Advanced English Essay- YA Lit- Required Reading (3 novels) and English-paper writing skills (Example)

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3RVWPRGHUQLW\DQG'LJLWDO0HPRU\YHUVXV+XPDQ5HPHPEHULQJLQ07$QGHUVRQ·V )HHG &DUWHU)+DQVRQ &KLOGUHQ V/LWHUDWXUH$VVRFLDWLRQ4XDUWHUO\9ROXPH1XPEHU)DOO SS $UWLFOH 3XEOLVKHGE\-RKQV+RSNLQV8QLYHUVLW\3UHVV '2  KWWSVGRLRUJFKT )RUDGGLWLRQDOLQIRUPDWLRQDERXWWKLVDUWLFOH KWWSVPXVHMKXHGXDUWLFOH Access provided by Texas State University-San Marcos (16 Oct 2016 02:43 GMT) Postmodernity and Digital Memory versus Human Remembering in M. T. Anderson’s Feed Carter F. Hanson N owhere is the twenty-first century popularity of and publishing industry fervor for dystopian narratives more apparent than in the genre of young adult literature. Since the explosive success of Suzanne Collins’s The Hunger Games (2008) young adult dystopias have become almost self-replicating in number as American publishers and authors attempt to duplicate Collins’s success and capitalize on young readers’ appetite for more of the same only different. In Contemporary Dystopian Fiction for Young Adults: Brave New Teenagers Balaka Basu Katherine Broad and Carrie Hintz contend that structurally these works address a variety of social and political questions such as ecological destruction and social conformity by revolving “around two contrasting When Everything Happens Now. New York: Penguin 2013. Sambell Kay. “Presenting the Case for Social Change: The Creative Dilemma of Dystopian Writing for Children.” Utopian and Dystopian Writing for Children and Young Adults. Ed. Carrie Hintz and Elaine Ostry. New York: Routledge 2003. 163–78. Sargent Lyman Tower. “The Three Faces of Utopianism Revisited.” Utopian Studies 5.1 (1994): 1–38. Schwebel Sara L. “Reading 9/11 from the American Revolution to US Annexation of the Moon: M. T. Anderson’s Feed and Octavian Nothing.” Children’s Literature 42 (2014): 197–223. Ventura Abbie. “Predicting a Better Situation? Three Young Adult Speculative Fiction Texts and Possibilities for Social Change.” Children’s Literature Association Quarterly 36.1 (2011): 89–103. Wegner Phillip. Imaginary Communities: Utopia the Nation and the Spatial Histories of Modernity. Berkeley: U of California P 2002. Williams Raymond. “Utopia and Science Fiction.” Problems in Materialism and Culture: Selected Essays. London: Verso 1980. 203–14. 276 Children’s Literature Association Quarterly [...]

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3 Novels (if you have read them, please let me know & briefly prove you have read them/understand the concepts and sci-fi/fantasy conventions used within): Ender's Game, Zahrah the Windseeker, Feed The Young Adult Library Services Association discusses Young Adult Literature and its “current condition and the value to its intended readership.” It recognizes young adulthood as a “period of passage, a unique part of life, distinguished by unique needs that are – at minimum — physical, intellectual, emotional, and societal in nature.” Futhermore, young adult literature should simultaneously “comfort and challenge” its intended readership, in order to prepare young adults for adulthood. Compare and contrast any three of the five books we have read at the time of this essay’s due date (Ender’s Game, Zahrah the Windseeker, Feed) in relation to this description of the intentions of young adult literature. Your response might address one or more of the following: How are the conventions of science fiction and/or fantasy used to explore the young adult experience, (their physical, intellectual emotional, and/or societal needs)? Ex: Zahrah uses fantasy conventions of supernatural “otherness”, such as her dadalocks, in order to call upon a young adult’s need to feel like they belong (insert psychological research that supports this) even though they are unique, and the importance of self-esteem, especially for the young adults that are different. How might each novel comfort and challenge a young adult through the conventions of sci-fi and/or fantasy? Ex: Ender’s Game comforts young adults that may feel isolated (like Ender) through his triumphs and ability to make friends, but challenges them to consider the importance of independent thought (when Ender realizes the truth of the mind games, and ultimately makes the decision to recolonize the buggers) (insert research/article that supports the notion that society needs independent thinkers, people who go against the grain in order to do the right thing, etc.) How each novel calls on current societal issues through the conventions of sci-fi and/or fantasy? (Feed uses the sci-fi convention of “mind alteration” with the “feed” and levies the societal issue of allowing technology, such as social media and marketing tactics, to manipulate and ultimately “dumb-down” society by means of misuse or overuse, etc.) How each novel reflects a young adult’s “period of passage” within the text compared to rites of passage found within societies around the world today. Use at least three critical or theoretical sources. These can refer to the novels or to any relevant theorizing of adolescence/young adulthood, science fiction, or fantasy. Appropriate sources typically include books, book chapters, and papers published in academic journals.