MSED 7331:
Early Adolescent / Young Adult Literature
May 16 to July 14, 2007, Wednesdays 4:45-9:30 pm
Online on WebCT, except as noted
Instructor: Scott A. Beck, Ph.D.
Office: Room #4113,
Contact: (912)
681-0354, sab44@cornell.edu
Course
Catalog Description:
An in-depth study of early adolescent / young adult literature together with techniques for helping students develop both oral and written personal responses.
Course Objectives:
1. Students will read and respond to selected early adolescent/young adult literature, as well as articles and texts exploring pedagogical theory and practices in teaching such literature. (MGPO 2, 3, 5)
2. Students will complete a project: engage in an in-depth study and analysis of types of literature, engage in an in-depth study and analysis of a pedagogical theory in language arts instruction, or create a literature unit based on several works of fiction/nonfiction or of one particular author/gender . (MGPO 2, 3, 5, 8, and 9)
3. Students will demonstrate an understanding of the genres, issues, and trends associated with early adolescent/young adult literature. (MGPO 3, 5, 6, and 8)
4. Students will demonstrate an ability to integrate early adolescent/young adult literature into the total curriculum. (MGPO 8 and 16)
5. Students will become familiar with resources that help educators locate and make professional decisions about early adolescent/young adult literature. (MGPO 3, 5, 7, 16, and 18)
6. Students will read and respond to an evolving definition of literacy in a technological world. (MGPO 5, 9, and 16)
7. Students will demonstrate effective uses of written and spoken English language skills through in-class discussions, projects, and response journals. (MGPO 17, and 18)
8. Students will participate in and foster a chatting/literature circle environment that promotes flexibility, respect, enthusiasm, sensitivity to diversity, and openness to constructive criticism. (MGPO 4, 12, 17, and 18)
Text (entire class):
Monseau,
V. & Salvner, G. 200. Reading their world.
Novels (Native American Historical Fiction, entire class):
Dorris, M.
1992. Morning girl.
Dorris, M.
1996. Sees behind trees.
Novels (Migrant Farmworker Memoir/Fiction, literature
circles, read only one):
Rivera, T. 1971.
…y no se lo trago la tierra / …and the earth did not swallow him.
Ryan, P.M. 2002. Esperanza rising.
Viramontes, H. 1995. Under the feet of Jesus.
Novels (Race in Georgia Historical Fiction, entire class):
Kadohata, C. 2004. Kira-Kira.
Lester, J. 2005. Day
of tears.
Novels (Gender and Sexuality Fiction[1], literature circles, read only one):
Bauer,
M.D. 1995. Am I blue?: Coming out from the silence.
Sanchez,
A. 2003.
Rainbow boys.
Selvadurai,
S. 2005.
Swimming in the monsoon sea.
Williams,
B. 1998.
Girl walking backwards.
Course Requirements:
[NOTE: The Assignments for this course
will be assembled to serve as a PSC/NCATE Key Assessment]
CLASS Attendance
& Participation
(12.5% of
total grade)
MISSING ONE CLASS SESSION IN THIS COURSE IS EQUIVALENT TO MISSING MORE THAN AN ENTIRE WEEK OF CLASSES IN A REGULAR COURSE! Since this course is largely taught online, WebCT provides me with a wide array of statistical tools for precisely tracking and measuring your attendance and participation in the course. Whether class is online or on-campus, you should:
- complete your readings and post your reflection on the readings on-time (Monday at 4:45pm, 48 hours before class).
- respond to at least 2 of your classmate’s reflections on-time (Tuesday at 4:45pm, 24 hours before class).
- turn in any assignments before class (before Wednesday at 4:45pm).
- arrive in class or log-in to the WebCT chat room on time (Wednesday at 4:45pm).
- during class activities and chats, display a thoughtful understanding of the material read and collaborate in the discussion of any questions and topics at hand.
Your participation is not only welcome; it is absolutely necessary if this course is to be successful.
REFLECTIONS & Responses re:
(25% your
reflections,
12.5% your responses to classmate’s reflections)
The content of this course will largely be created by you and your classmates as the course progresses. Although I have posted readings and supplemental materials and have chosen books for us to read, what will matter the most will be the exchange of ideas we create as a community of learners.
As Louise Rosenblatt demonstrated many moons ago, each and every reader brings a unique combination of experiences and knowledge to the process of reading – and thus each and every one of us will produce a unique understanding of our readings. Our challenge this semester will be to articulate and explain our individual, unique understanding in interesting, provocative, and lively weekly written reflections and then respond to our classmates responses in respectful but challenging ways.
Trivial reflections and responses like: “I like it,” “You’re wrong,” or “That’s good” won’t cut it here. Simplistic statements like “I agree totally” or “What planet are you on?” are not going to move the discussion forward. We need to express ourselves in depth with detailed explanations in thoughtful language that does not offend, but also does not grant a “free pass.” If you agree with someone, tell us a good, substantive reason why you agree with them. If you disagree, think about the basis for your disagreement and articulate both the emotional and rational basis for your response. If you are torn between two points of view, tell us the pros and cons of each side of the argument as you see them.
Your weekly reflections on the readings will be posted to the specified WebCT discussion pages on Mondays at 4:45pm, 48 hours before class. These reflections should be approximately 500 words long and must include specific APA-style citations so we can find any quotes or ideas you are referencing from the readings or other sources (you do not have to include a bibliography though, unless you refer to a source outside the assigned readings for this course). The content of your reflection should focus on one or two themes that strike you as particularly surprising or challenging and that tie together at least two or three of the readings for the week. (Note: Although you are expected to do all the readings for each week, you are not expected to force your weekly reflection to link all of the readings. I would rather read a well-developed essay that outlines interesting and thoughtful connections between 2 or 3 readings than a poorly written and awkward essay that artificially tries to connect 5 or 6 readings.) You must be sure to use the subject line to create an informative and eye-catching “headline” for your reflection – a “headline” that will allow all of us to make an informed guess as to what the content of your reflection is so we can distinguish it from the 15-20 other reflections that will be posted in the same space.
AFTER you have posted your reflection, you will be expected to look at the headline / subject lines for your classmates’ weekly reflections and choose a few that capture your interest to read. After you read them, chose at least two of your classmates’ reflections to respond to. Your responses can be shorter than the reflections (let’s start with an approximate 100 word minimum). However, the responses also need to include citations and an informative headline that tells us more than “Right on!” or “You’re full of BS!” ;-) Please make sure to post your response as a reply so it will be attached to threaded to the original reflection you are commenting on.
In both your reflections and responses, don’t be afraid to incorporate your personal and professional experiences and anecdotes as a reader, writer, parent, child, student, or teacher. These experiences form the basis for our emotional responses which most often direct the path of our rational thinking. It is only by sharing these stories that we can come to understand each other and our reflections and responses.
ASSIGNMENTS
(12.5% of
total grade each)
During the course of this semester you will be expected to create four additional assignments:
1. a Favorite Poem Instructional PowerPoint
2. a Rationale Defending a Controversial EA/YA Novel/Short Story
3. a Teaching Guide linking an EA/YA Novel/Short Story with a Literature Classic or a contemporary EA/YA TV show
4. a Critical Review the books Day of Tears, Bicycle Man, and Kira-Kira
Descriptions of these assignments and rubrics for them will be posted on WebCT.
Grade
Chart:
|
Assessment |
Your Grade |
x % of Total Grade |
= Subtotal |
|
Class Attendance & Participation |
|
12.5% |
|
|
Weekly Reflection re: |
|
25% |
|
|
Weekly Responses to Classmates’ Reflections |
|
12.5% |
|
|
Favorite
Poem Instructional PowerPoint |
|
12.5% |
|
|
Teaching Guide linking YA Novel with a Literature Classic or a contemporary YA TV show |
|
12.5% |
|
|
Critical Review of Day of Tears, Bicycle Man and Kira-Kira |
|
12.5% |
|
|
Rationale Defending a Controversial YA
Novel |
|
12.5% |
|
|
Total Grade: |
|
||
Tentative
Course Schedule:
Posted separately
on WebCT
BEGINNING OF GENERAL SYLLABUS MATERIAL
Assessment:
Attendance:
Punctual attendance is mandatory. Your success in this course is dependent upon
your presence. Failure to attend all
classes and scheduled field-based responsibilities will have a severe impact on
your final course grade. Any missed
quizzes, in-class reflective writings, idea lists for team discussions, or
homework, etc. – whether due to absence, illness, tardiness, or early departure
will be recorded as zeros and cannot be made up. Any missed time during a field practicum must
be made up as soon as possible. You are
responsible for any notes, materials, or assignments missed during your
absence.
participation in WebCT
and Other Electronic instruction:
Nearly all my courses have an on-line element. You will be expected to participate in the on-line aspects of this course as specified in this syllabus, as required for specific assignments, and as explained in class or on-line. Your participation in the on-line aspects of this course will impact your grade. For example, WebCT provides me with a wide array of statistical tools for precisely tracking and measuring your participation in the course: the number of postings you make to bulletin boards and chats, the number of postings you read, the amount of time you spend reading postings, etc. Your on-line participation is not only welcome; it is absolutely necessary if this course is to be successful.
Guidelines for Preparing Assignments:
·
Assignments and
projects used to fulfill the requirements of this course are not to have been
used for the fulfillment of requirements for other courses, except as
explicitly described in the syllabus or assignments.
·
All assignments
are due on time as indicated in the course calendar.
·
Late
papers/assignments will be accepted for up to 1 week with a…
… 10 point
(1 letter grade) reduction in grade when less than 24 hours late.
… 20 point
(2 letter grades) reduction in grade when less than 1 week late.
Unless the
necessity to teach or use the assignment within a short period of time prohibits
the consideration of late work.
·
All assignments
are to be typed and stapled or bound together or submitted electronically as
specified by the instructor.
·
Each assignment
must have your name, course section and the date clearly indicated
·
Demonstrate
thoughtful reading, research, analysis and presentation in your work.
·
Your work must be
yours – write in first person when appropriate.
Share your thoughts; don’t just copy the ideas of others.
·
Avoid strings of
quotes or paraphrased material with little of substance linking and explaining
these materials. Instead, explain why
you think certain quotes are significant and/or related to each other.
·
Avoid use of the
‘generic he.’
·
Your grade will
suffer if errors (grammar, spelling, punctuation) and poor composition and
style make an assignment difficult to read.
·
Write, then edit,
re-write, then proofread, re-write again, and ask friends to edit and
proofread, and re-write yet again.
·
Make use of GSU’s
Writing Center (call 871-1413). It’s
free! They can help improve anyone’s
writing.
·
Document your
writing with bibliographies and citations using standard APA style. For
clarifications regarding APA style see: http://www2.gasou.edu/library/broch_ref/apastyle.pdf
http://webster.commnet.edu/apa/apa_index.htm
http://www.apastyle.org/elecref.html
·
Be sure to have
at least two current, electronic copies of each assignment as you work on
it. Have a backup! Computer snafus and last-minute printing
problems do not excuse late work.
Student Conduct,
Academic Honesty, Professional Standards & Program Retention:
·
All students are
expected to demonstrate professionalism and accept constructive criticism from
instructors, supervisors, and peers.
Students are expected to critically and honestly reflect upon their own
work. Students must expect and tolerate
diversity in their teaching and practicum experiences. Students must demonstrate appropriate
language and communication skills.
·
The GSU Student
Conduct Code and Regulations regarding Academic Honesty will be enforced. (See:
http://www.stp.gasou.edu/scc/index.html).
Misconduct will be reported to the Office of Judicial Affairs and can
result in severe penalties.
·
Academic honesty
is not just a nice idea, it is the rule at GSU.
Plagiarism will not be tolerated.
Plagiarism can lead to your immediate failure of this course. Plagiarism includes: using someone else’s
ideas or words without proper quotation marks and citations and/or failing to
properly cite paraphrased material.
If you think that you can plagiarize and get away with it, see: http://www.asee.org/prism/december/html/student_plagiarism_in_an_onlin.htm
·
Cheating or any
other infraction against the Student Conduct Code can lead to your immediate
failure of this course.
·
The Professional
Standards of Conduct outlined by this department will be enforced.
·
Candidates are
expected to meet all requirements for retention in their program of study and
the Teacher Education Program (TEP).
Unsuccessful progress toward meeting program objectives (including
course assessments), unsatisfactory grades/GPA, and actions found in violation
of the GSU Student Conduct Code or the Georgia PSC’s Code of Ethics can result
in non-retention in these programs.
Students with Disabilities:
If you have a
physical, psychological, and/or learning disability that might affect your
performance in this course, please contact the Student Disability Resource
Center in Hampton Hall as soon as possible. The SDRC will determine appropriate
accommodations based on testing and medical documentation.
Syllabus is subject to revision if necessary:
While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provision herein without actual notice if circumstances so warrant. Every effort will be made to keep candidates advised of such changes and information about such changes will be available at all times from the instructor. It is the responsibility of each candidate to know what changes, if any, have been made to the provisions of this syllabus and to successfully complete the requirements of this course. This syllabus may be part of a larger packet of material covering important aspects of this course and/or a block of courses.
[1] Alternative: Cohen, B.
& Lovejoy, B. 1982. Seven
daughters and seven sons.