Considers how in order to highlight the disastrous effects of systematic racial oppression, ethnic American writers of young adult literature have portrayed their characters struggling to break free of poverty against overwhelming odds. Discusses the problem of poverty in three adolescent novels. Concludes that poverty can be an equal opportunity…

Describes how a high school English teacher used the novel "Cold Sassy Tree" in an elective course entitled Thanatology: A Literary Approach. Notes that the novel clearly addresses virtually every aspect of death, dying, grieving, and loss through an artful array of three-dimensional characters. (RS)

Contends that historical fiction is popular with young readers and has much to offer them. Provides frameworks for selecting and teaching such novels and for linking them to classics from the same historical period. (RS)

Suggests that Allison's novel "Bastard Out of Carolina" should join the list of works most frequently chosen for study in school. Notes that, as a narrator, Allison speaks clearly to the social and economic structures which disempower females. (RS)

Uses 14 novels to illustrate 9 characteristics that exemplify the best young adult novels written about urban youth. Notes that the novels were chosen because in their characters, their settings, and the problems that drive their plots, they respond honestly and with understanding to the needs of urban teens to read about people "just like" them.…

Notes how the author, an author of children's and adolescent literature, is more and more wary of the ever-vigilant advocates of political correctness when it comes to selecting books for classroom use. Discusses criticisms of his own works. Offers recommendations to influence the reading preferences of 12-year-olds. (RS)

Presents young adult literature as a solution to empower students and to make reading literacy attainable for middle and senior high school students who have not become fluent readers. Discusses the importance of accessing the student's own culture and outlines the criteria books should have to mirror the world of adolescents. (SC)

Presents nine answers to frequently asked questions about "Adolescent Literature," sometimes called YA (Young Adult Literature), including: what YA literature is, why it did not exist before 1967, why educators read YA literature, YA's relation to the classics, building a classroom library of YA books, essential resources for teachers, and some…

Examines three different categories containing dilemmas teachers face when considering the use of young adult literature "problem novels" that deal with sensitive subjects. Concludes with guidelines for teachers to try to follow when selecting adolescent novels to discuss or recommend. (TB)

Discusses the way that realistic fictional narratives are an effective reading material for adolescents who are uninterested in reading. Provides an extensive list of short realistic novels that all tackle real issues faced by today's teen. (HB)