Getting Beyond the Cuss Words: Using Marxism and Binary Opposition to Teach Ironman and The Catcher in the Rye

My experience as a high school teacher showed that upper track students, like those in honors and Advanced Placement classes, receive more in-depth instruction with an emphasis on critical thinking skills (see also, Applebee, 1989, 1993; Finley, 1984; author, 2004). [...]these students read a wider range of literary works, whereas students in lower track classes are often relegated to a narrow range of literature. second, as stated earlier, I was never provided with young adult novels to use with my students, novels which would have interested them and, perhaps, prompted them to participate more in class. Because lronman opens with Beau's power and control issues, the class discussion will be fresh in students' minds. According to the students, emo kids are the ones who either display mood swings and/or emotional outbursts or cut themselves. [...]young adult literature is a great hook to get students interested in and reading classic works. Because they are given a foundation of ideas, themes, and issues, the scaffold is in place for the more difficult reading. second, when teachers use literary theory, students-especially those in the lower academic tracks-are provided with higher-order and critical thinking opportunities that they might not receive.

Loại tài liệu:

Article - Bài báo

Tác giả:

Scherff, Lisa

Đề mục:

Young adult literature

Nhà xuất bản:

Assembly on Literature for Adolescents -- National Council of Teachers of English

Ngày xuất bản:

Fall 2007

Số trang/ tờ:

Định dạng:

pdf

Định danh tư liệu:

https://doi.org/10.21061/alan.v35i1.a.6

Nguồn gốc:

ALAN Review; Youngstown, Volume 36, Issue 1, Fall 2007, Pages 51-61

Liên kết:

ISSN 0882-2840

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Getting Beyond the Cuss Words: Using Marxism and Binary Opposition to Teach Ironman and The Catcher in the Rye

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