23 English eng Kaplan, Jeffrey Contributor <p><span style="color: rgb(85, 85, 85); font-family: Roboto, Helvetica, Arial, sans-serif; font-size: 16px;">Rubinstein-Avila underscores how in her research she discovered that publishers are reluctant to publish adolescent novels that deal with multiple, complex, realistic issues such as race relations, prejudice, discrimination, and homophobia, which are deemed of limited marketability (Taxel, 2002, 179). [...]Rubinstein-Avila insists the task for educators who promote young adult literature is to recognize that simply reading books that promote diversity is only helpful in exploring ethnocentrism, racism, and sexism when these works are read and discussed within context. [...]as the novel ends, we learn that Ponyboy, the novel's brooding and perceptive adolescent protagonist is submitting the story we have just read as make-up work for his English class. [...]Ponyboy's moral urgency to share the lessons he has learned through his experiences becomes the story of the novel and not the underlying problems of social class and economic injustice that the novel obliquely depicts. [...]as a culminating activity, Seyfried assigned his middle school students to work on their own individual, forty-panel graphic novels. [...]Rubinstein-Avila underscores how in her research she discovered that publishers are reluctant to publish adolescent novels that deal with multiple, complex, realistic issues such as race relations, prejudice, discrimination, and homophobia, which are deemed of limited marketability</span><br></p> Assembly on Literature for Adolescents -- National Council of Teachers of English Fall 2008 pdf Young adult literature Perception and Reality: Examining the Representations of Adolescents in Young Adult Fiction mixed material Assembly on Literature for Adolescents -- National Council of Teachers of English