Of the Heart, Not the Glands

Review of The Gardener by S.A. Bodeen

2011-06-03T09:16:00.004-04:00

The Gardener, by S.A. Bodeen; Feiwel & Friends, 2010.

S.A. Bodeen is also known as Stephanie Stuve-Bodeen and has written several children's books, primarily about characters living in modern Africa, in addition to two young adult sci-fi novels. The Gardener is her second YA sci-fi novel.

The Gardener is a quick read with a fast-paced plot and interesting characters. As soon as I finished it, I took it to school and loaned it to one of my male 6th grade students. Bodeen does an excellent job of presenting a young man who is working to discover who he is, both literally and in a psychological sense. I was not surprised to learn it is a 2011 ALA Quick Pick for Reluctant Readers.

The premise of The Gardener centers around a research company that is attempting to locate an alternative food source for human beings. The reduction in food production because of industrialization and the destruction of the environment motivates scientists to make sacrifices that are, at best, distasteful, and at worst, murderous. The author does not take a definite position on the right/wrong side of the scientific debate presented, but allows the reader to think: What IF we run out of food? Would I be willing to make sacrfices for the greater good?

Classroom Application Ideas

1) Use The Gardener as a starting point for a roundtable or Paideia style class discussion about the "green" movement. Augment the novel with news articles about global warming. You may want to include selections from Rachel Carson's Silent Spring or other important environmental works.

2) Ask students to write a diary entry from the perspective of one of the parents of the children being used in the experiment. How did they make the decision to give up their children? What were they thinking?

3) Use this novel as a quick-read companion for Frankenstein. How are Victor Frankenstein and "The Gardener" similar and different-- especially when one considers their motivations, techniques, and the consequences of their actions.

Review of The Roar by Emma Clayton

2011-05-31T18:31:00.001-04:00

The Roar by Emma Clayton; The Chicken House, 2009.

I picked up The Roar at an end-of-the-year book fair after having it on my "to read" list for a year and a half. The buzz about The Roar is that it's exciting, fast-paced, and will appeal to fans of dystopian action adventure (i.e. The Hunger Games). The buzz is accurate, in my opinion, and I'm eager to see where Clayton takes this concept in the sequel.

The Roar is set in a future in which people are crowded (extremely) behind "the wall", a giant concrete structure. Millions of people are hiding behind this wall because of The Animal Plague, a rabies-like disease which struck all of the world's animals and forced the government to basically raze the entire planet with poisons. Meat is now grown in tanks and most of the food is "fab", meaning it is fabricated out of mold instead of actually grown. London now consists of two levels, one of which is worse than the worst 19th century tenement and the other literally a golden city in the sky. The children of the poor refugees who live in the lower level of London begin playing what they think is a video game, but Clayton gradually reveals that it is much more.

The strength of this book is definitely the interesting premise and the suspense created by the gradual revelation of a "secret" being kept by the government. Character development tends to be one-sided. Good characters are just good, and bad are just bad. The reader is rarely asked to make any kind of decision about which characters to like and not like as the lines are so clearly drawn between bad and good. Likewise, the interpersonal relationships portrayed in the book are mostly flat. Good relationships seem to have no flaws; even when a friend is upset at losing the game, the dissonance created by that upset is explained away and wrapped up nicely by a "sick mother excuse". I didn't find myself really caring about the two main characters, twins named Ellie and Mika, though I was interested to see what happened to them because of my interest in the plot. I wouldn't be upset to see any character completely left out of the sequel, so long as the premise was the same and the plot continued.

This book would work well for middle or high schoolers, though older high schoolers may find it a bit juvenile because of the flat characters. The characters are primarily 12- and 13-year-olds so the book includes school, friends, bullies, parents, and identity crises. There are a couple of violent scenes, but nothing too drastic or graphic. The book would make an interesting read for a Science class as it deals with issues of environment, artificial intelligence, and genetic mutations.

Review of Along for the Ride by Sarah Dessen

2009-06-30T15:00:00.000-04:00

Along for the Ride by Sarah Dessen; Viking/Penguin (2009)

Dessen's latest novel follows the same basic format of many of her previous novels: a girl has troubles (usually involving a boy, her family, and some girl friends) and is able to overcome those troubles by rediscovering herself and forming new (or fixing old) relationships (again, usually with a boy, her family, and some girl friends). Despite her formulaic writing, Dessen's novels are always a treat because of the well-developed characters, the witty dialogue, and her deft creation of a world that is both locally recognizable and universal.

Along for the Ride follows Auden, daughter of two selfish and immature college professor parents, as she spends the summer in Colby with her father and stepmother. Auden is over-the-top in her dedication to her school work, but doesn't always use her common sense in social situations. Even so, Auden is easy to like and to identify with. Auden's love interest, Eli, is also easy to like and will no doubt make many teenage hearts quiver.

The characters I enjoyed the most were Auden's stepmother, Heidi, and Auden's father. I wouldn't mind reading a novel geared towards adults about the two of them. At first, Heidi seems like a stereotypical ditzy stepmother, but Dessen gives Heidi more and more back-story and depth as the story progresses. Her relationship with Auden's father also seems stereotypical at first, but its twists and turns surprised me. Similarly, Auden's co-worker Maggie seems to be a typical "clothes-boys-make-up" type of girl, but turns out to be more like Auden than any reader will expect.

Dessen's unique, quirky touches aren't lost in Along for the Ride. Readers will remember Colby from Dessen's other novels, as well as The U, and some of the characters. Dessen says that she doesn't want her work to be too region-specific, but Carolina girls will easily place Colby on the map. Non-Carolina girls will be able to relate to Colby, as well, however. Eli and Auden's late night trips to Park Mart and the local convenience store made me laugh as I could picture myself doing the same thing.

Classroom Applications
I regularly suggest Dessen's novels to my middle school students (with the exception of Just Listen and Dreamland, which attempt to tackle topics that may be too difficult for middle schoolers). I plan to recommend Along for the Ride, as it is fun and easy to read, but still has enough depth to make it worth the time it takes to read it. High schoolers and college students will also enjoy this one.

Extension Questions:
1) Predict: In ten years, do you think Heidi will still be Auden's stepmother? Why or why not?
2) Eli and Auden both have trouble sleeping, but for different reasons. When have you had trouble sleeping, and why? How was your experience similar to/different from Auden and Eli's?
3) One criticism of Dessen's work is that everything works out too perfectly in the end. Do you agree or disagree with this criticism? Explain.
4) Read the interviews with Sarah Dessen on this page: http://www.teenreads.com/authors/au-dessen-sarah.asp, and view Sarah's personal website: http://www.sarahdessen.com. After viewing these sites, create FIVE interview questions that you think Sarah might not have been asked before and that she might enjoy answering. For each, explain why you think she might enjoying answering the question.
5) Dessen has been praised for her creation of interesting secondary characters. Which secondary character was your favorite, and why? How is this character different from or similar to another character from literature or someone you know?

Review of Enthusiasm by Polly Shulman

2009-04-17T18:57:00.009-04:00

Enthusiasm by Polly Shulman; Putnam Juvenile, 2006.

True confession: I bought this book because the cover said that Stephenie Meyer recommended it. It was only $3 in the bargain section at Books-A-Million (my very favorite bargain section- Sorry, indie book stores!), so I might have purchased it anyway... but Meyer's name was a clincher. I was expecting a cute, fluffy teen romance that would make for a good hour or two of reading, and Enthusiasm definitely delivered-- and then some.

This story centers on a very basic idea: two girls (Julia and Ashleigh), the best of friends, fall for the same handsome boy (Grandison Parr). Shulman builds on this idea by adding many allusions to classic literature, especially Jane Austen and William Shakespeare. For example, when Julia and Parr first meet, their conversation creates a sonnet, just like Romeo and Juliet's first conversation (as Julia's teacher explained earlier in the novel). As an Austenite myself, I loved looking for little pieces of Jane's novels and references to her characters. Julia wonders if a classmate of Parr's is a "W____" (Austen fans will immediately know WHICH "W"), and Julia and Ashleigh refer to boys as "Darcys" or "Bingeleys". I will concede this may annoy readers unfamiliar with Austen's heroes, but I found it quite funny. It made me smile, and I needed a smile! Also, Shulman doesn't keep the plot on a traditional trajectory and have the girls fight over Parr. In fact, Julia selflessly avoids him and focuses on herself, which was refreshing to read in a teen romance.

Shulman's dialogue is witty and natural, and the voice of her teen characters and adults is well-developed. Character development was equally well-done; she manages to create secondary characters who are not simply flat caricatures. Sam and Zack Liu, Julia's mother, and Julia's stepmother (the "Irresistible Accountant") are all treasures.

Although Enthusiasm is far from grandiose, it is well-written and enjoyable and would make a great addition to a classroom library.

Classroom Applications

This novel would be most appropriate for students in grades 7-10, particularly females. I don't want to stereotype any of the young men out there, but I don't know any young men personally to whom I would recommend this novel. Although it is a romance, the focus is on the development of an intellectual relationship between a boy and girl and a friendship between two young ladies, so I would feel comfortable using this as a book club/lit circles novel in the classroom. The frequent use of literary allusions makes this even more of a classroom-ready novel.

Literary Devices to teach: allusion, flat/round characters, irony, dramatic irony/unreliable narrator, foils

Themes/Topics: the different types of friendships and romantic relationships, family relationships (especially daughters and mothers/stepmothers), the search for identity, sacrifice

Extension Questions

1) Why does Julia remain silent when Ashleigh tells her that Ned is her "Bingeley"? What does this reveal about her as a person?
2) Do you think Ashleigh will "grow out of" her habit of having different obsessions? Explain.
3) Explain why Julia calls her stepmother, Amy, the "Irresistible Accountant." What role does Amy play in the story? How is she similar to/different from Julia's mother?
4) What was your reaction to Shulman's inclusion of references to Austen and Shakespeare? Did you like it, find it annoying, or not really care either way?
5) People have some very different opinions of Jane Austen: Mark Twain remarked that her books made him want to "beat her over the skull with her own shin-bone," but former Chief Justice John Marshall said "she is pleasing, interesting, equable, yet amusing." J.K. Rowling says Jane is her favorite author. Based on these opinions, how do you think people will feel about Enthusiasm?

Review of Blue Bloods by Melissa de la Cruz

2009-04-12T21:16:00.005-04:00

Blue Bloods by Melissa de la Cruz. Hyperion 2007 ($8.99 paperback version)

The first word that pops to mind when I think about this novel is "Pffftt." I know that "pffftt" isn't REALLY a word, but it's the sound I made after almost every page. I had Blue Bloods on my "to-read" list since it was published in hardcover, and chose to read it this weekend as a bit of pleasure reading. Big mistake. Reading this novel was more pain than pleasure. It reads like a list of "hot" designers written by a 16-year-old girl who watches too many reruns of Sex and the City. It shares a lot of the same aspects of the popular Clique novels, which I liked as fun pleasure reading, but lacks the sense of humor, the ability to see itself for what it is. Blue Bloods, unlike the Clique novels, takes itself WAY too seriously.

The major problem with Blue Bloods is the premise. I could forgive the slow development of the plot, the lack of depth in characterization, the rampant historical inaccuracy, the bizarre "twins-but-sometimes-lovers" dynamic, the dialogue that is vapid, sour, boring, stale (etc., etc.), and the just plain bad writing. Really, I could. If it weren't for the fact that these rich Manhattanite vampires are supposed to be the descendants/reincarnation not only of the original Separatists who landed at Plymouth in 1620, but also the legion of angels cast out of heaven after Lucifer's rebellion.

Yes, seriously. The archangels Michael and Gabriel are even characters. See why "Pffftt" is the sound I associate with this novel? You just made that sound, did you not? I loved the idea of "blue bloods" being not only a term for the richest of the rich but also a unique conception of the vampire, but de la Cruz ruins the unique idea with this bizarre and completely unbelievable twist. It would have made more sense to have the creatures be just angels rather than try to make them angels, vampires, Puritans, and everything in between.

I won't waste any more time on this review, other than to say this novel is definitely not going on my suggested reading list (it's in my box to take to the used bookstore). If your students are fans of vampire fiction or the new batch of upper-class fluff, suggest that they pick up a copy of Twilight or The Luxe and leave Blue Bloods alone.

(You may notice a lack of classroom applications accompanying this and the previous review. This is not because I am abandoning the creation of apps; I simply didn't feel they were appropriate. For Wintergirls, the novel is not one that would work in a classroom setting because of the intense, personal, emotional content. For Blue Bloods, it is because the novel is not classroom quality.)

Review of Wintergirls by Laurie Halse Anderson

2009-04-03T23:00:00.003-04:00

Wintergirls by Laurie Halse Anderson. Viking (Penguin), March 2009.

This new novel by Anderson, of Speak uber-fame, is truly difficult to read. There were several times when I had to put the book down because I felt like I was going to be sick. Anorexia in general is a difficult topic to read or hear about, especially when so many girls have personal experience with it, either via their own behavior or that of a friend. Anderson makes it even more difficult with her intense first person narration and unusual stylistic touches. This difficulty does not mean that the book is not well-written or worth reading. On the contrary, this difficulty is part of what makes the book great. Like Living Dead Girl, which I reviewed in a previous post, Wintergirls SHOULD be difficult to read. A book about anorexia that is easy to read is likely not, in fact, a book about anorexia at all.

The story centers on a "wintergirl" (a term of Anderson's invention, alluding to the myth of Persephone) named Lia who has been previously hospitalized for her anorexia and is having a major relapse after her fellow wintergirl and best friend, Cassie, dies in a horrible way. The story is built primarily on character and relationships, especially Lia's relationship with her stepsister, Emma, her mother and father, and her stepmother. Details about her relationship with Cassie are gradually revealed as a secondary back-story (the back-story develops from end to beginning as the main plotline moves from beginning to end).

Lia's stepmother, Jennifer, breaks the "evil stepmother" mold and is one of the most positive influences in Lia's life. I enjoyed this break from stereotype, especially when I read Anderson's acknowledgements and learned that she has a good relationship with her own daughters' stepmother, the woman who "nudged" Anderson to write about anorexia. Lia's sister Emma is a well-developed character, and I have to admit I am still worried about her. What will happen to her now that the novel is over? Will she become a wintergirl like Lia (some of the novel seems to suggest this is a possibility), or will she learn from Lia's mistakes? Lia herself has a voice almost as strong as Melinda's from Speak. She shares some of the same sarcasm and dark humor that characterized Melinda. She also shares the same triumph and final grasp at hope that Melinda is able to achieve.

The unusual stylistic touches I mentioned share a lot in common with online writing formats. For example, the novel isn't divided into chapters, but numbered like "posts". Also, she uses "strikethrough" to indicate thoughts that Lia has, but chooses to repress (usually cravings for food). There are a couple of blank pages during a pivotal scene, although the use of blank space is far less unusual than the strikethrough dialogue.

Wintergirls succeeds at its core purpose- to present a truth about a girl dealing with anorexia and the underlying pain that often leads to eating disorders, and the larger truth that there is hope and the possibiliy of recovery for people dealing with this devastating illness. This is a novel that defies classification as pure "YA" as adults can easily relate to the pain Lia feels in her Winter and cheer for her as she begins her long path towards Spring.

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I had the pleasure to hear Ms. Anderson speak tonight at Quail Ridge Books in Raleigh, NC (a lovely store which I highly recommend). I was struck by how genuine she was (I commented to my professor that "She didn't even wear dress up clothes." She had on some adorable "custom" Converse). I witnessed her interactions with a group of teenage girls and she was incredibly patient and kind to them. Several comments she made during her remarks and the question-and-answer session were memorable, but a few comments particularly so. Her advice to teachers is to let our habits and attitudes as readers serve as a model for students, as this will teach them more than any direct-teaching ever could. Also, she strongly advocates working with the public library and local librarians in helping students procure and use library cards. She talked about the different processes for writing historical fiction and "YA" novels, as well as the moral issues one must consider when writing about difficult topics like sexual assault and anorexia. I would encourage any fan of her work to see her speak if possible.

Review After Tupac and D Foster by Jacqueline Woodson

2009-03-22T15:00:00.002-04:00

After Tupac and D Foster by Jacqueline Woodson. Putnam Young Adult 2008.

A nameless narrator and her two young friends deal with racism, becoming a young adult, discovering their identities, hope and loss during a two-year span in the mid-1990s.

There is a lot to like in this novel, which I expected from Woodson. The first aspect that will strike many readers is her use of dialect. I felt it was respectful to African American Vernacular English while also using "standard" English during portions that were only narration and not dialogue. Woodson has an excellent grasp on the voice of urban youth, not portraying them as ignorant but as quite knowledgeable in the ways of the world and American culture.

Woodson's deft incorporation of popular culture impressed me. She seems to have a genuine understanding of the effect that music and the people who make it have on teenagers. This is often taken for granted in young adult literature. She doesn't try to portray Tupac as perfect, but represents the affection that his fans felt (and still feel) for him. She does an excellent job of explaining the reasons behind the depth of this affection, even almost 15 years after his untimely death. She uses the girls' connection to Tupac to show how his marginalization in the courts and in the press parallels the marginalization of many young African Americans in the United States.

This book is certainly not perfect. It does draw on some stereotypes, such as the black boy ball player who gets a scholarship to college, without going beyond those stereotypes to create new characters. There are however, some very unique characters, such as the gay "Queen" who isn't afraid to be himself and has the support and love of his family.

Woodson incorporates several themes into the novel. The idea of hope and loss is particularly well-developed. She juxtaposes happy, hopefuly events (such as Tash's release from jail and JayJones's scholarship) with great loss (such as Tupac's death and D's farewell). She uses this juxtaposition to show how hope and loss coexist, and how we have to choose to be hopeful if we want to survive.

Classroom Applications

This is a quick read that is sure to be appreciated by students, especially fans of 2Pac's music. Although my students (7th graders) aren't old enough to remember Tupac, his music and its importance to American culture continues to influence them. As far as reading level and content, I think this novel could be applied to both middle and high school classrooms-- most appropriate for grades 6-9.

Literary devices/terms to teach: non sequential plot, allusion, dialect

Extension Questions
1) In what ways are D's interests and personality similar to Neeka's and the narrator's? How is she different?
2) What do you think happened to D after the events of the story ended? Explain.
3) Why did Woodson choose Tupac as the girls' favorite rapper and not another artist? They are certainly other artists that people feel a connection with. Explain your answer.
4) In ways do the girls connect to Tupac as a person, not just as a musician?
5) Compare and contrast JayJones and Tash. How are their personalities similar? Do you think JayJones will learn from Tash's experiences? Why?
6) What stereotypes, if any, do you see represented in this novel? How does the novel go against stereotypes?
7) Why are the girls shocked to find out the D's mother is white? What was your reaction? Explain.

Review of Everlost by Neil Shusterman

2009-03-14T19:37:00.009-04:00

Everlost by Neil Shusterman.

My initial reaction to this novel was, "Wow. That was weird." Not deviantly so, but thought-provoking and humorous. Shusterman's vision of the after-life is certainly unique, to say the least. Everlost is a place in between life and death where the souls of children (none older than 17) are trapped due to clumsiness on the way towards "the light" so many people talk about in near-death experiences. In addition to the souls of children, Everlost is filled with "dead places", vehicles, buildings, spots of ground, and other such locations, that pass into eternity because of a special affective association between the people and the places. For example, the towers of the World Trade Center and the infamous Flying Dutchman both exist eternally in Everlost.

Everlost is not the masterpiece that Unwind is, but it is well-written and interesting. I would suggest this as part of an author study on Shusterman or as an independent reading or lit circles choice.

Classroom Applications

Everlost would be appropriate and interesting for students in grades 6-12, and could even work well for advanced readers in grades 4 and 5. I am always concerned with the emotional readiness of younger advanced readers, and don't like to suggest high school level books for elementary students for that reason. However, Everlost's themes and topics are universal and accessible for anyone.

Themes/Topics: friendship, love, the origin and nature of monsters, the duplicity of heroes, the beginnings of myths, conquering fear

Extension Questions
1) Mary acts as a foil or contrast for many other characters. How do the other character's relationships to or with Mary define them?
2) Shusterman gives many specific examples of "dead" spaces and things that were so loved in life, they continued to exist in Everlost after they stopped exisiting in the "real" world. What other things from the past do you think exist in Everlost?
3) Is the McGill really a monster? Explain.
4) A film version of Everlost is in production. Who do you think should play each character? Why?
5) Do you agree with this review that Everlost was "weird"? Explain.

Review of American Born Chinese by Gene Luen Yang

2009-03-14T19:23:00.001-04:00

American Born Chinese by Gene Luen Yang; Published by First Second in a revised edition, 2006.

This Printz award winner merges three distinct stories- a re-interpretation of "Journey to the West", especially the Monkey King's story, an extreme parody of American stereotypes of the Chinese involving the purposefully offensive "Chin-Kee", and the more realistic (at least until the end) story of an Asian American boy named Jin Wang (which does, in fact, sound quite a lot like "Gene Yang").

The plot of each of these stories is told in a straight-forward fashion: the Monkey King dooms himself to imprisonment under a pile of rocks when he refuses to accept his created form, Chin-Kee's yearly visits to his cousin "Danny" cause Danny so much shame that Danny changes schools every year, and Jin lets other people walk all over him and therefore loses his best friends and his self-respect. The way that Yang ties all these stories together at the end is a little less straightforward, but will still be reasonably easy to follow for young readers. The ending is borderline unbelievable, and would be completely bogus in a traditional novel, but it works because of Yang's humor and willingness to push the envelope in other parts of this novel.

The first aspect of a graphic novel that one typically notices is the art. Yang's style is simple, with large areas of flat color. I have read that this novel began online, so the simplicity of the art makes sense. Unlike many graphic novels, the art itself is not an integral part of the story. There is no information given in the art that is not supplied in the words themselves. There is no irony between what a character does in the art and what he/she says, and no symbolic motifs or themes that exist in the art separate from the words. In fact, it may be questionable to call this piece a graphic novel at all-- It may be more appropriate to call it an ILLUSTRATED novel that happens to look like a comic book.

Despite its lack of depth as a genre piece, the themes in the novel will appeal to teachers and many young adults. The message is, as Tze-Yo-Tzuh says, God does "not make mistakes". Therefore, denying our true selves is denying who God created us to be, and therefore creating a prison for ourselves: the Monkey King's prison is a pile or rocks, Jin's prison is another body and his own shame. We can only be freed when we accept ourselves and return to our true form-- be it monkey or man. This theme may be EXTREMELY obvious to older readers. Middle school age students will find the theme more difficult to discern and will enjoying finding quotes to help support it.

(Side-note: I capitalize the "G" in god here as Yang's "Tze-Yo-Tzuh" is clearly intended to represent the Judeo Christian Yahweh. On pages 69-81, Tze-Yo-Tzuh's words are a paraphrase or even direct quote from Psalms. On page 160, the Monkey King and his master monk set off towards the Star of Bethlehem. On page 215, monkey and his companions visit Mary, Joseph, and the Baby Jesus. I personally appreciated this reference and felt inspired by it, but understand that others many find it offensive or inappropriate for the classroom. I would recommend looking over these few pages before making any decision for classroom use.)

Overall, I enjoyed this piece. Yang uses humor throughout, which will definitely appeal to readers of all ages. There is enough controversy to make this an interesting piece for classroom discussion, but it is unlikely to cause any uproar because the message is so obvious and parent/teacher/politician friendly.

Classroom Applications
I would recommend this novel for middle school if it were used as a classroom teaching piece. It may be an interesting side piece for high school, but does not have the complexity for an advanced course. It is a VERY quick read (it took me about 30 minutes cover to cover).

Literary devices to teach: parallel plots, allusion, hyperbole

Extension Questions:
Unlike many graphic novels, Yang uses a very simple style of art that complements, rather than guides or drives, the story. How does this compare to other graphic novels you've read? Do you think it fits in the genre?
2) There is a clear Christian influence to this story, as the Monkey King visits Christ in Bethlehem and the supreme Chinese diety almost directly quotes passages from the Bible. Were the Christian themes too strong, or just an undercurrent? How do you feel about reading pieces like this in school?
3) How did you feel about the ending? Did it seem to tie all three plotlines together, or did you find it unbelievable? How does this being a graphic novel affect your opinion of the ending?
4) Would you recommend "ABC" to a friend? Why or why not?
5) Research the famous Chinese myth, "Journey to the West". What parts of this story did Yang use, and which did he change?
6) Interview an Asian American classmate or penpal, or reflect on your own experiences. Does the kind of prejudice or stereotyping portayed in the story still occur? Support your answer with examples.
7) What do you make of the similarity between the main character's name and the author's name? Is this significant to the story, or just a coincidence? Explain.

Unwind by Neil Shusterman

2009-03-07T21:00:00.000-05:00

Unwind by Neil Shusterman; November 2007.

Unwind is a unique story about a future in which teenagers can be retroactively "aborted" (although that word is seldom mentioned in the story) by parents when the parents sign an "unwind" order. In the world of the novel, society has convinced itself that as long as ALL parts of a teenager are used as we currently use donated organs like hearts and lungs, then technically the teen isn't dead. He or she is just alive.... in pieces. This gruesome and almost psychotic view of life could be twisted into a rather grotesque novel, but Shusterman manages to pull beauty and true depth out of the concept.

This novel has a interesting premise that is sure to immediately hook teen and adult fans of science fiction. This is a true scifi novel as it takes a current scientific idea (organ donation) and adds to it with a "What if we could also..." scenario. (I call metaphorically this "extrapolating" with my students, but I have to admit I'm not sure that is a technically correct term!) Shusterman doesn't spend too much time explaining the science behind the story, but he does explain the history of unwinding as a practice and demonstrates the process is a truly gripping scene near the end of the novel. In fact, the unwinding scene was one of the most well-written in the novel-- it was truly disturbing, but not graphic or gratutitous. Shusterman seems to really want readers to consider the truth behind rhetoric and "doublespeak", not just shock them into buying his novel. He has a real grasp on the concept of "show, don't tell", which aludes many writers.

The premise and backstory act as the skeleton of the story, and the excellently rendered plot acts as the muscles- The story is continuously moving, never slow or boring. The plot is complex, but not vague or over-done. The novel is a true page-turner, as I wanted to discover what would happen next at every stage of the story.

Shusterman doesn't neglect character development, which is often a pitfall for novels with a potentially overpowering premise like this one. He concentrates on three characters rather than trying to focus on every character he presents, but manages to use those three characters as vehicles for characterization of many minor characters. For example, through Connor we learn about Roland, a bully, and the Admiral, a guilt-driven savior. Through Risa, we learn more about Connor. Through Lev, we are given a fascinating potrait of a recipient of "unwound" parts, Cyrus.

What I liked most about this novel was the fact that Shusterman based it on a very controversial and polarizing topic, but did not take a "side" in the debate. He does not seem to have an "agenda" as if often the case with scifi books that are based on contemporary political debates. He presents what he feels are the potential consequences of extreme thinking and behavior, and leaves it up to the reader to decide. He presents life as valuable and worth protecting, but also shows the danger of thousands of unwanted children.

This is sure to be a favorite of mine for years to come. In fact, I just finished it last week and already have a small group of students reading it-- I'll be re-reading it myself during the coming weeks as my students read it.

Classroom Applications

This novel is listed for ages 13 and up; I would recommend it for grades 7-10. The reading level may be too easy for classrooms of 11th and 12th graders, although I definitely think the content of the novel would be interesting to all ages (young and "old" adults alike).

Concepts/Topics: what does it mean to live, the danger of extremes, self-deception, maturity, social manipulation, choices

Literary devices/terms to teach: point of view, parallel plots, characterization (direct/indirect)

Potential Companion Works: The House of the Scorpion by Nancy Farmer; The Giver by Lois Lowry; Anthem by Ayn Rand (frequently taught in 9th grade in NC).

Extension Questions:

1. How does Connor change during the course of the story? Explain, and give examples.
2. Describe Lev's spiritual journey throughout the novel. Do you think he will be a religious person in the years after the novel's events? Why or why not?
3. In what ways is the story of "CyFi" or "CyTy" significant, specifically to Lev but also to the overall story? Explain.
4. Unwinding has many consequences: for the unwinds and tithes, for the parents, for the people who receive the unwind's parts, for society, etc. Explain these consequences, then compare them. Who do you think has it "the worst"?
5. Do you agree with the Admiral's wife's decision to take him back? Why do you think she decided to accept his return?
6. Support both of these statements with evidence from the book:
The laws allowing unwinding will change soon.
The laws allowing unwinding will not change anytime soon.
7. Support both of these statements with RESEARCH (use the web for starters):
The events in this story could really happen.
The events in this story could not (or would not) really happen.

Runemarks by Joanne Harris

2009-03-04T22:00:00.000-05:00

I picked up this novel without making the connection to Joanne Harris's work for adults (Chocolat and Five Quarters of the Orange, for example). I actually read Five Quarters of the Orange in January of this year and thought it was fabulous. However, I was not at all impressed with Runemarks.

First of all, the villain in the story is a thinly veiled caricature of Christianity. Now, don't get me wrong-- I don't mind that the villain is an existing religion. Harris has a right to rip Christianity a new one if she so desires (and she does, she really does). However, my problem is the fact that it is so thinly veiled. The Order's leader is called The Nameless, their power is called The Word-- The Nameless even refers to himself as The Ancient of Days, a Biblical "nickname" for Yahweh. On top of all that, the book that the Order uses is called the Good Book. The connection was far too obvious, and frankly, insulting. Young adults do not need every subtlety watered down for them. If the book is meant to be an allegory about the futility of religion and the cyclical (rather than linear) nature of the universe, it does not succeed. Allegories rely on NEW symbols and ideas, not using exact quotes from existing philosophy and religion.

Secondly, the characters are, for the most part, under-developed. Maddy, the protagonist, is boring and unlikeable. The reader doesn't get to know her enough before we discover her "true" self, so the impact of her change is not felt the way that it could be. Her powers and cleverness seems to come too easily to her, which makes it difficult to believe she could really exist in our world or the world of the story. Other characters slide in and out of the story, such as "Sugar-and-Sack" the goblin. Sugar's bravery at the end of the novel lacks affective impact because we haven't had the opportunity to get to know him.

In conjunction with the underdeveloped characters, parts of the plot take up too much time in the narrative without any real substance. For example, Harris spends far too much time on Maddy's initial journey to get the Whisperer, then never explains why One-Eye wanted the Whisperer to begin with. To top it all off, the voice of her young adult characters is unrealistic. I think that many teens may like the novel because of its use of unusual mythological characters, but I don't think that the novel has any deep literary value.

I'll stick with Harris's work for adults...

Review of Streams of Babel by Carol Plum-Ucci

2009-02-24T08:00:00.000-05:00

Streams of Babel by Carol Plum-Ucci. Published in May 2008 by Harcourt Children's

The premise of Streams of Babel is that a worldwide circle of bio-terrorists has poisoned the drinking water of a select neighborhood in New Jersey. A group of USIC agents and teenage "v-spies" (the v is short for virtual) struggle to find the terrorists and discover the nature of the poison before it kills four young people. The four young people deal not only with their sickness, but also with two deaths caused by the poison and various types of teenage identity crises.

This novel was fun to read and entertaining, and one I would recommend to my students. I felt that it would have a wide appeal as the story involves many different types of characters and avoids stereotypes. The plot is quick-moving and presented very plainly, so even reluctant readers won't be put off by the initially daunting subject matter.

The strengths of this novel lie in its presentation of varied viewpoints on the idea of terrorism. One of the four young people, Owen, struggles with the idea that terrorists are 100% evil. His inner conflict brings out many of the arguments that so-called terrorists give for their actions, allowing the reader to examine those arguments in a safe environment.

Shahzad, a young Pakistani "v-spy", was the most well-developed and truly "round" character. His struggle with the loss of his family, his assertion that he is an adult despite his age (16), and his unique perspective on terrorism all make him fascinating to read about. Also, Shahzad's voice captures the state of "half-adult, half-child" that teenagers experience.

Despite the strong development of many characters, sections of this novel lost coherence for me as the author tried to balance too many characters. For example, I felt that the character of Tyler Ping could have been left out of the novel altogether. I appreciated his influence on Shahzad's character development, but felt his voice was an unnecessary addition. Tyler's use of drugs was not presented in a way that felt realistic. Also, the plot is often too transparent and doesn't leave enough mystery. Although it is a young adult offering, one should not assume that young adults need to have the plot completely unfolded for them.

I guess it sounds as if I am saying the novel is both too complicated and too simple, and I suppose I am. However, the novel was still an enjoyable read. I look forward to seeing what Carol Plum Ucci offers in the future.

Classroom Applications

Since this novel does use some profanity and may frighten younger readers, I would recommend it for grades 8 and up, or mature 6th and 7th graders. I actually have a couple of 7th graders in mind that I think would thoroughly enjoy (and be able to handle) this novel. I would not hold this up as an example of fine "literature" to my students (at least not with regards to use of language), but would surely recommend it as an interesting weekend read. I think it could be very useful in a book club setting for beginning discussions about the world we live in and America's place in that world.

Concepts/Topics: terrorism, materialism, friendship, family, responsibility, growing up, cultural differences

Literary devices to teach: point of view, characterization

Extension Questions:
1) Cora's classmates refer to her as "Little Miss Perfect." What nickname do you think
Cora would give herself, and why?
2) Rain mentions that she hopes (or even expects) to marry Owen in the future. Do you think they will marry? Why or why not?
3) Compare and contrast Owen's "public" personality with his "inside" personality. Do you know anyone like Owen, who seems to be two people at once?
4) What does it mean to be an adult? Is it about age or behavior? First, give your own personal response then share what you think Shahzad would have to say. Explain!
5) Do you agree with Owen that perhaps the terrorists aren't all bad? Why or why not?

2008's Living Dead Girl by Elizabeth Scott

2009-02-16T18:15:00.005-05:00

Living Dead Girl by Elizabeth Scott. Published 2008 by Simon Pulse.

Synopsis: This novel involves a kidnapped girl (the “living dead girl”) and her captor. It details the dynamics of her situation and her desperation to get out of her situation, and particularly highlights the fact that no one is able, or willing, to help her.

I have to admit I did not have high hopes for this book, as friends had described it as graphic and disturbing. I almost didn’t read it because of these reviews, but I’m so glad I did read it. This novel made me look at abusive relationships differently, and I believe it has the power to do the same for students. Kafka suggested that books should, “make us suffer... [and] serve as the ax for the frozen sea within us”, and this novel did just that to me.

Friends who labeled this book as disturbing and graphic weren’t all wrong. It was definitely disturbing, but I think that abuse is a topic that one ought to feel disturbed about. There were times that I felt physically ill while reading this novel. But, again, I think that more of us SHOULD feel physically ill when we think about abuse. We shouldn’t glorify it as a shocking topic for TV crime dramas or a way to make novels sell better. I did not agree with other reviews that labeled it as graphic, however. I feel that Scott tells enough to make the reader understand “Alice’s” situation, which is pivotal to the novel’s theme. Scott does not attempt to benefit from the abuse by using it for sensationalism or shock value.

The plot of the novel is tightly worked with no unnecessary blather-- to some, it may seem sparse or minimalist, but the prose reflects the state of Alice's soul. She is so consumed by her situation that she cannot embellish her descriptions of her life. Many chapters are composed of only one-two sentences, but Scott uses those few words to make the impact that other authors might need many more words to make. The plot follows a simple single-line arc, with a single powerful climax at the end of the novel. I found myself both in tears and cheering for Alice’s bravery and loss.

Character development is secondary in A Living Dead Girl to the development of theme. The main theme of this book is expressed most succinctly when “Alice” says, "Three life lessons: 1. No one will see you. 2. No one will say anything. 3. No one will save you." This is the part of the book that really spoke to me, and that I feel would speak to my students. I have heard the words Alice quotes from her TV talk shows about how victims should have done this or that… coming out of my own mouth! I hope that in the future I will think back to the lesson in this book and not be so quick to question or judge the victim, and that I will have my eyes open to see, say, and save those like Alice/Kyla.

Classroom Applications

Due to some undeniably mature content, this novel would be appropriate for high school, grades 10-12 (it is labeled for ages 16 and up). The writing level is accessible, so a mature middle schooler could handle this novel if parent permission was granted and parents/teachers monitored the reading. It is important to know your students and their unique situations and needs. I would not simply give this novel to someone below 16 and expect him/her to handle the themes on his/her own.

Concepts/Topics: the danger of assumptions, the nature of victimhood, the cycle of abuse

Extension Questions

1) Does knowing how Ray’s mother treated him make you feel less angry towards him? Why or why not?
2) Would you characterize Kyla/Alice as a hero, villain, or neither? Why?
3) In what ways was society complicit in Ray’s crimes, if any? Explain.
4) In what ways does Kyla triumph over Ray, despite her tragedy?
5) How is Jake similar to Kyla? Explain.
6) Do you think that Scott is too specific in describing how Ray treats Kyla, or perhaps not specific enough? Explain.
7) What age group do you think would most benefit from reading this novel? Explain.
8) Looking back, who specifically could or should have done something to help Kyla? What specifically should they have done?

2008's Freeze Frame by Heidi Ayarbe

2009-02-07T12:18:00.009-05:00

Freeze Frame by Heidi Ayarbe. Published by HarperTeen in 2008.
4/4 Stars

At first glance, Freeze Frame may seem trite and recycled to many readers. The idea of a young boy dealing with the emotional, social, and societal consequences of an accidental shooting could easily be fodder for an after-school special with a "Don't mess with guns, now, kiddos!" message. In addition, the concept for this first novel by expat Ayarbe is hardly new--it has been dealt with in classics like A Separate Peace and "The White Circle". Ayarbe even has her protagonist, Kyle, read Knowles' novel at one point, so she is hardly unaware of the connection.

In spite of these surface problems, Ayarbe deftly takes this novel into much deeper-- and much darker-- territory than I expected. Kyle's grief over the loss of his friend Jason, both before and after Jason's death, is presented in a realistic and believable way. His path from disbelief to anger to an attempted suicide and eventual redemption could easily become boring, but Ayarbe truly treats Kyle as an individual, not just a stereotype going through the stages of grieving. Kyle's re-telling of Jason's death scene through the lens of various film directors allows Ayarbe to gradually reveal more and more of the event and more and more of Kyle's reaction to it, keeping a healthy sense of suspense and preventing the narrative from becoming stolid and predictable.

In addition to her grasp of what makes an interesting narrative, Ayarbe also demonstrates a healthy grasp on character development. She again takes what could be an overdone idea and makes it her own. For example, Kyle's parole officer, Mark, is a hard-nosed bald man with tattoos-- no shocking originality there. However, as we learn more about Mark we see that he truly cares about Kyle and isn't simply a motorcycle riding PO. My two favorite characters were the high-school librarian who takes Kyle under his wing, "Scarface" Cordoba, and Jason's mother, Mrs. Bishop. Since Ayarbe uses Kyle as her narrator, the reader has to look beyond what Kyle understands about these two adults to see the truth of their pasts and their feelings toward Kyle. I won't give away too much of the story, but I do recommend paying close attention to these two fascinating portraits.

What tipped me over the edge from giving this novel three stars to a full four stars is Ayarbe's convincing voice. Many young adult novelists suffer from an inability to capture the way that teenagers speak, especially when using interior monologues. Kyle is consistently true to form as a 10th grade boy. He questions himself, gives himself a hard time, but is also bizarrely confident despite his status as a social outcast during most of the novel. Ayarbe doesn't shy away from having her characters use profanity, which may offend some parents buying this novel for their child. However, it is necessary and realistic for this novel to contain words like "shit", especially considering the context.

Classroom Applications

This novel would make an excellent individual reading or book club/literature circle selection. I would say that anyone grades 6-12 could handle the writing style and content, but teachers do need to consider the maturity level of their particular students as well as the moral and political climate in which they teach.

Literary devices to teach using this novel: dramatic irony, allusion, metaphor, characterization (especially using what characters say about themselves versus what others say about them to judge a character).

Concepts/Topics: grief, the nature of friendship, family relationships, redemption

Extension Questions:
1) If the accident had never occurred, would Jase and Kyle still be friends by the end of high school? Explain.
2) Do you agree with the judge's decision to let Kyle off without any prison time? Why/why not?
3) Should Kyle's parents suffer some kind of punishment for keeping the gun loaded? Explain your answer.
4) Why do you think Mr. Cordoba is so interested in helping Kyle? Explain your answer.
5) Evaluate Dr. Matthews's performance as a counselor for Kyle. Explain your evaluation.
6) How do you think Mrs. Bishop will react to the documentary that Kyle made? Why do you think she will react this way?
7) Different people in this novel handle their grief in different ways. List some of the ways that Jason and Kyle's families and friends handled their grief. Which way do you think is best? Why?
8) Other than being his bodyguard, in what ways did Kyle help Chase? How did Chase help Kyle? Explain.