LBGT literature is no different than young adult literature. With that being said I agree with Levithan that LGBT people are human beings as anyone else. Before Levithan and other LGBT authors LGBT individuals turned to literature as a source of validation, acknowledging and glamorizing same sex relationships. These stories give young adults whom in the LGBT community an outlet to cope and deal with tough situations in regards to their sexuality.
Author Archives: eenglish3@gsu.edu
Censorship – Captain Underpants
by Dav Pilkey
The banned book I chose for my censorship paper is the Captain Underpants Series by Dav Pilkey. This series is a long-lived debate amongst educators and parents for its toilet humor and disdainful attitude. Captain Underpants has been my favorite book since the second grade. I was not aware of the severity that educators and parents had on regarding to the content of the book. I too can relate that one reason why it is my favorite because of the underlying message of potty training “toilet humor”. This quote from Captain Underpants and the Preposterous Plight of the Purple Potty People states “It’s been said that adults spend the first two years of their children’s lives trying to make them walk and talk, and the next sixteen years trying to get them to sit down and shut up.” This quote represents the difference in the humor of adults and young children that is found within the series.
The book relies on two main characters: George and Harold. George likes to write and Harold likes to draw. With their capabilities of being creative, this is when Captain Underpants the superhero is born. One main reason for banning the series is for the insensitivity and chiefly being unsuited for specific age groups to read. This series also advocate anti-bully themes for young readers to acknowledge. As a future educator and experiencing both sides of the spectrum, reading is fundamental. If a book or comic book encourages children to read, why not support the positivity it possesses.
Responding to Scott Westerfeld
Westerfeld argues that teenagers are fondly prone to attract to stories or novels that depicts systems breaking down under its own contradictions. Teenagers are in a stage where they must cope with adult responsibilities including school, work, yet they are not fully granted with such adult powers to gain respect. With the two extremes he describes, dystopia and apocalypse, signifies the “Uglies”. This meaning constitute how a society based on surveillance and control would have “zero tolerance. I agree with Westerfield’s argument. I believe that in today’s society, teenagers experiences luck in waking up every morning with a place to stay, eating approximately three meals a day and getting an education to better their future. As a result, teenagers would break away from a structured life filled with many rules, regulations and restrictions. In The Giver, we see the moment when Jonas breaks away from the norm of his community due to becoming the Receiver of Memory. He possesses more wisdom than anyone in his community but his youth makes it possible for him to receive the memories and learn from them. Reading these types of books gives teenagers a different aspect on life, one that they are not accustomed to, but arouses their suspicions and curiosity in such a way.
Picture Book Assignment
Sleep Like A Tiger
by. Mary Logue
illustrated by. Pamela Zagarenski
For my picture book essay, I chose Sleep Like A Tiger by Mary Logue. It’s a perfect bedtime story about a young girl who isn’t tired and doesn’t want to go to sleep. The dialogue in the story reminds me with the endless questions of “what if” asked by children. The illustrations in the book are very beautiful and enriched the story tremendously.
Early Reading Blog :)
My earliest reading memory is from the fourth grade reading The Little Engine That Could by Watty Piper to a group of kindergartners. On this particular day, my teacher stationed me as a teacher assistant to a kindergarten class of twenty-five students. That same day my class attended a field trip to the CNN Center. Unfortunately, I was not able to attend so the students that could not attend the field trip stayed at the school to assist other teachers during the day. I remember assisting the teacher by setting up worksheets for the students to work on when they arrive back from recess. Once the students arrive back to the class it was story time. As the assistant teacher, I was required to read a book of my choice to the students as they wind down from recess. While I read to the students, the teacher continues setting up work for the students after story time ended.
The reason why I chose the story The Little Engine That Could because the underlying message it gives to its readers. Particularly for this story, there is no age attachment to it. All ages whether young or old can rekindle the story of the little engine and how it persevere through whatever obstacle that may get in its way. This story captures the essence of believing in yourself despite what others may think or say towards you in general. The students adore the idea that they too are little engines. They also like the idea of helping one another. This opens the opportunity for the students to learn how teamwork helps to complete a task. After reading this story, I believe that they gain awareness of believing in themselves no matter what the task may be. This was a great exercise to incorporate a great lesson along with moral they can continue to follow for years to come.
Hi :)
Hi everyone! My name is Ebonee’ English. I’m a senior majoring in English with concentration of Pre-Education/Secondary English.