Topic 2 Post 1
In the beginning of Chapter 10, Cart (2016) provides statistics on diversity in young adult
literature. Why is this important information? Why is it important for young readers to
see characters who look like them in texts? In what ways will you think about
diversity in your own classroom?
Diversity is the most important aspect of YA literature. Students come from a variety of backgrounds
that
may not be equally represented in well-known classical literature or even mainstream YA. When I think
YA literature, I think of a few of the biggest titles: The Hunger Games, Maze Runner, Divergent, Percy
Jackson, etc. These titles feature white, heterosexual, (generally) able-bodied teenagers from lower-
middle class backgrounds. It is important for students to see characters they relate to because
otherwise
they will not be encouraged to read. If media caters to the perceived majority, even if this is not
the
majority, the media will make money at the expense of the reader who wants to connect with the media
on a deeper emotional level. Students who can connect to media will become more invested in reading.
In my future classroom, I will search for YA books that reflect an array of backgrounds, but I will also
encourage students to write about themselves. In the writing sphere, I have often read a tip to write
the book you want to read, and you will always have an audience.
Topic 2 Post 2
Read Gallo´s article on the classics. What do you think of his argument? Identify a
passage from the text that you particularly agree or disagree with and explain your
position. Be sure to document your sources correctly.
I completely agree with Gallo’s argument in “How classics create an aliterate society” (2001) that
teaching adolescents exclusively classic literature will bore them, as the material was simply not
written for teenagers. Gallo, in addition to many classmates he talks about, was turned off reading as
the literature he was taught was too stuffy and advanced for his age group. Students who are unable to
understand the material given will rely on an adult who is able to understand it to form opinions
instead of learning to analyze literature themselves. Gallo writes, “The classics are not about TEENAGE
concerns! They are about ADULT issues. Moreover, they were written for EDUCATED adults who had
the LEISURE time to read them. They were also, not incidentally, written to be ENJOYED-not
DISSECTED, not ANALYZED, and certainly not TESTED” (“How classics create an aliterate society”, 2001).
Teenagers will not relate to classics because classics are not written for teenagers. Stuffing endless
information down a student’s throat may allow them to regurgitate that information onto a test but
will not let them become independent critical thinkers.
Gallo, D. R. (2001). How classics create an aliterate society. English Journal, 90(3), 33-39.
https://lopes.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/how-classics-create-
aliterate-society/docview/237290647/se-2?accountid=7374
In the beginning of Chapter 10, Cart (2016) provides statistics on diversity in young adult
literature. Why is this important information? Why is it important for young readers to
see characters who look like them in texts? In what ways will you think about
diversity in your own classroom?
Diversity is the most important aspect of YA literature. Students come from a variety of backgrounds
that
may not be equally represented in well-known classical literature or even mainstream YA. When I think
YA literature, I think of a few of the biggest titles: The Hunger Games, Maze Runner, Divergent, Percy
Jackson, etc. These titles feature white, heterosexual, (generally) able-bodied teenagers from lower-
middle class backgrounds. It is important for students to see characters they relate to because
otherwise
they will not be encouraged to read. If media caters to the perceived majority, even if this is not
the
majority, the media will make money at the expense of the reader who wants to connect with the media
on a deeper emotional level. Students who can connect to media will become more invested in reading.
In my future classroom, I will search for YA books that reflect an array of backgrounds, but I will also
encourage students to write about themselves. In the writing sphere, I have often read a tip to write
the book you want to read, and you will always have an audience.
Topic 2 Post 2
Read Gallo´s article on the classics. What do you think of his argument? Identify a
passage from the text that you particularly agree or disagree with and explain your
position. Be sure to document your sources correctly.
I completely agree with Gallo’s argument in “How classics create an aliterate society” (2001) that
teaching adolescents exclusively classic literature will bore them, as the material was simply not
written for teenagers. Gallo, in addition to many classmates he talks about, was turned off reading as
the literature he was taught was too stuffy and advanced for his age group. Students who are unable to
understand the material given will rely on an adult who is able to understand it to form opinions
instead of learning to analyze literature themselves. Gallo writes, “The classics are not about TEENAGE
concerns! They are about ADULT issues. Moreover, they were written for EDUCATED adults who had
the LEISURE time to read them. They were also, not incidentally, written to be ENJOYED-not
DISSECTED, not ANALYZED, and certainly not TESTED” (“How classics create an aliterate society”, 2001).
Teenagers will not relate to classics because classics are not written for teenagers. Stuffing endless
information down a student’s throat may allow them to regurgitate that information onto a test but
will not let them become independent critical thinkers.
Gallo, D. R. (2001). How classics create an aliterate society. English Journal, 90(3), 33-39.
https://lopes.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/how-classics-create-
aliterate-society/docview/237290647/se-2?accountid=7374
