Kennedy 1

Hannah Kennedy
Dr. Woods
ENG 425
Final Pt. 1
8/03/19

Teaching Young Adult Literature: Bridging the Gap Between Student and Teacher

Within recent years, the push for English teachers to expand the range of literature that is

being taught inside the classroom has become more evident than ever. With educational

standards becoming increasingly more difficult, the overall opinion to move away from classic

literature and move towards young adult literature is gaining both popularity as well as

convincing evidence. Within the past, teachers oftentimes chose to teach classics such as Pride

and Prejudice by Jane Austen or The Scarlet Letter by Nathaniel Hawthorne simply because of

their intricately designed diction and plot that allow readers to discover a whole new aspect of

reading, yet by doing so, they inadvertently made the mistake of teaching these classic novels to

students before they were ready to read at such a high reading level. Attempting to force students

to read literature that they are not ready for not only causes them to become bored with the

subject matter, but it also hurts their overall desire to read any sort of literature at all within the

future. However, these amazing and timeless classic novels of the past do not have to be thrown

out of the classroom, instead students could work up to their level by reading several young adult

novels beforehand that connect in both style and theme in order to scaffold their learning and to

also help them actually enjoy reading.

This topic is further discussed within an article entitled, “Promoting Young Adult

Literature: The Other “Real” Literature” which was written by Susan P. Santoli and Mary Elaine

Wagner. Both Santoli and Wagner discuss the benefits of teaching young adult literature within
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the classroom throughout the article, which can be seen when they state, “Young adult literature

can be a vehicle that allows teachers to present the same literary elements found in the classics

while engaging adolescent students in stimulating classroom discussions and assignments.

Unlike classic literature, it can foster a desire to read” (Santoli & Wagner pg. 66). They go on to

discuss how young adult literature should be both valued and respected just as classics are within

the classroom, as they can offer the same, if not more, educational benefits. Many argue against

the use of young adult literature within the classroom, saying that by tainting a student’s reading

level with literature that doesn’t require them to think as much as a piece of classic literature

would, that it would make them worse at reading and writing. However, what these people tend

to forget is that not only do many of these children enter into the classroom with a poor

background in reading and writing, but also that attempting to study a classic novel within a

classroom is both time consuming and frustrating for both the student who doesn’t understand as

well as for the teacher who must take extra time in order to dissect the novel, ending in confusion

and overall hatred from both parties.

Not only is it hard to convince students to read classic novels that they cannot understand,

but oftentimes, students end up not actually reading it anyway. Within an article entitled, “Not

Reading: The 800-Pound Mockingbird in the Classroom” which was written by William J. Broz,

the subject of the student strategy referred to as the “not reading” strategy is discussed. More

often than not, students enter into a classroom with the full intention of not actually reading the

assigned text, which Broz says is not just the student’s own fault. The main issue is not that the

students are getting out of assigned work, but it is rather that the teacher is not employing

methods to get them to do their work anyway. This can be seen within the article when Broz

states, “Some teachers use strategies that support not reading because they feel the need to

compensate for the low reading abilities of some students. But even for poor readers, not reading
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is a useless and counterproductive strategy... Differentiating texts and assignments is a better

way of addressing differences in students’ abilities” (pg. 18). In order to avoid the always

available “not reading” strategy in which students simply use the internet to look up summaries

about the book, teachers must actively employ strategies such as accommodating their needs

with young adult novels to avoid it.

In order to solve the issue of students not reading or not paying attention to classics

within the classroom, teachers must instead use young adult literature to bridge the gap. Within

an article entitled, “Teaching Young Adult Literature: YA Literature Belongs in the Classroom

Because...” which was written by Mike Roberts, the voices and opinions of actual young adult

students can be seen. Within the article, these students express why they think reading young

adult literature before trying to read a classic novel helped them to better understand the themes

and meaning of the classic novel more so than when they had to read a classic novel with no help

from the young adult novels beforehand. This can be seen within the article when one of the

students, Janet Tashjian, states, “YA Literature belongs in the classroom because a good YA

book can introduce students to parts of themselves they didn’t know existed. We all need stories

– they’re how civilizations move forward. Stories are how we learn to be human, to have

empathy, to forgive ourselves” (Pg. 89). This quote shows that students actually want to read

these novels, and that when they are paired with classic novels and scaffolded in such a way that

connecting themes can be recognized throughout each of them, then real learning and meaningful

lessons are actually being taught. The stories that people need and crave that Tashjian mentioned

within the article can be found within classic novels, but with the help of reading young adult

literature beforehand, the meaning and themes within the stories can be found much easier.

It is not that classic literature should be removed from classrooms, it is that they need to

work up to and regarded as an end goal as opposed to a first goal. Within an article entitled,
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“Young Adult Literature in the Classroom – Or is It?” which is written by John H. Bushman, the

subject of how utilizing young adult literature within the classroom is much more beneficial to

the student is discussed. Although neither classic literature or young adult literature are as

beneficial by themselves, when they are paired together, the students are able to receive the most

information and meaning as possible. Within the article, Bushman discusses these benefits of

allowing the students to read young adult literature that they actually want to read. This can be

seen when he states:

An adolescent can better relate to the characters and plot of YA novels. A youthful

protagonist with an adolescent point of view helps students make connections...They

may not seem realistic to adults, but they are very realistic to the young adults. They

offer hope to the young reader – hope that things can change, improve, succeed... And

perhaps the best reason for using young adult novels is that they keep young people

reading (pg. 40).

Bushman goes on to write about how because of this, teachers must put students on to reading

instead of turning them off of it. Young adult literature is relatable in ways that are only

understandable to them, and they contain issues that adults have seemingly forgotten about.

Being a teenager is hard. Trying to read a classic piece of literature within appropriate

knowledge and skill is hard. But allowing students to read about issues that let them understand

themselves as well as their environment, while sharpening their reading skills in such a manner

that they will eventually be able to implement the learned skills on harder novels is well worth

the effort.

However, the hard part about this as a teacher, is thinking of ways in which to implement

it into the classroom. While in concept it seems easy, to teachers who are used to the grueling
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process of trying to just teach classic novels within the class, the process of switching up their

teaching methods can be quite scary. However, within an article entitled, “Teaching Young

Adult Literature: Larry, Stargirl, and Montag: Troublemakers in the Classroom!” which was

written by Mike Roberts, the ways in which novels such as The Gospel According to Larry,

Stargirl, and Fahrenheit 451 can be paired with young adult novels is discussed. Roberts

explains the benefits of pairing these novels by explaining the relatable themes within the

classics themselves which can be seen when he states, “So while it’s clear that Larry, Stargirl,

and Montag all have a rebellious side to them, it’s also evident that what they represent connects

with the teen readers of today. Each of the three novels discussed above not only provides

students with the opportunity to read something they enjoy, but the texts also grant them the

chance to learn something about themselves and their world” (pg. 128). While teenagers may be

under the impression that classics are much different from young adult novels, this article allows

readers to see and understand the similarities and connecting themes throughout each in order to

bridge the overall gap between classroom and student.

Even though it may seem daunting, teachers must be able and willing to allow their

students to explore the world of young adult literature. If it is done correctly, the daunting

experience of reading a classic novel for a student can be lessened and used for the overall

benefit of the student. By implementing these strategies within the classroom, the student will be

able to not only achieve a better overall understanding, but also and most importantly, they may

be able to discover a love for reading that they would have not been able to without young adult

literature.
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Works Cited

Broz, William J. “Not Reading: The 800-Pound Mockingbird in the Classroom.” English
Journal, May 2011, pp. 15–20.
Bushman, John H. “Young Adult Literature in the Classroom--Or Is It?” The English Journal,
vol. 86, no. 3, 1997, pp. 35–40. JSTOR, www.jstor.org/stable/820642.
Roberts, Mike. “Teaching Young Adult Literature: Larry, Stargirl, and Montag: Troublemakers
in the Classroom!” The English Journal, vol. 100, no. 2, 2010, pp. 125–128. JSTOR,
www.jstor.org/stable/25790049.
Roberts, Mike. “Teaching Young Adult Literature: YA Literature Belongs in the Classroom
Because….” The English Journal, vol. 102, no. 5, 2013, pp. 89–90. JSTOR,
www.jstor.org/stable/24484103.

Santoli, Susan P., and Mary Elaine Wagner. “Promoting Young Adult Literature: The Other
‘Real’ Literature.” American Secondary Education, 2004, pp. 1–12.
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Hannah Kennedy
Dr. Woods
ENG 425
Final Pt. 2
8/03/19

Pairing YAL With the Classics: Fahrenheit 451’s Dystopian Themes

For my classic novel, I decided on Fahrenheit 451, which was written by Ray Bradbury.

This dystopian novel centers around a futuristic American society in which books are outlawed

and men referred to as, “firemen” are required to find and burn any and all books found. The

themes within this novel consist of an overall warning against a corrupt corporate government as

well as the dangers of conformity. Not only this, but themes such as the danger in a society that

becomes illiterate due to the coveted source of mass media and technology is warned against as

well. I chose this novel because of the relativity it has within modern day society, especially as

technology continues to become a need within the world as opposed to a luxury or want.

Classrooms are becoming increasingly less reliant on paper materials, relying instead on

classroom iPad’s or Chromebooks, which in turn encourages students to rely on technology

much like the book. The themes within this novel can be scaffolded by much more recent and

easier to read young adult novels, which will ultimately help students build on themes and ideas

found within the young adult literature and will help them immensely by the time they get to the

classic.

One example of a young adult novel that would match in terms of both theme as well as

style would be Divergent by Veronica Roth. This is also a dystopian novel that contains themes

such as the dangers in a corrupt government and how conformity or lack of diversity is bad.

Within this novel, the main character realizes her that she is different than everyone around her
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who all abide by the rules and conform to norm within their society. Ultimately, this novel shows

how going against the grain can be good, and how through her determination to be her true self,

the readers are able to recognize the bad in trying to be like everyone else. I chose this novel not

only because it contains a lot of this same themes, including futuristic elements, but also because

it allows students to recognize the importance with being themselves as opposed to the social

norm.

I also chose a young adult novel that we read within class entitled, Feed, which was

written by M.T. Anderson. This is very much related to Fahrenheit 451in both style and theme,

as Feed explores topics such as the corruption within government as well as the risks of

becoming too dependent and brainwashed by technology. The novel also highlights the problems

and dangers of losing your own personality by allowing yourself to be taken over and completely

ruled and dictated by the government as well as technology. It also contains themes such as peer

pressure and young love which can be very rampant themes within the very lives of young

adults. This makes it a good fit together as both this young adult novel and the classic,

Fahrenheit 451, each have very dark underlying themes such as death and the eventual end of

the world, making it both an impactful and interesting read.

Another novel or series that is very popular among young adults of this generation, but

that also contains dystopian and futuristic themes is The Hunger Games which was written by

Suzanne Collins. Not only does this novel relate to Fahrenheit 451 due to these themes, but much

like the other young adult novels, it also highlights the corruptness of the government as well as

what can happen when technology is taken too far. Within the novel, the main character is faced

with life changing decisions that go against her morals, but it is her ultimate decision to go against

the set ways in order to beat the system. This novel in particular also highlights the unfair

conditions of social class, which allows the reader to further see the corruptness of the
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government and those who benefit from the poor conditions of the lower classes, much like the

book burners who are paid to burn the only possessions of some people within Fahrenheit 451.

Another very popular young adult novel that relates to Fahrenheit 451 through themes

such as dystopian life as well as a corrupt government system is The Maze Runner which was

written by James Dashner. This novel highlights the corruptness of the government when the

main character of the novel realizes that him, as well of a small community of boys and one girl,

have been tricked and lied to about their existence for an experiment. Although this novel can be

taught on its own, it is the first is a small series that each go on to point out just how cruel and

deceiving the government can truly be. Although this novel contains themes such as teamwork

and young love which are not found within Fahrenheit 451, the novel does showcase a dystopian

society that seems as though it is not futuristic until the main character realizes that they are

basically inside a simulation, showing off its futuristic qualities. The overall lesson, much like the

rest of the novels, is to go against the grain and not to be like everyone else in order to not fall

victim to the same brainwashed fate as everyone else.

Although Fahrenheit 451 is very similar to these young adult novels in terms of theme

and style, it is much more difficult to read due to its dense language and confusing timespans.

However, because the young adult novels are formulated for young adults, reading them first will

allow students to be able to pick out these same themes once they arrive to the classic. These

young adult novels are designed to introduce students and young people to more complex issues

through easier reads, meaning that by the time when they arrive to the more complex classic

works, they will be familiar with the themes and will then be able to easier understand them as a

result.