werner Heisenberg head of the German atomic research project
Harry Truman president who authorized the use of the atomic bomb
One of Sheinkins objectives is to demonstrate how the drama of nuclear
weapons is a worldwide drama that encompasses everyone, including the
reader. Accordingly, he weaves events from many different locations together,
and explains how they are all interrelated. Notable settings include:

9
Setting

10

Plot Summary

Los Alamos, NM research base for the Manhattan project; New York, NY
epicenter of Soviet espionage activity; Oak Ridge TN, Hanford, WA, University of
Chicago, Chicago, IL other locations where important Manhattan project work
was completed; Vemork, Norway heavy water factory, essential site for
German nuclear research; Hiroshima, Japan first city to be attacked with
nuclear weapons.
Less than a year prior to World War II, German physicist Otto Hahn discovered
nuclear fission, and scientists around the world quickly realized that a controlled
application of the phenomenon could tap enormous amounts of energy. The
outbreak of the war created an impetus for the United States (with support from
Britain), Germany, and the Soviet Union to assemble teams of scientists in a race
to develop Hahns observation into a decisive weapon. All over the country,

19

American science professors disappeared from their posts, as they were

recruited to take part in the secret mission. Together, they overcame numerous
technical difficulties to harness and control a nuclear chain reaction. The Soviets
were at a disadvantage because of war related damage to their infrastructure,
but they maintained an effective network of spies, centered on Klaus Fuchs and
Ted Hall, that kept them well-informed of developments in the Anglo-American
project, and allowed them to streamline the process of building their own bombs
once the war was over. The German effort depended on a single heavy water
production facility in Norway, which was decisively sabotaged on two occasions
by Knut Haukelid and his fellow resistance fighters. Despite the fact that the
United States won the race, other countries quickly acquired nuclear technology,
and made the world a far more dangerous place. The reality of this danger puts a
damper on the otherwise inspiring story of scientists coming together to achieve
their goal and help win the war.
Rather than cast his subjects as clear agents of right or wrong, Sheinkin aims to
capture the complexity of their individual loyalties. German scientists, like Hahn,
wanted to help Germany win the war, but ultimately expressed relief for failing
to create a weapon that might have resulted in greater destruction without
changing the outcome. Conversely, while Oppenheimer, Hall, and some of the
other American scientists felt proud of the part they played in the Allied victory,
they also experienced regret for the dangerous proliferation of their discovery.
The Norwegian resistance fighters operated with the knowledge that their
actions could result in the death of fellow Norwegians, either as collateral
damage or from German reprisals. In short, the story encourages the reader to
exercised nuanced moral judgment, as nearly every character forges his or her
own compromise between competing short and long term goals.

11

12

Relationships

Sources of conflict

Sheinkins portrayal of the three Western spies for the Soviet Union, Gold, Fuchs,
and Hall also highlights the complexity of individual loyalty. Each man chose to
share information for different but ultimately personal reasons. (Gold sought to
repay a favor from a Communist who helped him out during economic hard
times. Nazism pushed Fuchs, a German emigrant, to the opposite extreme of
Communism. Hall believed having a second nuclear power to counterbalance the
first was morally necessary.) In addition, the activities of the spies, and the
counterintelligence agents trying to thwart them, offer Sheinkin an opportunity
to explore the competing roles of trust and secrecy within relationships. The
belief that his concealment of his double life was destroying his family led Gold
to confess to the FBI. Hall, by contrast, trusted his wife with his secret, in the
expectation that she too would keep it. Members of the Manhattan project were
forced to exercise both trust and suspicion. They had to share ideas and be open
with one another to achieve their goal, but they also feared their discoveries
falling into the wrong hands. The experiences of both Oppenheimer and Fuchs
typify this struggle. As director, Oppenheimer contributed invaluable help and
support to virtually every other member of the team, yet wherever he went he
was followed by suspicious government agents who feared he could divulge
what he knew at any moment. Fuchs, meanwhile, spoke of compartmentalizing
his life, and separating in his own mind the physicist his coworkers should trust
from the spy they should avoid.
Axis vs. Allies the conflict between opposite sides in WWII drives the plot and
gives the reader a sense of urgency.
Trust vs. Secrecy the desire to maintain both shapes characters relationships,
and the dramatic irony of knowing who the spies/saboteurs are when characters
do not keeps the reader on edge.

20

13
14

15

16

17

18

19

Triumph vs. Disaster this question becomes a central focus at the conclusion of
the story. It begins as an internal conflict within the scientists, but Sheinkin
develops it into a universal quandary meant to challenge the reader. Should the
members of the Manhattan Project be praised for their determination,
teamwork, and ingenuity, or deplored for making the world a much less safer
place?
The nonfiction story is well-researched. Sheinkin cites an extensive list of
Authenticity/Accuracy
primary and secondary sources.
Sheinkin did not participate in the Manhattan project, nor did he personally
Insider perspective
interview or work with any of the individuals involved.
On one hand, the story is meant to convey the excitement and suspense of the
race to build the atomic bomb, and to celebrate the accomplishments of a group
Purpose/Themes
of people (dare I say, nerds) who would not normally be thought of as war
heroes. At the same time, the conclusion of the book aims to raise awareness of
the dangers of nuclear proliferation.
I did not notice any stereotypes. Sheinkin is generally careful to portray the
people about whom he writes as individuals who made their own choices, not
Stereotypes/Evidence
generic followers of a particular group. This is true of the German scientists, who
of Respect for Various
are not portrayed as stereotypical Nazis, and the members of the Soviet spy
Groups
rings, whose feelings are probed with as much, as not more detail as their
patriotic American counterparts.
None. Although the book is presented as a story Sheinkin still uses formal
Loaded words
academic language, and does not employ slang terms what would have been
applied to various groups at the time.
Photographs of key individuals and, occasionally, places are included at the
beginning of each of the books four sections. In a few instances, these
illustrations have a foreshadowing effect, as they appear before the people
Illustration/Photograph
whom they depict are introduced. There are also a few photos of the Trinity test
Quality
at the end. In that instance, the reader has already read about the details of the
test in the text, and can identify certain features in the photos that someone who
had not read the book might not pick out.
I enjoyed this book, but I noticed it lacks many of the features Welch, Rockefeller
and Hayes suggested would appeal to guys. It is about history, uses black and
white photos, has no media connections, and may lack six degrees of separation
from schoolwork. However, I do think the relatively short chapters might enable
Connections to readings
it to be a reading experience on every page, although perhaps not the extent of
something like the Guinness Book of World Records. (Welch, Rollie, Elsworth
Rockefeller and Summer Hayes. Its All About Stuff: Nonfiction and Teenage
Boys. Voya.)

21

Evaluation Criteria

Student Name: Ben Wightman

Title

Unwind

2
Connections to readings

I thought the Five Is were particularly noticeable in this book. Independence

and identity stood out especially. For most of the book, the protagonists were on
their own, fleeing from an adult world that sought to harm them. This kids
versus adults conflict may attract young teens beginning to assert their
independence from their parents (Jones, Gorman & Suellentrop, 19). The
protagonists also grappled with deeply philosophical questions about the nature
of souls and bodies, and where identity truly resides. (If every part of the body is
transferred to someone else, is the original person still alive?) Despite building
on an outlandish premise, and caricaturing both sides of the abortion debate, it
managed to address complex moral issues in a thoughtful way. At different
points, I think it would make both pro-life and pro-choice advocates
uncomfortable, which is probably the mark of a fair presentation.* Most
characters also behaved according to a complex code of integrity, such that it
was difficult to know whom to trust, or to say whom was right or wrong. Finally,
there are moments of budding romance, growing relationships (intimacy), and
development of complex understandings and beliefs (intelligence).
*Schusterman admits in a follow-up to the to the video in the Module 12/13
folder that this was intentional. You know, regardless of what your position on
the issue is and I didn't want to take a side []Do I think it's possible for a future
to be that way? I certainly hope not. I think it is a warning of what could happen
if things are left to go to extremes.
References:
Adlit. Unwound. Online video clip. YouTube. YouTube. 4 Apr. 2014. Web.
Jones, Patrick, Michele Gorman and Tricia Suellentrop. Connecting Young Adults
and Libraries 3rd Edition. New York: Neal-Schuman Publishers, 2004.

22

Evaluation Criteria

Student Name: Ben Wightman

Title

Between Shades of Gray

Connections to
readings

The YALSA Competencies for Librarians Serving Youth calls for librarians to
demonstrate an understanding of, and a respect for, diverse cultural religious,
and ethnic values. From a diversity perspective, Between Shades of Gray is a
good addition to a young adult collection because it takes place entirely in
Eastern Europe, and brings together characters of various ethnicities and
nationalities. The protagonists are all from the Baltic States, which are often
associated with Russia despite the fact that they have distinct national identities,
and a complex relationship with their neighboring colossus. Reading the book
may help teens understand a part of the world (and a part of history) about
which many Westerners are uninformed, and perhaps by extension give them a
greater appreciation for the perspective of smaller neighbors of the United
States. At the same time, it is a universal story of identity, integrity, and the
human spirit. My one concern is that the action develops somewhat slowly. The
entire plot is a journey, and Sepetys does a good job building up expectation for
the destination, but when it arrives the story ends abruptly.
The book can also serve as an unconventional, but interesting case study in
Search Institutes 40 Developmental Assets. Despite the fact that adolescents
Lina and Jonas are gradually deprived of all the advantages teens tend to take for
granted (adequate food, warm housing, privacy, education, legal rights), they still
maintain a sense of integrity and community. To an extent, this can be attributed
to the intangible assets they retain family support, positive family
communication, caring neighborhood, youth as resources, service to others,
neighborhood boundaries, high expectations, caring, equality and social justice,
and responsibility.
References:
40 Developmental Assets. Search Institute. Web.
YALSAs Competencies for Librarians Serving Youth: Young Adults Deserve the
Best. Young Adult Library Services Association. Web.