combining young adult and classic literature in a secondary

Combining YA & Classic Lit

Rising Tide Volume 7

Combining Young Adult and Classic Literature in a Secondary English Classroom Leigh Emig St. Mary’s College of Maryland

Abstract: With the accessibility of Spark Notes and web resources, many students are reading fewer of the classic texts assigned in class. Many students claim they cannot relate to older texts and the language is too difficult to understand. This paper focuses on the pairing of young adult and contemporary literature with the classic or canonical texts used in a tenth grade English classroom. The goal is to see if reading these texts helps students enjoy and understand classic literature more. Many students found that their enjoyment of classic literature increased after reading the young adult text that had similar themes. Understanding did not increase or decrease significantly in this study. In order for students to enjoy what they are reading in class, teachers have to make connections to what students already enjoy−young adult literature.

Introduction “Have you read the book for class yet?” “Nah, I think I’ll just read the summary online.” Within my first week as a student teacher in a high school English classroom, I heard this conversation between several of my students. The students did not seem to care if the teacher overheard this conversation. It has come to my attention that when assigned a classic text in a classroom, students are reluctant to read and relate to these texts. These classic texts are often not books they would choose to read on their own. Today, young adult literature is very popular with students. Books like The Hunger Games and Harry Potter make reading fun again for high school students. However, these are often not the texts that are used in the classroom. Researchers have suggested that young adult literature is a valid pathway to engage students in reading in the classroom. However, there is not an abundance of research on how to integrate both young adult or contemporary literature with the classical or canonical works that are typically used in the classroom. It is important to use works that are relevant to today’s teenagers and to understand the books they choose to read in their own time. English teachers want their students to become lifelong readers. They want to foster the love of reading in their students that will carry on throughout their lives. That is a difficult feat to accomplish and teachers cannot reach all of their students. It is even more difficult to engage young readers when they are presented with a text they cannot find relevant to their lives. If teachers want their students to become engaged in literature, they



2

have to make them want to read both the books they would choose to read on their own as well as the canonical works that are indicated in the Common Core State Standards (CCSS). English teachers cannot cut out canonical works from the curriculum because these works show how universal themes have transformed over time (Sanderson, 2001). The canonical works show literary techniques that are characteristic of a specific time and place, and they give examples of explicit descriptive language (Ostenson & Wadham, 2012). Common Core indicates that students must study works of specific historical periods and from other cultures; the classics are the best exemplars for these standards (RL10 CCR). However, English teachers can help their students better understand these classics texts and enjoy them more by bridging these texts with young adult and contemporary literature. If English teachers show their students that the classic works they have to read in class influenced the works they choose to read, perhaps they will become more engaged and better understand the canonical texts. One of the Maryland Common Core State Standards states students should “analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take” (RL9 CCR). This includes how literary themes transform over time and how authors adapt these themes. Showing these transformations through classic literature and young adult literature will help students better understand these themes. Furthermore, by identifying how these themes transform over time, students will learn how to interpret complex texts on their own (Ostenson & Wadham, 2012). The young adult texts would be used as a scaffolding device for students to better understand the classic and more complex texts on their own. Pitcher (2007) claims that literature used in the classroom has to reflect students’ personal lives. They need to form a connection with the text in order to find purpose in the text. Along with forming a personal connection, students want to be given a choice in what they read for school. Researchers have shown that students are less motivated to read because of the books they are forced to read and how they are taught (Morgan & Wagner, 2013). This means that teachers have to reevaluate how they choose the books they teach in the classroom and find a way to form a connection between the books and students’ lives. I propose, in order to make the canonical works more accessible to the students, that English teachers should pair classic works with thematically similar works from young adult or contemporary literature. I propose that through these pairings, students will be more engaged in the act of reading and therefore better understand the canonical text presented in the curriculum. In the next section, I will explain the existing research on my topic and how I can integrate it into my own research.

Literature review Researchers have found that young adult literature is a valid pathway to understanding classic literature (Ostenson & Wadham, 2012; Gibbons, 2006; Herz & Gallo, 2005). Not only does young adult literature connect to many of the classics, it also fits into Common Core. The classics cannot be forgotten because they add challenge and complexity to the classroom and help students meet even more Common Core Standards (RL9 CCR). Classics are valuable because they shine a light on the past and other parts of the world. Students can see how people thought and lived long ago and see how they are similar to us today (Rosenblatt, 1994). In order to connect young adult literature and the classics, English teachers have to make the works relevant to their students and offer an aspect of



3

choice (Baxter, 1999). Moreover, interest and comprehension can be built through the use of discussion, whether it is through whole class format, literary circles, conferences, or teacher feedback. Building connections and bridging today’s world with the world of the past can be done through the pairing of young adult literature and classic literature (Gibbons, 2006).

Young adult literature Young adult literature can be defined in multiple ways. Some definitions classify

young adult literature as simply books that are written for readers who are in the age group of 12 to 18 years old (Nilson & Donelson, 2001). This is a broad definition and does not encompass all the specifics of this style of literature and the benefits these books have to offer. A better definition would discuss this type of literature as a book of any genre that focuses on an adolescent character and provides his or her point of view (Ostenson & Wadham, 2012). These books also show all the issues of the daily life of an adolescent and how these adolescent characters react to these situations (Ostenson & Wadham, 2012). Hamilton (2002) explains that young adult literature focuses on the “act of becoming” and the tension between both childhood and adulthood. Many teachers are not aware of the merits of young adult literature, simply writing off these books as “fluff.” However, young adult literature helps to improve reading skills, encourages students to read more, gives more literary options in the curriculum, and opens the classroom to multiple points of views and cultures (Gibbons, 2006). Young adult literature can be a more accessible form to students who struggle with literacy. The characters are more relatable because their situations are likely more relevant to students (Gibbons, 2006). A “good” young adult literature text often contains a teenage protagonist who narrates the story in first person (Herz & Gallo, 2005). Oftentimes, the books are around 200 pages and contain language and settings recognizable to teenagers (Herz & Gallo, 2005). Frequently, the plot and language used are uncomplicated on paper but never in theme (Herz & Gallo, 2005). Porteus (2009) categorizes all young adult literature into five types of novels: “1. Novels with an alternate or modern setting, 2. Novels with an alternate narrator or point of view, 3. Novels serving as prequels or sequels to classics, 4. Time-‐travel novels where the character is thrust into a classic setting, and 5. Comparison novels that help readers to understand the classics” (p. 16). Young adult literature books contain allusions to classic literature that help readers to understand the themes of the classic text (Porteus, 2009).

The Classics Classic literature cannot be overlooked in favor of young adult literature in the

classroom. It is still essential for students to read and understand these books. Reading the classics allows one to be exposed to different cultures from around the world and of the past. These texts also show themes that are still prevalent today in young adult literature. Literature from the past and from another culture shows “an extreme instance of the tensions implicit in any literary transaction” (Rosenblatt, 1994, 56). These classic stories reveal the literary techniques and devices that need to be studied, but do so in ways that challenge students’ abilities. There is a relationship between the reader and text that results in the reader creating two types of meaning (Youssef, 2010). The efferent approach (Rosenblatt, 1994) to creating meaning focuses on finding the message present within the text and the meaning behind the words. The efferent approach also includes the focus on



4

the specific content present in the work (Youssef, 2010). The aesthetic approach (Rosenblatt, 1994) includes analyzing how the work creates a certain tone or mood. It emphasizes literary techniques and rhetorical devices at play in the work, or rather the use of language itself (Youssef, 2010). Classic works allow one to find a deeper meaning in words written long ago (efferent) and appreciate literary devices that exemplify characteristics of a certain time period (aesthetic) (Youssef, 2010). Of course, one can only have students read young adult novels with an efferent and aesthetic approach, but then the students would have no variety in what they read. In order to have a well-‐rounded education and to be exposed to a multitude of agreeing and conflicting ideas and cultures, students have to read literature from both today and long ago.

Not all classic literature pushes students away. Many students enjoy reading the classic literature they are assigned to read in the classroom. When looking at the works that resonated the most with high school students, many English teachers find that these are the works that have themes that are relevant to students today. Teachers made these classic works relevant to their students by creating lessons that drew upon their own lives and prior knowledge (Baxter, 1999). What matters is not so much what is written on the page, but how students read the words on the page. Students also need a sense of agency to feel that they can make connections on their own (Baxter, 1999). Teachers need to scaffold their students so they understand these texts. A good way to do this is to integrate young adult literature with similar themes so students can make connections between the two texts on their own. If they can adapt a classic work and think of how it would be different in the present, they can see how this work fits into their lives (Baxter, 1999). I remember from my own experience as a high school student that it was difficult for me to enjoy and understand some of the classic texts such as The Lord of the Flies and The Adventures of Huckleberry Finn. I could not form a connection with the characters in the books nor could I see why these texts were important in my own life. I read the texts and was capable of understanding them, but many of my peers were not. I heard conversations between my peers exclaiming their frustrations with the texts and resistance to read them. I now see that there is value in these texts and that they reveal universal truths about humanity throughout history. This is not always clear to every student, however. Students need to see that they would benefit from reading these texts in order to challenge their abilities and make them think about controversial or difficult topics. In my teaching experience, I saw a similar trend in many of my students. Overall, the grades on comprehension tests for the classic books, such as Things Fall Apart, are low even in advanced classes. The test is a way to hold the students accountable for reading the book, but shows that many students did not actually read or understand the novel. Students need scaffolding in order to understand the importance of classic literature; there has to be a relatablity factor in order to gauge their interest. I now appreciate that I read these classics and have grown to love them. While these books may have frustrated me at one time, they taught me more about literary style conventions, writing conventions, history, and humanity than I thought possible. It takes time and help from teachers to understand this.



5

Common core Not only is classic literature inherently valuable, it also advances some of the goals of Common Core, particularly the goal to “develop independent readers who can interpret complex texts on their own” (Ostenson & Wadham, 2012). Classic texts are complex and take interpretation to understand. Students need critical thinking skills to decipher the author’s meaning and to recognize different literary techniques. Young adult literature helps students to understand classic literature and also advances some of the other goals of Common Core. Students become more independent as they read young adult literature because the language is more accessible and the plot is more relevant to the students’ lives. The goal of Common Core State Standards is “to better align educational standards with workplace expectations and to encourage more rigorous skill development” (Ostenson & Wadham, 2012). Because the purpose of school is to educate the youth to be prepared for the work force, the Common Core aims to present challenging material to help with this process. For the English and Language Arts classroom, the Common Core focuses on both quantitative and qualitative measures. Quantitative measures include text complexity and readability scores, but do not inform us about the ideas and themes the text exemplifies (Ostenson & Wadham, 2012). Qualitative measures focus on the meaning presented in the text, how the text is structured, the specific words used in the text, and the prior knowledge necessary to comprehend it (Ostenson & Wadham, 2012). Qualitative measures focus more on the meaning behind the words, rather than the number of words on the page that do not tell us anything about the ideas behind them. English teachers cannot measure students’ understanding using quantitative data because student understanding cannot be fit into a mathematical formula. Many of the concepts discussed dive deep beneath the surface level presented on the page and need discussion and conversation to understand.

Young adult literature presents the same themes as the canonical texts used in the classroom, but they take less scaffolding with students because students can make connections more easily. Carl Jung explains that there are archetypes that appear again and again throughout history (Jung, 1971). These figures present themselves through creative outlets such as literature (Sanderson, 2001). Sanderson (2001) explains that the archetype of birth, death, and rebirth appear consistently throughout literature both classic and young adult. Because these texts present the same archetypes and themes, young adult literature would work as a bridge to the classics in the classroom (Sanderson, 2001). Examining how both classic and young adult texts present and exemplify these archetypes and themes helps meet more of the Common Core Standards. Maryland Common Core states that students must learn how to “analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take” (RL9 CCR). By comparing works from different time periods and different cultures, students can compare and contrast how the authors combat different themes and literary devices. This makes students think critically how certain human themes have adapted over time as well as how authors approach writing a certain topic.

Relevance Students are more inclined to read and comprehend literature they find relevant to

their personal lives and can easily form connections between the text and their lives. It is



6

also proven that prior knowledge (e. g. personal experiences, previous classes) is an important component of forming meaning from a text (Bull, 2011). This means that English teachers should choose texts that are relevant to their students or make the texts they already teach relevant to them. Students need to make text to self-‐connections and they often find this through the protagonists in young adult novels (Bushman, 1997). Young adult literature shows students that there are other people who are struggling with the same thoughts and feelings they are. These stories focus on coming of age, something that all high school students are going through. Many of the themes presented in young adult literature reflect the lives of adolescents today and help adolescents confront the uncertainty and complexities presented before them (Gibbons, 2006). Young adult literature is a good way to approach complex issues and bring them into the classroom in a way that is more accessible to students than classic literature (Gibbons, 2006). Students must find something familiar to connect with while reading whether it is in a young adult novel or a classic one. When a text is too difficult to read or takes a lot of decoding, it can deter students from reading it (Ostenson & Wadham, 2012). Young adult literature also adapts to the world around us in that it takes into account the multimedia and technological advances that are essential in student’s lives (Burroughs & Smagorinsky, 2009). When choosing texts to read in an English classroom, these texts have to be made relevant and resonate with student’s lives. If these texts do not easily fit into our students’ lives, teachers have to make them accessible to their students through engaging lessons and creating relevance.

Choice Choice is a factor in motivating students to read. Because young adult literature is

what most students choose to read outside the classroom, teachers should bring it into the classroom. What students read in the classroom and choose to read outside the classroom does not match. It is proven that choice affects motivation (Morgan & Wagner, 2013). When students are motivated in cognitively rigorous situations, they are more engaged in that content (Moley, Bandre, & George, 2011). Students become more engaged when they have a personal investment in the topic and are more likely to retain the information (Moley, et al, 2011). Therefore, the texts that students would choose to read on their own should be brought into the classroom. These texts could be the link that is missing from engagement with the classic texts. During the adolescent years, having some matter of choice in one’s life is essential. Giving high school students a chance to read the books they would choose to read and offering a choice within that fosters a possible love of reading (Morgan & Wagner, 2013). Many students do not have the choice of what to read in an English classroom and this affects their motivation to read. It could be possible that teaching the books that are popular with young adults today may help them become more engaged in reading in and out of the classroom.

Interest and comprehension Relevance is one way to increase interest and comprehension. In order to create

relevance in a classic text, English teachers have to help their students read for enjoyment as well as comprehension. When students are assigned a book to read for a class, they forget to read for enjoyment (Bushman, 1997). English teachers need to bring back the



7

enjoyment of reading to their students. One way to do this is to show students the merits of the classics by connecting them to the books students already enjoy.

Comprehension is defined as a “constructive process in which skillful readers are active before, during, and after they read” (Henderson & Buskist, 2001). Comprehension includes many of the activities necessary for adequately reading a text. This includes activating prior knowledge and making personal connections, asking meaningful questions while reading, making predictions, summarizing, synthesizing, and sharing (Henderson & Buskist, 2001). These are all natural components of interacting with a text. One of the best ways of creating comprehension is through authentic discussion (Henderson & Buskist, 2001). When students discuss, they are participating in all these components of comprehension. They summarize passages, ask questions, make predictions, synthesize information, and bring in personal experiences. These components are all necessary in creating an authentic classroom discussion (Henderson & Buskist, 2001). A discussion in the classroom allows students and teachers to converse about a topic socially. They become engaged with each other and the information and collaborate to create a meaning of the text. Together, they form an understanding and help each other reach their cognitive abilities (Henderson & Buskist, 2001). Discussion can also help create life-‐long readers. Through discussion, students have the ability to recommend books to one another and converse about themes and ideas they find interesting. They can suggest books to each other, creating a desire to read more and more. Furthermore, conferences between students and teachers about books can be more effective than tests and quizzes (Morgan & Wagner, 2013). Conferences allow an authentic discussion to form and a chance to bounce ideas off each other. As I give my students paired texts to read, I would like to utilize literary circles, where students can discuss topics from the book with each other, and conferences to give students a chance to discuss and verbalize their thoughts and opinions about the works.

Research Questions From this literature, several questions that pertained to my study arose. I decided to focus on the aspects of interest and understanding in relation to classic and young adult literature in my study.

1. What was students’ interest in classic literature before the intervention? 2. What was their understanding of classic literature before the intervention? 3. Did their interest change after reading the two texts together? If so, did it

increase or decrease? 4. Did their understanding change after reading the two texts together? If so, did it

increase or decrease? 5. Was this change due to reading the two texts together?

Intervention In order to obtain information about students’ interest and understanding of classic literature before my intervention, I handed out a survey asking the students their views on the books previously read in this course (Appendix A). I also viewed my students’ grades from earlier in the year related to the classic works, looking at their grades on the comprehensive unit test for each novel.



8

My intervention focused on assigning young adult and contemporary texts that corresponded with the classic texts used in class. I chose young adult and contemporary works with similar themes to the texts previously read together in class to see if interest and understanding increased due to the relatability of these more modern texts. Each quarter, my tenth graders are assigned an independent reading project in which they choose a book from a teacher-‐compiled list and create some sort of project for it (essay, presentation, etc.). For the fourth quarter, I created a list of young adult and contemporary novels that connect thematically with the novels they have already read in class (Appendix B). While they read their choice novel, I asked students to write down ten connections they saw between their independent reading novel and the classic novel it was paired with. These notes were to help them participate in active reading and to keep the classic work in the back of their minds. I assigned the independent reading a week before spring break and it was due a week after spring break. The students had three weeks to read the book and find comparisons. On the due date, each student had to write an in-‐class essay on his or her quarter read. I wanted the students to focus on comparing the two works in their reports. I gave the students a prompt (Appendix C) that stated: Literature transcends time. Many of the themes discussed in classic literature appear in contemporary literature. More so, many of the novels read in class relate to many popular novels read by teens outside of the classroom. Write a well-‐ developed essay comparing how the novel you read and the novel it is paired with address similar themes, issues, and literary styles. Students were given one forty–five minute class period to write this essay using the notes and annotations they took while they read their novel. Having the students write a report on how the two works were connected made them accountable for reading the novel they chose and recalling prior knowledge about the book they read in class. My goal was to help my students see that the popular literature of today is highly influenced by the classic literature that is often read in school. I graded these essays using the same rubric (Appendix D) my mentor teacher used to grade the students’ essays. However, to gauge my students’ understanding of the classic text, I specifically focused on the “reading comprehension” criterion on the rubric. I also administered a survey (Appendix E) after the intervention to see if reading both books together impacted their interest and understanding of classic works of literature. I wanted to see if reading the young adult or contemporary novel that correlated to the book they read in class impacted their interest and/or understanding of said classic work. I implemented this intervention in my four tenth grade classes in Leonardtown High School. These four classes were classified as Honors and pre-‐Advanced Placement (AP) classes. Overall, there were ninety-‐nine students throughout all four classes. Several students were allotted extra time due to IEP or 504 plans, but they did not otherwise impact this study.

Methods In order to gather my data, I administered surveys before and after the intervention to see if the students’ views and understanding (in their own opinion) of classic literature had changed because of the intervention. I also graded the book reports/essays using the “Secondary Analytic Reading Response Rubric” my mentor teacher, Amy Wogman, uses



9

each quarter. I looked at the survey responses using a mix of quantitative and qualitative methods. I wanted to know if there was an increase or decrease in my students’ interest and understanding and, if possible, why they felt this way.

Methodological approach This study employed mixed methods. I looked at quantitative data on the surveys and numerical scores from the rubric and grades. However, the act of grading the reports/essays themselves and reading the students’ answers to the open-‐ended questions on the surveys would be qualitative. I looked at the quality of my students’ work in this regard. As I want to show improvement, the numerical scores are the most important. However, as a teacher, I am also interested in the connections students made across works; this was a qualitative measure.



10

Data collection Table 1: Research questions and data sources

Pre-‐ Survey Post-‐Survey 1. What was students’ interest in classic literature before the intervention?

✓

2. What was their understanding of classic literature before the intervention?

✓

3. Did their interest change after reading the two texts together? If so, did it increase or decrease?

✓

4. Did their understanding change after reading the two texts together? If so, did it increase or decrease?

✓

5. Was this change due to reading the two texts together?

✓ ✓



11

Data analysis I conducted a paired sample two-‐tailed t-‐test. I did this by comparing the survey given before reading the young adult text to the survey given after reading the young adult text. I also wanted to see if the surveys indicated that the students became more interested in the classics after reading them with the young adult text. I looked at the open-‐ended response questions on the surveys to see why students felt the way they did. I coded the answers to the two open-‐ended questions on the pre-‐survey and the two open-‐ended questions on the post-‐survey in order to see if there were any common themes in the students’ answers.

Validity concerns It is difficult to know for sure if the students filled out the surveys honestly. I compared what the students said on the surveys with how they scored on their book reports. I do not think my bias is prevalent in this study. My job was to help students understand literature and provide gateways to understanding. This study was a way of doing so. Some students were absent on the days the surveys and/or the essay was given and never made these items up. This should be kept in mind in regards to the results. Several students also read the wrong pairings of novels, but still wrote adequate essays explaining each.

Findings and interpretations Through my intervention, I was able to address all five of my research questions. I specifically focused on student interest and understanding of classic literature through the use of young adult literature.

1. What was students’ interest in classic literature before the intervention? Before I administered the intervention, I gave students a survey (Appendix A) that asked them to rank their enjoyment of classic literature on a Likert-‐type scale. The numbers ranged from 1 (hate classic literature) to 10 (love classic literature). The average amongst my 99 tenth grade students was 5.46 out of 10. This means that many of my students stated that they sometimes enjoyed classic literature or were neutral about the topic. The survey also asked students to explain why they felt the way they did about classic literature. Several themes appeared in the students’ explanations as to why they did not enjoy classic literature.



12

Table 1 Themes present in student responses to question 1 on pre-‐survey on why they dislike classic literature

Many students explained that they thought classic literature was boring and tedious. One student explained, “classic literature is boring and doesn’t make sense to me. It’s not interesting.” Because the student found the work boring, the student did not understand it, and, therefore, did not enjoy it. Students also claimed that because they did not understand classic books, they did not enjoy the classic works. One student claimed, “Sometimes I get bored with the concepts. If I don’t get into the book, I won’t understand.” For many of the students, there was a link between enjoying a book and understanding a book. Therefore, many students claimed that they enjoyed more modern books because they were easier to understand and relate to. One student preferred more modern books because “the language is easier to understand.” This same student also said “classic books have themes and ideas that are hard to relate to.” The classic works were written in a way that was difficult for the students to understand, thus limiting their enjoyment. There were also students who said that they did not like to read no matter the book. Furthermore, several students pointed out that because they were forced to read the classic texts, they automatically did not like them. My intervention touched on all of these points. I chose

Student Response Representative Quote Occurrences

Boring “To me, it is a boring topic. Classic literature is not something I enjoy reading.”

23

Prefer more modern books

“I prefer more modern literature to classic literature.”

14

Can’t relate “It doesn’t relate to me so it’s not very interesting.”

13

Can’t understand “The language can make it hard to enjoy.”

9

Don’t like to read “I don’t like reading” 5

No choice “I like reading when it’s my choice, not when I am told I have to read like in a class.”

2



13

modern texts that students could more readily relate to because of the age and situation of the characters. The prose of these modern young adult texts was more accessible and easier to understand. I also gave my students a choice in regards to the book they read. All these factors played a part in keeping the students engaged in the books and not finding them boring. For those students who claimed they liked classic literature, many stated that they were avid readers and liked to read whatever they could get their hands on.

Table 2

Themes present in student responses to question 1 on pre-survey on why they like classic literature

Aside from a general love of reading, many students claimed that their enjoyment of classic literature depended on the content. Several students cited specific works of classic literature that they enjoyed, including Pride and Prejudice, Call of the Wild, 1984, and works of Shakespeare. Other students had an interest in the historical context of the works and other cultures. One student explained that he liked “seeing how the author and characters thought before the whole industrial revolution and all the technology.” Enjoyment of classic literature focused more on pre-‐determined views of reading and students’ desire to read what relates to their lives. Students who disliked reading stated that they did not enjoy reading the classics, while those who liked to read stated that they did enjoy the classics. Students who were in the mid-‐range (5) often said they preferred to read books that were written recently and connected to their lives.

2. What was their understanding before the intervention? On the same pre-‐survey, I also asked the students if they thought they understood classic literature. I had seen their grades on their comprehension tests on each of the classic novels and knew that there was a wide range of abilities in my classes. There is a difference between performing well on a test and actually understanding what one is being tested on. The average score for this part of the survey shows that most students believed that they somewhat understood classic literature, with an average ranking of 6.75.

Student Response Representative Quote Occurrences

Enjoy reading “I love reading in general” 18

Depends on content “It just depends on the book and if I think it’s good or not.”

15

Likes the history “I like to get a look into how things worked in the past”

7



14

Students cited many of the same reasons for not understanding classic literature as they did for not enjoying it. Table 3 Themes present in student responses to question 2 on pre-‐survey on why they do not understand classic literature Student Response Representative Quote Occurrences Language “The language and choice

of words are challenging” 29

Too confusing “Sometimes it’s confusing, and I don’t read well enough to do great on tests. “

19

Too complex “They present complex themes and symbolism which most of the time escapes me.”

14

Dislike it “If I don’t enjoy the book, then I’m not going to understand it.”

12

Twenty-‐nine students explained that they did not understand classic literature because they could not understand the language. They claimed that the language was “too old” or that the novels were “worded weird.” Students could understand themes and deeper meanings, but they had to first understand the language. The struggle with understanding the language is connected to the claim that students found classic literature, as a whole, too confusing. Often, students claimed that they had trouble finding deeper meaning within the text. One student explained that they “don’t think about the themes, or symbolism in books when I read them, so I tend to miss things.” Several students also claimed that because they do not enjoy reading or do not enjoy a particular book, then they will not understand the book. This shows that there is sometimes a link between enjoyment and understanding.



15

Table 4 Themes present in student responses to question 2 on pre-‐survey on why they do understand classic literature

Those who claimed that they did understand classic literature did not offer many reasons as to why or how they understand. Many claimed that they simply understood it and did not know why. A typical answer explained that they did “understand classic literature,” but “did not like the topic.” Only a small number of students said that they actually enjoyed classic literature or were interested in the topic. Only three students said that they found classic literature relatable, citing this as the reason why they did understand. Two students explained that they understood, but only after they participated in a classroom discussion or listened to the teacher’s explanation.

3. Did their interest change after reading the two texts together? If so, did it increase or decrease? After completing the intervention, I administered a post-‐survey (Appendix E) in which the students answered the same questions as above, but were asked to think about if their opinions changed because of the intervention. The first question on this survey asked students to rank their enjoyment of classic literature on a scale from one to ten. On the pre-‐survey, the average was 5.46 out of 10 with a standard deviation of 1.97. On the post-‐survey, the average increased to 5.97 with a standard deviation of 2.07. After completing a paired sample, two tailed T-‐test; I discovered that students’ interest and enjoyment of classic literature significantly increased after this study. The results from the T-‐test showed a p value of 0.00079, which is considered statistically significant. Table 5 Change in student interest in classic literature from pre-‐ to post-‐ survey Average SD p Pre-Survey 5.46 1.97 0.00079 Post-Survey 5.97 2.07

Student Response Representative Quote Occurrences Just do “I’m good at analyzing most

books.” 14

Interested in topic “I find interpreting/understanding classic literature easy because I’m interested in it.”

9

Relatability “The themes are easy to relate to.”

3

With teacher help “All that is unclear is cleared up in class discussion.”

2



16

Fifty-‐seven out of my ninety-‐nine students indicated in the free response portion of the survey that reading the young-‐adult novel helped them enjoy the classic novel more. Table 6 Themes present in student responses to question 1 on post-‐survey on why they enjoy classic literature after the intervention. Student Response Representative Quote Occurrences More enjoyable “It makes it more

interesting to read.” 18

Can see similarities “Yes, because you get to see that a lot of teen young adult books can connect.”

11

Can relate more “I could relate to the characters.”

8

Could understand better “It was easier to understand this way”

5

Choice “I liked choosing my own independent reading book”

3

Because I gave students a range of books that they would read on their own, they enjoyed reading more and had a newfound interest in the classic work it was paired with. Along with finding the young-‐adult novels more enjoyable, the students also found that they could relate to the characters in the young-‐adult novels better. Because of this relatability factor, it was easier for the students to see similarities across the pairings and understand the classics better. The element of choice in the assignment was also helpful because students liked having a say in what they were going to read. The students who did not claim that the intervention helped had mixed responses. Some students said that because they already enjoyed classic literature, the intervention had no impact on them. Other students disliked reading in general or said it depended on the book they read. These responses did not show any drastic changes from the responses cited in Table 1. 4. Did their understanding change after reading the two texts together? If so, did it increase or decrease? On the same post-‐survey, I asked my students if they thought their understanding of classic literature changed after the intervention. Before the intervention, the average ranking on the Likert-‐type scale was 6.73 with a standard deviation of 1.74. On the post-‐survey, the average ranking for understanding was 7.07 with a standard deviation of 1.67. After completing a one-‐paired two-‐tailed T-‐Test, the p value was 0.0512.



17

Table 7 Change in student understanding from pre-‐ to post-‐ survey Average SD p Pre-Survey 6.73 1.74 0.0512 Post-Survey 7.07 1.67 There was a slight improvement in understanding, but not enough to be considered statistically significant. Forty-‐nine students responded with “yes” when asked if their understanding increased because of the intervention. Many students claimed that they “could make better connections and understandings.” They claimed that the language was easier to understand and helped them understand the themes of the classic novel better. Thirty students said that the intervention did not help them understand the classic work more; other factors must be included. One student took the question literally and explained “I don’t think you can ever fully understand literature unless you are the author yourself (even authors sometimes don’t understand their words though) or a psychiatrist.” Some students were reluctant to make connections between the books. One student wrote “classic literature can sometimes not be understandable. Since it’s classic, it’s old, uses different language, and has different problems.” This student could not move past the language or the pre-‐conceived notions of classic literature. Other students claimed that “they understood just the same” after the intervention. Eighteen students responded saying that the intervention “somewhat” helped them, but it really depends on the specific book. They still found parts confusing or had trouble forming connections across the novels. Table 8 Themes present in student responses to question 2 on post-‐survey on if reading the two texts together helped improve their understanding of classic literature.

5. Was this change due to reading the two texts together? As seen in the student answers from the post-‐test, the intervention could be considered the cause of the increase in enjoyment of classic literature from the pre-‐ to post-‐ tests. The significant increase presented in the T-‐test indicates that the students found that they enjoyed classic literature once they found connections to their own lives through young adult literature. No significant increase or decrease was found when looking at students’ understanding of classic literature. The intervention had no significant effect on their understanding.

Student Response Representative Quote Occurrences Yes “I understand better now” 50 No “It did not help me” 30 Somewhat “It helped in some ways” 18



18

Discussion of results After reading my students papers in which they compared the classic work and the young adult work, I saw that the students made many connections across the works. Even though my students did not claim to have understood the classic literature better, the connections they made in their essays showed otherwise. The books I chose all had elements of Porteus’ (2009) categories of young adult literature: “alternate or modern setting, alternate narrator or point of view, prequels/sequels to the classics, time-‐travel elements, and comparison novels that help to understand the classics” (p. 16). The novels chosen for this study all serve as comparison novels that help to understand the classics. Researchers have shown (Baxter, 1999) that how students interpret the words on the page is what is most important and students need a sense of agency to make connections on their own. Reading young adult literature that is similar in theme to the classics allowed these students to make connections across literature into their own lives. Students were able to explain how the themes in the classic works were relevant to their lives through their writing. Allowing my students to have an element of choice in this study made them more interested and invested in the book they were reading (Morgan & Wagner, 2013). The conversations held amongst peers and between myself and my students revealed that many of them were excited to read these books. One student continued to read novels by the same author and reported to me which ones she thought were the best. The data shows that enjoyment increased significantly because of this study, but I also saw this through the conversations I held with my students during this study.

Conclusion I have seen in my experience as a student and as a teacher that many students are reluctant to read, enjoy, and comprehend the classic literature assigned to them in the classroom. Many students rely on Spark Notes or classroom discussions to get by. This study attempted to increase student interest and understanding of classic literature by making the themes more relevant to them through the use of young adult literature that connects to the classic. There are always going to be students who do not want to read for school or do not like reading. However, there are some students who enjoy reading when the right book is placed in front of them. As an English teacher, I want students to have the same love of reading and appreciation of books as I do. Through this study, I saw that students’ enjoyment of reading classic literature increased. Several students came up to me and stated that “this was the only book they have ever liked” and “this was the best book they have ever had to read in school.” While understanding did not significantly increase, students’ engagement showed that they were open to looking at the classics in a new light.

Limitations Because of a shift in placement, the plans for studying pre-‐ and post-‐ test grades

were unattainable. The sudden switch in classrooms and, therefore, a different curriculum made it difficult to plan pre and post tests that would be comparable across each of the texts. This is because there were not equally weighted assignments for each classic text, which would be necessary in accurately analyzing data to determine if grades actually increased. This would have been important data to back up my study.



19

Several students also read and wrote about the wrong pairings of novels for the intervention. Although this is not what I intended while planning the intervention, these students were able to make unintended connections between the wrong pairings. This did not have any impact on how they answered the survey.

It is also important to note that one has to trust that the students were completely honest when completing the survey.

Implications For further research, it would be beneficial to teach a unit in which a classic work of literature and a parallel young adult novel were taught hand in hand. The classic work of literature would be taught first and tested, followed by the young adult work. The test administered at the end would be similar to the test given after teaching the classic. This would make it easy to see if grades improved after students were exposed to the young adult text. One could also use the young adult work as a “way-‐in” text in order to prepare students for the classic work. Although this study had limitations, students expressed that they enjoyed classic literature more when they could relate to it and understand it. Students also want to have some autonomy when making connections and understanding literature as well as choosing which book they read. Presenting students with young adult literature helped the students see that they had the capabilities to understand whatever is put in front of them in the classroom.



20

References

Adams, J., & Bushman, J. H. (2006). Thematic solutions using young adult literature to increase reading omprehension. Middle School Journal (J3), 37(4), 25-‐29.

Alsop, J. (2007). Bridget Jones meets Mr. Darcy: Challenges of contemporary fiction. Journal of Academic Librarianship, 33(5), 581-‐585.

Bull, K. B. (2011). Connecting with texts: Teacher candidates reading young adult literature. Theory Into Practice, 50(3), 223-‐230.

Burroughs, R., & Smagorinsky, P. (2009). The secondary English curriculum and adolescent literacy. Handbook of Adolescent Literacy Research, 170-‐182.

Bushman, J. H. (1997). Young adult literature in the classroom-‐-‐or is it? The English Journal, 86(3), 35-‐40.

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups: Stenhouse Publishers.

Elish-‐Piper, L., Wold, L. S., & Schwingendorf, K. (2014). Scaffolding high school students' reading of complex texts using linked text sets. Journal of Adolescent & Adult Literacy, 57(7), 565-‐574.

George, M. A. (2011). Preparing teachers to teach adolescent literature in the 21st century. Theory Into Practice, 50(3), 182-‐189.

Gilmore, B. (2011). Worthy texts: Who decides? Educational Leadership, 68(6), 46-‐50. Gibbons, L. (2006). Young adult literature in the English curriculum today. ALAN REVIEW,

53. Hamilton, G. (2002). Mapping a history of adolescence and literature for adolescents. ALAN

REVIEW, 29(2), 57-‐62. Hateley, E. (2013). Canon fodder: Young adult literature as a tool for critiquing canonicity.

English in Australia, 48(2), 71-‐78. Henderson, S. C., & Buskist, C. (2011). Promoting the comprehension of teachers and

students using young adult literature. Theory Into Practice, 50(3), 231-‐238. Herz, S. K., & Gallo, D. R. (2005). From Hinton to Hamlet: Building bridges between young

adult literature and the classics: Greenwood Publishing Group. Jago, C. (2001). With rigor for all: Teaching the classics to contemporary students: ERIC. Jenkins, H., & Kelley, W. (2013). Reading in a participatory culture: Remixing "Moby-‐Dick" in

the english classroom: Teachers College Press. Johnson, A. B. (2011). Multiple selves and multiple sites of influence: Perceptions of young

adult literature in the classroom. Theory Into Practice, 50(3), 215-‐222. Kaywell, J. F. (2000). Adolescent literature as a complement to the classics. Volume 4: ERIC. Moley, P. F., Bandre, P. E., & George, J. E. (2011). Moving beyond readability: Considering

choice, motivation and learner engagement. Theory Into Practice, 50(3), 247-‐253. Morgan, D. N., & Wagner, C. W. (2013). What's the catch?: Providing reading choice in a high

school classroom. Journal of Adolescent & Adult Literacy, 56(8), 659-‐667. Nilsen, A. P., & Donelson, K. L. (2001). Literature for today's young adults: Longman New

York. O'Bannion, C. M. (2010). Naughty or not? : Exploring controversial content and core

universal themes in contemporary young adult literature. ProQuest LLC. Available from EBSCOhost eric database.



21

Ostenson, J., & Wadham, R.. (2012). Young adult literature and the common core: A surprisingly good fit. American Secondary Education, 41(1), 4-‐13.

Perks, K.. (2010). Moving beyond time and choice: Challenge, motivation and achievement during independent reading in high school. ProQuest LLC. Available from EBSCOhost eric database.

Pitcher, S. M., Albright, L. K., DeLaney, C. J., Walker, N. T., Seunarinesingh, K., Mogge, S., . . . Dunston, P. J. (2007). Assessing adolescents' motivation to read. Journal of Adolescent & Adult Literacy, 50(5), 378-‐396.

Porteus, K. (2009). Easing the pain of the classics. Young Adult Library Services, 7(4), 16-‐18. Roberts, M. (2013). Teaching young adult literature: YA literature belongs in the classroom

because. English Journal, 102(5), 89-‐90. Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the

literary work. Carbondale, IL: Southern Illinois Press. Sanderson, C. (2001). Birth/death/rebirth: pairing young adult and classic novels to teach

situational archetypes. St. Mary's County Public Schools (2014). [Rubric for grading essays May 2014]. Secondary

Analytic Reading Response Rubric. Retrieved from http://smcps.org Smith, Jordan. (2011). The view from below: A pre-‐service tearcher's plan to ignite literacy

in the middle and high school classroom. The Missouri Reader, 36(1), 52. Stallworth, B. J. (1998). The young adult literature course: Facilitating the integration of

YAL into the high school English classroom. Youssef, Lamiaa. (2010). A Matter of Relevance: Teaching Classics in the 21st Century.

College Teaching, 58(1), 28-‐31.



22

Appendix A Pre-Survey

1. I enjoy reading classic literature: 1

Hate it

2 3 4 5 Sometimes

6 7 8 9 10 Love it

Why?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. I understand classic literature: 1 Not at all

2 3 4 5 Parts of it

6 7 8 9 10 Completely

Why?_____________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________



23

Appendix B

Quarter 4 Independent Reading Assignment English 10 HONORS

A. Choose ONE of the following novels. Each of these novels relates to one of the

novels we have previously read this school year. They are connected through similar themes, literary style, historical connections, etc. It is your job to read AND annotate the novel you choose over spring break and bring the novel to class the week of April 13.

CHOOSE A BOOK YOU HAVE NOT READ BEFORE The Absolutely True Diary of a Part-‐Time Indian, Sherman Alexie (goes with Things Fall Apart, Chinua Achebe) Uglies, Scott Westerfield (goes with Anthem, Ayn Rand) Feed, M. T. Anderson OR Delirium, Lauren Oliver (goes with 1984, George Orwell) My Sister’s Keeper, Jodi Picoult (goes with A Thousand Splendid Suns, Khaled Hosseini) Snow Flower and the Secret Fan, Lisa See (goes with The Good Earth, Pearl S. Buck)

B. As you read your choice novel, please annotate the novel while you read. I also want you to write down at least 10 instances of comparison (Note: can include similarities and differences) with the novel we have read in class. You will be using these notes in class and for an assignment.



24

Appendix C

Independent Reading Quarter 4 Essay

You were asked to read a contemporary novel that has similar themes, literary styles, plot points, etc. as the novels that we have read in class this year. Today, you are going to write an essay in which you analyze how the book you read connects with the one we read in class. Remember:

-‐ You must have a clear thesis statement -‐ Evidence from both novels (you may PARAPHRASE) -‐ You may use the notes/journals/annotations that you wrote while reading your

independent reading novel

Prompt Literature transcends time. Many of the themes discussed in classic literature appear in contemporary literature. More so, many of the novels read in class relate to many popular novels read by teens outside of the classroom. Write a well-‐developed essay comparing how the novel you read and the novel it is paired with address similar themes, issues, and literary styles.



25

Appendix D

Rubric courtesy of St. Mary’s County Public Schools



26

Grade sheet courtesy of St. Mary’s County Public Schools



27

Appendix E Post-Survey

1. I enjoy reading classic literature: 1

Hate it

2 3 4 5 Sometimes

6 7 8 9 10 Love it

Was this because of the assignment?______________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. I understand classic literature: 1 Not at all

2 3 4 5 Parts of it

6 7 8 9 10 Completely

Was this because of the assignment?______________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________

combining young adult and classic literature in a secondary

Documents