Annotated Bibliography

Annotated Bibliography

Paterson, Katherine. (1977). Bridge to Terabithia. New York: Crowell. 0690013590

In this book, a young boy named Jesse Aarrons befriends a new girl named Leslie after she moves to his rural Virginian town. The two bond over their creativity and imagination. Playing in the woods near their homes, they invent an imaginary kingdom they call “Terabithia,” which becomes central to their friendship. They spend most of their free time playing in this imaginary land they have created, until tragedy strikes.

Readers will be drawn in by the vivid language Paterson uses throughout the novel. While potentially enjoyable for all ages, the depth of the imaginary land created by Jesse and Leslie will evoke nostalgia for a time of child-like imagination. This book also deals with the them of adolescent social anxiety and family conflicts, capturing the adolescent experience.

Koertge, Ron. (2003). Shakespeare Bats Cleanup. Cambridge, MA: Candlewick. 0763621161

This book takes the form of a series of poems written by a fictional 14-year-old named Kevin. A baseball enthusiast, Kevin has been benched by mono. Plagued with free time, he writes free-verse poetry. Through his writing, he both comes to better understand himself and the world around him. Notably, the book includes his attempts to come to terms with the death of his mother.

Through this series of poems, Koertge captures the adolescent mind through. He also constructs a vivid (though somewhat disjointed) narrative.

Fleischman, John. (2002). Phineas Gage: A Gruesome but True Story About Brain Science. Boston: Houghton Mifflin. 0618052526

This non-fiction book documents the gruesome accident of railroad worker Phineas Gage. While laying railroad ties, an explosion sent a metal bar through Gage's skull, damaging his brain. Gage survived the accident, but suffered significant changes in his personality as a result of the damage to his brain. This event played a key role in forming our modern understanding of how the brain works. Well illustrated with photographs, this text would be engaging to many young readers. Though the accident and some of the accompanying imagery are gruesome, this may be exciting for some students. Most importantly, this text demonstrates not just what scientists know, but how they come to know things.

O'Malley, Bryan Lee. (2004). Scott Pilgrim's Precious Little Life. Portland: Oni Press. 1932664084

In this graphic novel, socially awkard slacker Scott Pilgrim's mundane life is shaken when he meets the literal girl of his dreams, Romano Flowers. After scheming to encounter her again, he is confronted by a mysterious man. Scott and the man engage in an absurdly fantastical battle filled with supernatural elements. This man was one of Ramona's ex-boyfriends. The first in the series, this novel ends with Ramona and Scott agreeing to date on the condition that Scott defeat her other ex's.

The graphic novel appropriates tropes from video games, particularly during the fight scene. Atypical in both plot and presentation, this novel may be off-putting to some. However, there is definitely an audience for this series, particularly in the form of nerds who would be familiar with both the graphic novel format and the video game-style battles which take place in this text.

Presenting today.

Presenting today.

The Hunger Games

The Hunger Games

I'm sure I'm not the first person to draw a connection between The Hunger Games and the Japanese film Battle Royale – a movie in which a class of students are forced to fight to the death. When I told a friend that I was taking this course at the start of the semester, she said, “Oh, I bet you're reading The Hunger Games, aren't you?” Somehow I had managed to avoid ever hearing about this book, even though it is apparently massively popular. When I read it, I quickly figured out why.

The book is exciting and has a powerful and compelling plot. Though the tone of the novel is inherently dark, I would draw parallels to other compelling texts such as Harry Potter; the kind of texts that make non-readers read.

That said, I'm not sure I would be comfortable incorporating this text into my classroom (though I would present it as an option for choice reading). The use of violence throughout the text, in my mind, does not serve a purpose; it is not representative of any greater political message, and it doesn't further the plot. Rather, violence – or violence and survival – forms the crux of the plot.

Perhaps this speaks to my lack of ability as a reader, but I had difficulty unpacking the text. There was an overarching theme of an over-controlling government, violating individual liberties to exert authoritarian control and exact what amounts to petty revenge in the form of making an example out of those who rebel. However, if this theme was somehow supposed to apply as a commentary on a modern-day situation, I personally had difficulties drawing any parallel.

Ultimately, what drew me in to this book were the interpersonal relationships between the characters. While others may draw on the romantic aspects of the text regarding Katniss and Peeta, I found the relationship between Katniss and Rue particularly engaging. It seemed less cliché; it wasn't a relationship born out of romance (contrived or otherwise), nor could both Katniss and Rue both win, making the allegiance futile over the long term. Yet it spoke to the desperation of human nature as well as the roll that sentimentality can play in the face of danger.

The text struck me as well written, engaging, and at times heartbreaking. This one will go on my list to read again when I can approach it for my own benefit rather than in an academic context.

The Ear, The Eye, and The Arm

The Ear, The Eye, and The Arm, like much science fiction, takes place in what could be described as a subtle dystopia. In the futuristic setting, there has been a good deal of scientific and social advancement (though they now live in a world where petroleum is so scarce that plastic is viewed as a luxury). Despite this advancement, the streets are plagued with crime and there still exists significant social inequality.

Nancy Farmer makes an interesting choice in the use of a regressed society, Resthaven, contained within walls in sort of wildlife sanctuary filled with humans. The juxtaposition of this society with the larger society forms a commentary on the conditions of the futuristic lifestyle contained within the book.

I was intrigued by the setting of The Ear, The Eye, and The Arm. The choice to use Zimbabwe struck me ass odd. It seems strange to me an American author would choose to use Zimbabwe, rather than a country she (and we, as readers) are more familiar with. Though there were some elements inherently related to African culture, the story could probably have been adapted to any other country. For me, the use of Zimbabwe didn't necessarily unlock any element of the story that couldn't have been presented in a different setting.

However, the use of Zimbabwe does serve as a commentary of by disrupting the status quo. By trivializing the role of current economic and military superpowers in the future, Farmer paints a grim picture for the fate of those nations in her depictions of economic prosperity in the setting.

The text includes elements of science fiction as well as mysticism. This mysticism at times goes unexplained, and at other times is incorporated into folkloric elements of the narrative. This mysticism explained by folklore is part of what makes the Zimbabwean setting crucial to the story telling in the few instances that it is.

The story contains themes that may seem cliché in some texts. These include adolescents feeling imposed on by the strictness of their guardians, the conflict of technology versus human spirit, and a variety of other themes not uncommon to Sci Fi. However, The Ear, The Eye, and The Arm was a refreshingly unique take on these common themes, approaching them in a manner in which they only seem cliché on careful consideration.

While this text may not be a perfect gem in the Sci Fi genre in the same manner as works by authors like Phillip K. Dick or Neil Gaiman, the same quality that keeps it from being an archetype for the genre makes it approachable for Sci Fi novices. As such, I think it would be valuable to include in a secondary education setting if appropriate the the standards and themes covered in the course.

Oppression. Language. Censorship. Voices, in many ways, was reminiscent of 1984. It seems that language has been a central theme of many of the books we have read – The Circuit, Sold, and even Looking for Alaska, and others as well . Language is empowering. In the case of Voices, the corollary is also true: Lack of language is disempowering, and that can be used to the advantage of the oppressor.

I had difficulty following the plot throughout the text. However, part of me wondered if this was intentional on behalf of author Ursula Le Guin. War is confusing and chaotic, and many people often are unaware of what is truly going on. In a real-world parallel, 92% of Afghaniadults didn't know about the terror attacks of 9/11 and about 70% of Americans thought Saddam Hussein was personally in 9/11. I'd like to think that Le Guin was trying to make a deep but subtle commentary by making the purposes of conflict and the parties involved difficult to follow. However, responding simply as a reader – especially from the perspective of a hypothetical young adult reader – the text was unenjoyable and confusing.

While the text in some ways is reminiscent of the refugee experience we have been studying in our previous units, the situation in Voices seems too ingenuine. In my view, fantasy is not an appropriate topic to communicate a certain experience. In reality, it serves better as a commentary on certain power structures. Rather than a refugee experience, I think Voices was somewhat effective in demonstrating the role that differing ideologies and beliefs play in oppression and conflict, such as those pertaining to religion within the text.
As a future educator I do have a certain affinity towards texts that present books as a form of empowerment and the formation of identity (one of the few reasons I seemed to be in the minority with a favorable view of Looking for Alaska). I enjoy positive representations of young readers within texts. However, I was unable to become immersed in the text.

Leviathan

I became immersed in Scott Westerfeld's Leviathan, but as I read, I felt it increasingly difficult to suppress the analytic, literary theory I have learned throughout my undergraduate studies. The issues of gender and class power struggles are present throughout the text. Further, the stories follow archetypes present throughout various fantasy works.

My experience with fantasy and sci-fi novels is somewhat limited. However, the “orphan protagonist who, either through fate or ambition, finds him/herself integral to a greater struggle he/she was unaware of when they set out on his/her journey, and the protagonist contributes to the struggle in a major way through his/her skillset and courage” seems to apply to both Deryn and Alek, but also Harry Potter, Frodo Baggins, Luke Skywalker, Clark Kent, and many more. Though the ending differed from the usual conclusion of the hero saving the known world (though I have not read the sequels), as I read, I couldn't help but feel as though I had read this particular story several times before.

Gender played a significant role in the text. As readers, we were shown a society in which women were prevented from taking on certain roles. Yet, Deryn desires to be a pilot in the service, and she takes on a male persona, “Dylan,” in order to accomplish this task. As the book progresses, Deryn discovers the VIP boffin who the service is escorting is in fact female. These elements of gender within the power system present in Leviathan are challenged throughout the text. I believe that this would serve as empowering to the young reader.

Not dissimilarly, Alek encounters limitations due to the circumstances of his birth as well. Though he is clearly advantaged in being male, his position in the royal lineage places him in a situation where his is unable to inherit the throne, but is continually taunted by its closeness. Alek too, in a way, challenges this limitation in his desire for power.

Beyond gender, the novel addresses the issue of class. Alek, brought up in privilege and with significant private education, was raised in a household that valued education. His father thought that all the citizens should be educated. Yet despite this, Alek is plagued by a degree of elitism as he makes his escape from possible persecution, viewing the common people with contempt during his first interactions with them, despite the fact that he is the one who is unable to function in society, failing to purchase parts from a shop or even acquire a newspaper without drawing conflict and unnecessary attention. Yet through the text, Alek appears to learn some humility as his situation has made it advantageous to present himself as a commoner.

The two protagonists predicaments disempower the notion of class and condemn gender discrimination while simultaneously creating a sense of encouragement towards challenging the situation of one's birth. While the purpose of introducing texts to students should not be to foster a particular morality, Leviathan is a medium for the author to critique society through what seems to be a familiar story.

Tangled Threads

My experience with Hmong culture has been limited. When I was a child, I had Hmong friends before I even knew what that term means. However, through my various courses I had learned a fair amount about the history of the Hmong people, particularly with concern towards the lack of home for an entire ethnic group.

As I read Tangled Threads: a Hmong Girl's Story, I felt as if the book tried to present me with emotions tied to that experience. I've read about these experiences in a general sense as they were reflected on in Edward Said's “Reflections on Exile,” but Tangled Threads attempts to portray these emotions in a personal aspect specific to the unique experience of a people – though I would argue it fails to do so. A the same time that the book serves to discuss what it means to be without a home, it also serves to illustrate both the discomfort and the wonder in the immersion in something new.

As in The Circuit (as well as other texts we've encountered this semester), Language once again plays a critical role in the experience of what it means to be human. Mai struggles with the conflict between assimilating into a new culture while trying to hold on to an old one. In this struggle, language plays a central role.

However, I felt difficulty becoming immersed in the text. It did not feel genuine. I've previously read Kao Kalia Yang's The Latehomecomer: A Hmong Family Memoir, and that felt in relaying an individual experience. In contrast, Tangled Threads seems to read more like an archetypical immigration story. Struggles with language, culture, religion, and finding a new home seem almost cliché when presented in this text.

If I wanted to incorporate a text about Hmong people into my class, I would prefer to use The Latehomecomer for older students rather than Tangled Threads. I don't think it has to do with whether or not the text is factually accurate (it's presented as a novel). Sold, for example, felt genuine in capturing the experience of a young girl being taken from her home and experiencing significant trauma. Unfortunately, Tangled Threads did not connect with me in the same way.