IS "GREEN DAYS BY THE RIVER" A YOUNG ADOLESCENT TEXT?

   Micheal Anthony "Green Days By The River" is a novel which expresses a young boy's experiences while going through puberty. The main characters Shellie, Rosalie and Mr. Gidharee are introduced in a small village in Pierre Hill Tobago where the novel is set. Shellie's childhood experiences has a tremendous effect on all his associates including his parents.
   Therefore, the novel will be examined to justify whether or not it is a young adolescent literature text by firstly examining its characteristics compared to the characteristics of adolescent literature and also according to the criteria for text selection. 
   According to Britspecher (2005), the characteristics of young adolescent literature are as follows:

1. YA authors write from the viewpoint of young people.
2. "I want the credit". In many YA novels the parents or other authority figures are absent. The characters are forced to confront their problems on their own.
3. The literature is face-paced, the stories told as a frantic pace with emphasis on powerful images. 
4. YA literature involves a variety of genres and subjects, with about half being contemporary realistic fictions.
5. It includes stories about characters from many different ethnic cultural groups. The characters are no longer all white, middle class characters. There are fewer taboos about what can be included.
6. YA books are basically optimistic with characters making worthy accomplishments. The characters are faced with challenges, which earn the reader's respect, even if they don't succeed. The characters show change and growth.
7. Successful young adult novels deal with emotions that are important to young people.

   Other characteristics of YAL may include; "1. Characters and issues young adults can identify with; those issues are treated in a way that does not invalidate, minimize, or devalue them;2. Is framed in language that young readers can understand; 3. Emphasizes plot above everything else and 4. Is written for an audience of young adults" (Blasingame).
   A number of those characteristics are portrayed in the novel Green Days by The River.It is clear that the novel  was written from the point of view of young adult since it was written in the first person point of view.This is evident through the use of the pronouns such as ' I, We, She, He' throughout the novel. In addition the protagonist, Shellie, speaks of his experiences and expresses his emotions in a way in which the readers are able to see the story through his eyes. From the beginning of the novel events and occurences are concise and face pace. In chapter one, Shellie introduces himself to Mr. Gihdaree and by chapter two he was already going to the plantation with him. Soon after the beginning of the story his life takes a tramatic turn. He moves from childhood innocence to a life engulfed in adult experience. Another characteristic which the novel contains is that it consist of a variety of genres and subjects. "Green Days by the River" is one which deals with a teenager growing to maturity  and during this period of self development, adolescents are faced with social and personal issues, thus, the novel can be categorized as a problem novel.  Some themes in the novel are love, friendship, growth and death of a loved one. Furthermore, characters from different ethnic groups are introduced in the novel. Since students are now leaving in a multicultural society, student are better able to relate to the treatment of persons of different ethnic backgrounds. The novel is also based on characters and issues that young adults can identify with, especially issues which do not invalidate, minimize, or devalue them as in Shellie's case. For example, Shellie finds himself in a situation which would change his future drastically. He "fools around" with Rosalie on boxing night and now he has to get married to her because he did such. In effect Rosalie's father Mr. Gidharee planned to teach him a valuable lesson by ordering the dogs to attack him while helping out on his plantation. This did not devalue him but it was an indication to him that his actions called for that of adult responsibilities. Most importantly the novel is framed in language that young readers can understand. It is written in Standard English with a few phrases and jargons which young adults would definitely be able to understand. Moreover, during this period in teenagers lives they are also faced with some of the most emotional aspects in life. As indicated in the novel, Shellie is going through a period of 'double emotion', where he had to deal with the his father's death and the inner pain caused by love. Therefore, from my point of view  the novel, "Green Days by the River"  is a young adolescent literature text since it consists of most and maybe all the characteristics of young adolescent literature.
   Furthermore, taking students interest, personalities, experiences and abilities into consideration  Micheal Anthony wrote this novel to suit the criteria of YAL selection. When selecting YAL it is appropriate to use the thematic approach which is advantageous and beneficial to both the students and teachers. The choice of themes in the novel include current cultural and personal issues pertaining to adolescence. A.P Nelson and K.L Donelson (2009) suggested a list of a few themes in chapter 7 of their book entitled " Literature for today's young adult." They are ' Fantasy;Choices; Friendship; Values; Love and What it is like to grow old?'  They further stated that using a thematic approach work well for these reasons:

1. They promote student interest.
2. Thematic unit integrate genre.
3. They provide for reading levels.

   The reading levels and developmental levels were also considered in the novel. Simple language was used throughout the novel. The connotations and use of  vocabulary  is appropriate for students of all reading levels. At this stage of development, students are involved in aesthetic reading, therefore, the writer's choice of words proved to be worthwhile. Finally, even at this level students are still impressed with the physical appearance of a novel. This novel's physical appearance definitely appeals to one's eyes with an urge to open the book to explore its content.    
   Therefore, according to the characteristics and criteria for selecting YAL, it is evident that "Green Days by the River" is truly a young adolescent text which will prove worthwhile in the teaching of literature to students in the classroom setting at school.

Source:
http://www.breitlinks.com/my_libmedia/adolescent_lit.htm
Literature for today's young adults F.A Nelson (2009)
     

SELECTING ADOLESCENT LITERATURE

   As a student at Secondary School, i thought literature books were selected for the purpose of writing CXC. I was not really concerned about what I read at that level because they all seemed interesting enough to me. despite the fact that all the books i was exposed to depicted adolescent text, it would have been significant if I knew the real purpose for reading those books which dealt with childhood experiences, relationships and cultural events which occured during the period of publication.
   Although the selection of literature has been solely decided upon by school districts and national standards, which decides who reads what when, literature choices can be difficult. The difficulty may arise due to the examination  of why literature is taught and what is to be achieved in teaching the subject. Since students have different personalities, experiences and abilities, we must provide a wide range of literature as possible. In the selection of literature teachers need to consider text which have been commonly read by teenagers and which are based on particular theme or themes. Additionally, students developmental levels and reading levels should be adhered to in the selection of text for instruction.
   Classic text which have been part of literature for decades, for example, Shakespeare and Jane Austin classics are referred to as canonical literature. Most of these books were taught 75 years ago in public American as well as Caribbean high schools. Today teachers still experience great classroom successes when students read classics. When we teachers select texts such as literature classics, students always need to be considered because despite its relevance and interest words may not be accessible and meaningful for our students. Hence, it is important that we balance literature selections and make the right choices. English teachers still experience challenges in expanding their choice of literary canon can be relevant and valuable to our students. Our literature should reflect multicultural nature of our society. Therefore, if our literature collection does not provide a variety of forms and perspectives, then it must be supplemented with paperback books and copies of stories and poems that give students redaing experiences that reflect our lives.
   Furthermore, it is our duty as teachers to make choices by endeavoring  to control the literature program for our schools. the choices that we make are solely dependent on the fact that we have come to know the abilities and interests of our students, as well as, the units of study in which particular themes are appropriate. Additionally, the book chosen should appeal to both student and the teacher. Applebee(1996) suggested that teachers are the most significant influence on the literature canon. As newer works are infused into the curriculum a broader canon will evolve. 
   Often times grade levels are attached to a specific kind of literature. As teachers we need to iradicate this thought and consider the developmental levels of our students and what literature best meets our purpose. Herz(1996) purports that teachers need to consider students' stages of development and select text and methods that support them. Tall tales, myths and legends can be used at any grade level because readers bring different levels of sophistication to their responses. Literature study is often organized by genre but our literature is organized by historical periods. Student have little interest in literary periods and this approach relies heavily on "teacher" knowledge. 
   In addition, teachers may consider using the Thematic Approach in their literature selection. This approach may have many advantages. Several types of literature can be included providing for a vcariety of reading levels and interest. Also, the choice of themes can include current issues, developmental stages and selections from anthology. As teachers we need to rely on our own enthusiasm for a topic, when choosing a theme. Thematic units work well in classroom for both middle and high school students for several reasons:

1. They promote student interest.
2. Thematic units integrate genre.
3. They provide for different reading levels.

   Students' reading levels are rearely considered at Secondary Schools when choosing reading materials. If students are not given material that they can read their reading ability does not improve. Therefore, we Secondary School teachers need to be as concerned with reading levels as Primary School teachers because reading levels vary greastly across a grade level. We may think that reading problems are only a concern for Primary School teachers but this may cause a variety of problems at the Secondary Level. In order t make the classroom environment conducive for student success a wide variety of differnt kinds of literature shoulod be read and taught in English classrooms.
   Therefore, teachers need to be aware that text selection is highly dependent on students' ages, interest, developmental stages and grade level. This can be successful if the thematic approach as well as paying attention to students reading levels is considered.                   
  
Source: Nelson, A.P, & Donelson, K.L (2009) Literature for today's young adult.

INTEGRATING LITERATURE IN THE LANGUAGE ARTS

Integrating literature effectively in the teaching of language arts may appear to be a difficult task for an English teacher but this does not have to be the case. Different strategies may be employed for effective literature based integration; beginning from developing a safe environment for reading or literature experiences to actually developing strategies to integrate Literature in English. 

Students' ability to interpret and appreciate literature is essential for their literacy growth and development. Firstly, students' interest needs to be captivated by choosing appropriate literature text. It is important that the teacher focus on the students area of interest; what they like to read about and their concerns as an adolescent.In order to do so students should be encouraged to read for pleasure or fun. According to Ivey(2001), " In the reading for pleasure stage students build knowledge of the vast array of vocabulary, sentence structure and text conventions they need for mature reading. They also amass a priceless store of background knowledge." Furthermore, Gillet and Temple (1994) recommended that students in this stage recieve regular opportunities to read books and engage in response activities either through writing in journals or participating in group discussions. 

The standard for the English Language Arts ( International Reading Association and National Council of Teachers for English (1996) suggested categories of literature experiences they believe are useful for almost all adolescent readers. They are the opportunities to read young adult literature;opportunities for building bridges between text ; oral interpretation of literature and opportunities for responding to literature. These experiences creates an avenue for students literacy skills improvement as well as the ability to read as writers as they interpret meaning from the text.

Firstly,  when the teacher provides students with the opportunities to read young adult literature which were chosen by the students themselves this increases their language fluency, expands vocabulary and allows them to apply comprehension strategies in a context which they are likely to succeed. Also, when students are given a novel that is deliberately chosen to introduce a theme or literary technique used, this is a method called 'bridging' suggested by Herz (1996). On the other hand, oral interpretation and responding to literature allow students to construct meaning from what they have read through speaking and writing. Prolst (1996) noted the appeal of journals to initiate the purposes of talking and writing in the classroom. Talk builds the interactive society of the classroom as well as other purposes, whereas, writing is needed to build personal reaction to the texts. He stated that a journal or log is a tool to make the reader more active, a strategy to transform reading from passive, receptive act to an active performance. After this experience, students should write longer responses in their journals that require a sustained examination of self and text. Thereafter, the teacher will notice whether or not these strategies have been effective and also the degree of the students improvements.

The employment of these strategies such as bridging, transforming reading from passive to active performance with the use of journal entries and logs will allow students to become interested in voicing their ideas orally and written as well as boosting their cognitive development. Therefore, it is my utmost goal to captivate my students interest in the the future by firstly selecting appropriate texts and employing these and other useful and gainful strategies in the classroom.