RESEARCH PAPER ENG LIT- Adolescent Literature INSTRUCTIONS!

RESEARCH PAPER ENG LIT- Adolescent Literature INSTRUCTIONS!

DRESS REHERSAL OF FINAL RESEARCH INSTRUCIONS & FINAL DRAFT FEEDBACK for PAPER & PERCEPTION

INCLUDES Two RUBRIC’s for the RESEARCH PAPER & Perception/Explanation paragraph introduction to paper, separate assignments? PLEASE review, correct, edit, change, Review, revise, tweak, to co-ordinate according to the instructions into final draft, submission ready documents One, 10pg research paper, 1 one paragraph explanation of research paper?

INSTRUCTIONS 4 RESEARCH PAPER

RESEARCH PAPER ENG LIT- Adolescent Literature INSTRUCTIONS!

ACTUAL TITLE: Historical Fiction and Female Protagonists in Young Adult Literature during the Late 18th Century!

Write a 10 page articulate research-based paper On “Historical Fiction and Female Protagonists in young Adult Literature, late 18th century”, with a focused thesis about one ( Fever 1793, by Laurie Halse Anderson) or more works of adolescent texts referenced during that era? Choose a specific topic for research in regard to the literary aspect, craft a strong argument, and incorporate course themes and materials listed below. The audience for this paper to be readers of a scholarly journal. Use 4-5 scholarly resources in your paper. Make certain to give proper credit to all resources. The paper should include a summary of the book, “Fever 1793” & conclusion of the paper’s topic regarding the teaching/learning value of young adult lit. Follow MLA guidelines for format. Closely monitored, Plagiarism Sensitive. Scholarly college level writing & content, professionally written & edited to final draft status, no additional editing necessary?

Identify current theories and research about the teaching of adolescent literature.

Analyze and evaluate texts that reflect diverse genres, time periods, and cultures.

•Analyze /interpret the ways in which language and literature are related to class, culture, ethnicity, gender, historical periods, race, and sexuality, appropriate to adolescents at a variety of reading levels.

Examine the historical, philosophical, and cultural background important to understanding connections between contemporary adolescent literature and traditional literature that explores the adolescent experience.

•use critical analysis in writing and speaking about the literature, to understand the universality and the endless variations from multi-cultural themes to dystopian novels on the adolescent experience in classical and adolescent literature.

1st RUBRIC

STRICT FINAL PAPER RUBRIC YAL (young adult literature)

Introduction/Thesis

The introduction is exceptional and grabs interest of reader and states topic.

The thesis is exceptionally clear, arguable, well-developed, and a definitive statement

about specific adolescent literature

.

Content/ Support of Thesis/Analysis

Content is exceptionally well-presented and argued; Ideas are detailed, well-

developed, supported with specific evidence:

The content is exceptionally critical, relevant and consistent connections made between

Research and thesis; and

The content includes excellent analysis.

.

Organization/Development of Thesis

The paper is exceptionally clear, logical, and mature, and has thorough development of thesis

with excellent transitions between and within paragraphs.

.

Organization: Paragraphs

All paragraphs have clear ideas, are supported with examples, and have smooth transitions.

Research

At least 5 sources are exceptionally well-integrated, and

they support claims argued in the paper very effectively.

Quotations and Works Cited conform to MLA formatting and

style requirements

Style: Word choice, Tone

Style and voice are not only appropriate to the given audience and purpose, but also show

originality and creativity.

Word choice is specific, purposeful, dynamic and varied.

Sentences are clear, active, and to the point..

Grammar & Mechanics

Excellent grammar, spelling, syntax and punctuations.

INTRODUCING THE ACTUAL PAPER BEGINS HERE 10pg of content??

Name:

Tutor:

Course: Historical Fiction and Female Protagonists in Young Adult Literature during the Late 18th Century

Date:

Summary of “Fever 1793” (WRONG TITLE)

Matilda is a young adolescent and exhibits bravery throughout the adversity of the fever. In Philadelphia, there is an outbreak of fever, and it is spreading fast. As a result, people flee from the town. Matilda’s family has a coffeehouse, and they are on a brink of closing down their business due to the fever epidemic. Lucille, Matilda’s mother is finally infected with the fever. Matilda, her grandfather and the company of some other farmers is forced to flee the town, leaving Lucille to avoid the fever. However, along the way guards restricts Matilda and her grandfather passage as they are suspected of being infected with the illness. Matilda is forced to take care of her grandfather, and she is infected with the fever also. She finds herself in the hospital with French doctors who do not drain blood to treat the fever like previous doctors. After Matilda recovers and returns to town, life becomes even much harder, they are attacked by robbers once again, and at this point, as her grandfather intervenes, he is killed by robbers. Matilda finally meets with Eliza who takes her and another orphan, Nell, child to her brother, Joseph. Matilda together with Elizabeth volunteers to provide services to patients who are infected with the fever. Joseph’s twin sons are also infected. Matilda together with Eliza are forced to give the necessary help to the twins at the coffeehouse. The fever outbreak finally disappears, and individuals return to the country, where Matilda and Eliza reopen the coffeehouse, and Lucille returns to reunite with the family. They also join with Nathaniel Benson her childhood friend and a person whom Matilda is portrayed to suggestively like her.

Perception of Young Female Adolescent

Young adults in the modern literature, especially of the female gender were not perceived to be as strong as opposed to their male counterparts. Most of the history books are concerned with achievements linked to male genders. Military books, scientific achievements during the modern period shifted their focus and were only inclined to achievements by the male gender. However, literature like “Fever 1793” is concerned with acknowledging positions of young women in the society. This book is centered on the struggles that women underwent during the period, and they had to put up the fight. However, there exists a considerable difference between current literatures for young adults. Most of the existing literatures have different perceptions especially because they are predisposed to delinquent behaviors. Authors have embraced the cognitive theory of adolescents who have difficulties or rather have weak minds in the making and thus it might be challenging for them to make rational decisions in life. The primary aim of the literature is to focus on the experiences, growth, emotional and intellectual capabilities of young adults. Many works of literatures of the 21st century portray young adults as being delinquent as these are the things that they mostly experience as they grew up. This might have adverse impacts on the growth of adolescents, mainly because this stage is known for self-identity. Self-knowledge and identity for the growth of individuals and young adults would grow up knowing a sad world.

“Harriet the Spy” is another text that incorporates different culture, genres and times. The narrator portrays female protagonists of young age who spies and writes observations about her friend. The way of life has changed. Parents are now more preoccupied with job demands rather than being concerned with their children. It might seem as if Harriet might be depressed after losing her friends for spying on them. Nevertheless, Harriet is determined to continue making her observations. No strong bond exists between Harriet and her family members. She does not find any solace in them as they are deemed to neglect their daughter. Harriet finally becomes the editor of the class newspaper. Some of the texts that integrate different genre including war, capitalism and urban life include “The Octopus”(1901). In the First text, the narrator talks about war, capitalism and early urbanization in California. Conflict arises between the railway company and the ranches. The railway company enjoys the monopoly and charges exorbitant freight charges, something which makes the wheat farmers strike. The story shows how people have turned out to be indifferent throughout time. The novel is a 20th-century novel but still has relevance today. It demonstrates a system of power whereby human beings have become so detached that they are unable to consider the needs of other rational people as well. This is depicted on how the railway cooperation is concerned with the profits during the time and not other concerns of individuals. The culture of individuality is taking over from the old culture of being a community. This clash results into colossal conflict.

Literature has significant impacts regarding the development of the society. The implication is that literature throughout history has played a substantial role in shaping civilization, altering political systems and brought to light injustices that have occurred throughout time. Language and literature are related in the manner in which both the two have shaped civilization throughout the world. Precisely, it pinpoints that language and research developed in demographics where civilization started. The class is the organization of relationships where people are grouped in accordance to their level of education, occupation, and income. The use of the English language is precise to almost all of these factors. Achievements in nearly all the categories require the use of English language, for instance, high education levels are attained primarily through the use of English language. Writers and readers in the 18th century were greatly influenced by the 18th-century culture that was preoccupied with social class.

After 1680, there was a significant shift especially changes in the origin of authors as many authors did not come from the aristocracy class but rather the middle class. Some of the authors including Gay, Swift, Haywood, and Richardson came from modest backgrounds while the others such as Pope, and Fielding came from very humble origins without immense wealth. After the restoration, authors were concerned with writing for city booksellers who believed literature was a trade and became very rich from selling the books (Raven, 2007). Eighteenth-century society generally sought stability by maintaining old political structures in the face of economic change and fearful memory of social upheaval during the Civil War and Interregnum. Literary development throughout this era was very responsive to these changes that were taking place, but also there was a need to ensure the stability of the society. Balancing these conflicting forces was not, however, easily housed within existing literary genres. Therefore, the backgrounds that most of the authors lived influence their writing. For instance, revolution, slavery , and many other factors influenced literature, and many of the people had to express the injustice caused during the period.

Human societies have assigned different roles, behavior, morality, and thoughts to men and women. They used the biological distinction to exhibit the difference of gender, for instance during the 18th century English Standards of feminity, women were required to devote their lives to undertaking domestic chores. Additionally, women were not supposed to question the opinions of men as they were regarded ad their guardians. Education, social experience and financial background affected readership of women. Women were not admitted until the 18th century. This, therefore, changed their participation in literature as opposed to men. During the 19th century, women from both the middle class and the upper class had leisure time and financial resources to access literature through serial publications. This enhanced move readership of literature among women. Gender difference, education, and experience have influenced the lives of many female authors. Alexander Pope for instance who was a famous playwright and novelist and his rival author Eliza Heywood believed that it was as if Alexander Pope writing did not emerge from an intelligent and well-regulated mind but immense ignorance and the dull animality of women. Jane Austen who had very little school knowledge since she spent less than two years of schooling for young men when her brothers attended Oxford. She believes that being denied classical education denied her essential knowledge of science and philosophy as well as quotations and allusions that were male privileges. As some of the genres relied more upon on formal education, novel writing genre would integrate more women because it had limited official rules and a tradition that could be accessed by the English language. Many of the female authors took upon themselves to address the injustices that were done on women. Eliza Heywood ’s, explorations of power games between men and women in the workplace as demonstrated in “Fantomina.” Therefore from this description, we can say that many of the literary works of women are concerned in addressing many of the injustices that were done to women and discouraged the dominance of men in almost all the spheres of life. Elizabeth Gaskell’s work ,for instance, “Ruth”, explored the hardships that a single mother and this text was burned in her house and was even symbolically burned by her male acquaintances. Taking into considerations the limitations that women underwent, it was challenging to find related themes that would find their way into the writing of women. Therefore, literature affected many women in that many struggled to get their work recognized and presented different themes as opposed to men literature that concentrated upon other life affairs.

Language has had significant impacts on gender too. Research on gender and language is concerned with studies that are concerned with the difference and dominance in language (Coates, 76). Women’s speech integrates question tags which mark their language as inferior and weak. Therefore, when a girl learns this subordinate speech puts her in a demeaning position throughout their lifetime. Additionally, men language can be aggressive and direct while women language can be emotional and standard.

Language and ethnicity relate because minority ethnic groups learn a language that is dominant in a particular area. This forces them to replace their language with the new language, or instead, they are forced to combine their language with a new language. The different race has different ways in which they perceive the language.

The manner in which literature relates to the different factors is appropriate for adolescents at different reading levels in many ways. Firstly, adolescents through these factors they can recognize the worth that they have in the society. As adolescent is the stage that kids want to be like others of the same sex, then, they will strive to be like role models of their sexuality. For instance, six-year adolescents would adopt the choices that seem to be famous for their younger adolescents. Therefore, through reading literature and language and how they are related to the socioeconomic factors, it is evident that they will be willing to undertake the same path in addressing or even promoting the themes that they get in the literature. They will develop more interest to explore literature that explores their topic of interest if for instance is to find out how different genders, race or any other historically persecuted groups emerge to overcome the persecution.

How adolescents are understood in the society is a socially constructed through systems of social arrangements available during a particular period. Adolescence is not a universal phenomenon as others are rebellious and others are compliant. Historical, philosophical and cultural background advocate for this construct. However, they have different ways of exploring adolescent in both the contemporary literature and traditional literature. Many of the conventional Young Adults Literature aims at investigating the various ways in which young adults protagonists can be of great help. Classical literature objective at directly exploring the adolescents’ experiences by overcoming many challenges that are associated with the group. Therefore most of the traditional literature is mainly concerned with exhibiting positive side from adolescents to discourage the predetermined attitude that adults usually have towards adolescents. Consequently, contemporary literature aims at critiquing adult expectations of the youth. In Enright’s (2007) “Anxiety,” for instance, the narrator focuses on the young boys who are taken to, and they are not concerned with what results into the boy having a suicidal mind and even pulling him out of school.

The cause of the psychological problems that the young adult was undergoing is basically because of bullying, isolation, and teasing. Therefore this novel aims at demonstrating the reasons as to why young adults are involved in some of the delinquent behaviors, for instance pulling out of school and increased suicidal minds. However, according to the adults, the boy is depressed because of the divorce that is imminent between her parents. They do not see his problem as a growing problem, and they take him seriously. Contemporary literature also aims at enhancing adolescents to learn disciplinary behaviors.

Some novels such as “The Hunger Games” aim at exhibiting the different disciplinary behaviors that adolescents should instill within their character. The popularity of the novel has enhanced the opportunity for digital literacy for adolescents for versatile means of literature involvement that young people show significance, thereby expanding and promoting their experiences with literature.

Oppressive ruling regimes, constant surveillance, being denied freedom and conforming to the rules are among the aspects that adolescents have to face daily. Effects of parental control and peer pressure make adolescents feel as if they are trapped and that they need to look for proper means to alter their current situations. A dystopian world is similar to an adolescent world where it is not possible to get to the situations that they are not capable of fixing(Bethune 86). As young protagonists adults begin the journey of searching for an identity, it is crucial to understand that the world in which they live in not perfect, and there is no freedom. Lois Lowry’s The Giver (1993), is an example of a Dystopian novel where the main aim is to demonstrate a world in which everything is controlled and decide for the citizens. Citizens in the novel are controlled on whom to marry, the kind of children that they ought to receive and where they will work. There is the narrator, Jonas, who realizes the undoing of the society and strives to unveil his knowledge to the members of the society. Contemporary literature, therefore, is designed at testing the protagonist ability to survive in such kind of a world.

The “Hunger Games”, is also a representation of a dystopian society. In the novel the living conditions are unbearable. Moreover there is a culture of choosing boys and girls to participate in the hunger games which is a deadly competition that has no regards for life. While the fight is ongoing, the whole of the country watches to see who emerges the winner in the hunger games. However, life is not very hard at the Capitol, where there is total power and control of the districts.

The novel provides efficient commentary into income disparity, authoritative government and dictatorial type of leadership. In the novel there is a female protagonist who strives to change the authoritative culture and disparities in the distribution of income. Using the bow and the arrow she is determined to change everything for the better. This novel can truly demonstrate how female protagonists can really share and change everything for the betterment of the society. To be precise contemporary literature will portray the world as an hopeless one for the young adult but the main aim is to make them learn, how to develop countermeasure for the challenges that they face. In “The Hunger Games ”, the female protagonists is presented as if she is a murder but they are meant to portray how young adults can put up a strong fight against social injustices.

Fiction Literature of vampires, werewolves is a demonstration that portrays how teens wrestle with identity is a dystopian setting with themes that are concerned with the role of individuals to the community (Basu et al.et al. 15). Most of the dystopian literature especially for the young adults might expose the young teenagers as being delinquent. On the other hand, they help present a world with a lot of hardships, , and therefore teens are required to find connections and solutions to the problems existing in their lives. The depiction of hopelessness as demonstrated in dystopias literature is not to depress adolescents, but on the other hand, they have a more positive purpose. The primary objective is to provide a social explanation on the appropriate ways in which adults have to live and to deal with challenges of life. This help adolescents to develop concrete knowledge about the world if in any case, they have to progress and share their experience to others and spread the hope required to overcome the challenges that exist in the world (Cart 103).

Conclusion

Young Adolescents protagonists in both contemporary and traditional literature are portrayed as being capable of overcoming the challenges that they encounter on a daily basis. There exists a relationship between language, literature and socio-economic factors that influence how young female adolescent read literature. Even the traditional literature which is concerned with a dominant male society helps the female readers to deal with the challenges that exist even in the contemporary world and the means in which they can disseminate the knowledge on how to deal with the upheavals that live in the society.

Both the modern and traditional literatures have a similar perception of adolescents. However, they are different in the ways they help integrate adolescents in reading the literature. Contemporary literature is mainly concerned with a real world, and even fiction literature promotes commentary of what indeed faces adolescents on a daily basis. In this way, it will be possible for young female protagonists to avoid the traps of life that may come their way. YAL aims at giving adolescents themselves and even adults themselves a different perception that they have regarding young adults. Since this is what constitutes adolescents are socially constructed, and thus literature aims at dismantling this perception that helps the adults to have a different opinion of themselves that would result in the difference in the society.

Works Cited

Coates, J. and D. Cameron (Eds.) (1988). Speech of Women in their Community. Harlow: Longman. Coates, J. (1988).

Michael Cart, Teenage Literature: Romance to Realism. Chicago: American Library Association, Print. (2010).

Brian Bethune,. “Era of Dystopia.” Maclean’s 125.14 (2012): 84-8. OmniFile Full-Text Select (H. W. Wilson). Web. 1 Apr. (2014).

Balaka , R. Katherine Broad, and Hintz Carrie, Basu. Young Adult Literature: Current Dystopian Fiction for Teenagers courageous New Teenagers., 2013. 1-15. Web. 1 Apr. 2014.

2nd RUBRIC FOR EXPLANATION/PERCEPTION PARAGRAPH ASSIGNMENT

EXPLANATION OF FINAL PAPER IDEA ASSIGNMENT & Rubric

What you are writing your final paper on? Be sure to read the description of what’s expected and in a paragraph or so, explain what your paper will be about and what question(s) you will aim to answer with your research and analysis. This is an assignment, submit it as an explanation of your proposed Topic?

FINAL ASSIGNMENT RUBRIC

Final Paper Rubric: Introduction/Thesis – The introduction is exceptional and grabs interest of reader and states topic; and the thesis is exceptionally clear, arguable, well-developed, and a definitive statement about specific genre of the historical novel in adolescent literature.

Content is exceptionally well-presented and argued; Ideas are detailed, well-developed, supported with specific evidence; The content is exceptionally critical, relevant and consistent connections made between research and thesis; and The content includes excellent analysis. The paper is exceptionally clear, logical, and mature, and has thorough development of thesis with excellent transitions between and within paragraphs.

THIS IS WHAT I RECIEVED – WARNING!! I THINK IT IS UNACCEPTABLE??

Mind You this is supposed to introduce as an explanation of the FEATURE ATTRACTON “the paper”??

SHOULD READ EXPLANITION OF – Historical Fiction and Female Protagonists in Young Adult Literature during the Late 18th Century

Perception of young female Adults

Young adults in many of the 18th century literature, aims at changing the world view of women. Women are perceived as weak creatures and therefore most of the literature aims at proving the position of women in the society. Female protagonists who are young are presented as being weak and thus contemporary literature aims at discouraging this fact by exhibiting young female adults as being strong to overcome the tribulations. They are able to overcome teenage experiences that predispose them to delinquent behaviors, during adolescent and exhibit their prowess in showing their worthiness to the society. It helps demonstrate the roles young adults can undertake in society although there are activities that still persecute this group.

FINAL ISSUE: SEE BELOW

DO I NEED TO ADD/include THIS ARTICE as an TO ENHANCE THE PAPER? PLEASE ADVISE?

ADDENDUM ARTICLE 2 B ADDED????

Article Summary: Women were better represented in Victorian novels than Modern ones

Name

Institution

Article Summary: Women were better represented in Victorian novels than Modern ones

Eschner’s 2018 article begins by underscoring the University of Illinois professor, Ted Underwood statement “a decline in women authors and named characters has subtly shaped our understanding of literary history.” Ideally, Eschner’s work draws right from the historical representation of both masculine and feminine gender in literary work and the present representation. From the author’s analysis, the feminine gender was better represented in Victorian literary work than it is represented in modern literary works (Eschner, 2018).

Eschner’s article begins by indicating that modern English-language novels trace their root in the eighteenth century, with notable female and male characters such as Elizabeth Bennet and Paul Atreides respectively being typified has having felt, grinned, acted, and laughed in their work. Eschner article refers to a machine learning algorithm study that was conducted by Ted Underwood and David Bamman, whose motive was to offer a new perspective in understanding the representation of gender from a historical point of view (Eschner, 2018).

Underwood and Bamman in their study examined gender representation through analyzing authors and characters of 104,000 novels by machine learning algorithm. Initially, Underwood and Bamman built their study through an algorithm that was based on previous research on characterization. In their study, the HathiTrust Digital Library provided the primary source from where they obtained the novels. Their selection comprised of bestsellers’ novels published between 1703 and 2009. Some of the novels that made it in the list include popular titles such as Dune, Prejudice, Pride, and Raymond Chandler’s novels. The findings of the two researchers are compiled in their article “The Transformation of Gender in English-Language Fiction” (Eschner, 2018).

After obtaining the data from the algorithm, the two researchers sectioned it by time. In this way, they were able to note gender representation patterns in literary work over specific periods. For instance, from 1800 to 1970, they found a remarkable decline of women authors – from approximately 50% to less than 25%. Similarly, for the same period, they noted a significant decrease in named women characters in literary work. Ideally, there were rapid, and dramatic changes in words used typify gender. However, the data obtained showed that the trends started reversing during the last part of the twentieth century (Eschner, 2018).

In literary work, gender has stereotypically been constructed through words. For instance, gendered words such as ‘mustache’ and ‘skirt’ have throughout history been used to symbolize the masculine and feminine gender respectively and were found by the study to have remained unchanged. In the 1800s the word ‘felt’ was linked with women, while the word ‘got’ was usually allied with men. However, the trend in the usage of such gendered words was noted to have declined over with time as notable by their absence during the twentieth century (Eschner, 2018).

Eschner (2018) equally validates the use of machine learning approaches in understanding literary work trends. In essence, the concept, which is usually used in sectors such as in banking appear strange in analyzing literary work. However, because of the unexpected results in literary work trends, statistical approaches become a requisite in understanding literary history and forecasting future trends (Eschner, 2018).

The machine learning approaches are useful in addressing the presences and silences of the past in literary work, such as the absence of women characters in novel studies. Ideally, this is possible because of algorithm’s ability to make predictions to detect trends on a set of information. The machine learning algorithm was efficiently used in Underwood and Bamman study to show the changing gender representation in literary work over time.

Reference

Eschner, K. (2018). Women were better represented in Victorian Novels than Modern ones.


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