Who Reads Poetry for Fun?

1. What were your reactions to reading a novel written in verse, like Make Lemonade? What do you think about this style and format for novels generally? Is there something particular about younger readers that makes this choice on an author's part appropriate or appealing?

As a teen, I have to admit I didn't read any more poetry than was required. I love imagery and all, but I didn't like poetry and found it unnecessary because I had great novels that were written in real sentences. The breaks in sentences in poems always bothered me because I would pause at the end of each line, ruining the beauty of the sentence. I felt like each line was a cliff that I fall off of to get to the next one. Now, as an English major, I make it a point to study more poetry because it is one of my weaknesses. Make Lemonade was kind of ironic because it was the story of a girl who didn't understand metaphors and imagery (think astronaut), which are essential parts of most poetry, and is written in verse. Each section of the novel tells a part of the story that actually flowed despite what to me often seems like broken sentences. The chapters didn't exactly flow together like a conventional novel. It was more episodic than narrative, which might appeal to readers who, unlike me, don't like in between details.

Novels written in verse might be appropriate for young readers because it might be less intimidating than a book of poetry, per se. It is a good way to introduce young readers to poetry. It is also another genre for them to explore amongst other new genres they are exposed to as they move on from children's literature. I don't know, maybe some of them will look at a novel in verse and feel that they are reading at a very mature level, boosting their confidence in their reading.

It All Looks the Same

First off, sorry this post is so late. I came to see if I had any comments only to discover I saved it as a draft and never posted it.

So here goes. . .

No one really says much against children's literature unless they are in a field that has something to do with child development. Children's books are cute and colorful to the average children's book viewer. Young adult literature doesn't get as many fluffy points. When I ask readers at our level (many of whom spent highschool reading what is defined as Literature) why they tend to disparage young adult literature, the main answer I get is that it all looks the same: a young teen character who either enters the book looking for answers or discovers questions about themselves and goes on a journey to figure them out. They all follow the same teen novel format. I feel that much of this attitude towards young adult literature can be blamed on marketing techniques. We ourselves have read books from a vastly different genres (adventure, historical, gay/lesbian, poetic) in this class and found that each one was a self discovery novel. Yet each author takes the idea of a young adult novel, even if they don't start out with the intention of writing young adult, and makes it his or her own.

I always enjoyed young adult literature for its purpose but never analyzed it as closely as we do in this class. Looking back at the novels that I have read, I realize how even archetypal characters are so different in each author's words. Despite marketing ploys to categorize young adult literature, each book is unique. I always appreciated the skill required to create a book for, lets face it, people who don't really read. Through our careful reading, I now better appreciate the technical skills involved in writing these books. Prevalent archetypes are so common because they are successful. They also give readers a degree of familiarity with a book that could keep them reading. However, readers wouldn't keep reading the same thing over and over again. The archetypes are not the overpowering force in these books. It's the individual skills of the authors, and the way they make the story their own by exploring topics that are relevant to young readers that keeps young adult literature going. There is much mature content in young adult literature, and dealing with such topics as part of the self discovery of a young person probably makes it easier to keep it proper for the audience the books are intended for.

Who is Bo?

I want to concentrate on Bo's place in the novel Finding H.F. Best friend to H.F., who we cast as the archetypal hero in a coming of age novel, in the first half of the novel Bo seems to be the archetypal sidekick. He is quiet and sensible and, as H.F. says, he always follows her. We get the feeling that he is sensitive to people and understands them. As Margaret put it, he seems wise. However, we don't hear much from him until the second half of the book. In this part of the book, some of us argued that we see a new Bo. I argue that the sense we get of Bo in the first half is realized. While he meets Preacher Dave and Bill and begins to believe in his hope that he can make it somewhere, he was already working towards a better life. His main role is still as H.F.'s friend. He snaps her out of her miseries and knows how to help her when she needs it. While he continues to be a support to H.F., Watts develops him as a character, making him as known to us as H.F. is.

Caldecott Medal: Reading the Pictures Too

When I say that I love being read to by a child who can't read, many people ask, "If they can't read, how are they reading to you?" It's amazing how children tell the stories they see in pictures. I know several children who don't know how to read yet who solemnly go to the library, check out picture books, and "read" them for hours, flipping each page and running their fingers along the words as they tell you the story. I once tried to take the pictures from a book without the words and came up with a story that was completely irrelevant to the actual story. Given children's interest in the pictures and their interpretation of the story from the pictures, having pictures that go with the story is important. This is true not just for children who can't read but are "reading" a story, but for children who are being read to as well as those children who can read. The pictures in a book will end up being a distraction if they are not tied in with the story.

I am sure there is a very scientific explanation for all of this. One that comes to mind is that abstract thinking develops as the child gets older, hence the gradual decrease of pictures in books for older children.

To honor the illustrators of picture books, the Caldecott Medal is an award given to a picture book published during the year. The medal is not only acknowledging great pictures, but the story being told in the pictures; the story the children (and many of us) "read." Again, Hugo Cabret comes to mind as an extreme, and amazing, form of "reading" the pictures. The Caldecott Medal isn't just a fancy seal. It is a recognition of an important part of children's literature.