Young Adult literature
Young-adult fiction or young adult literature (often abbreviated as YA), also juvenile fiction, is fiction written, published, or marketed to adolescents and young adults, although recent studies show that 55% of young-adult fiction is purchased by readers over 18 years of age. The Young Adult Library Services Association (YALSA) of the American Library Association (ALA) defines a young adult as someone between the ages of twelve and eighteen. Authors and readers of young adult (YA) novels often define the genre as literature as traditionally written for ages ranging from sixteen years up to the age of twenty-five, while Teen Fiction is written for the ages of ten and to fifteen. The terms young-adult novel, juvenile novel, young-adult book, etc. refer to the works in the YA category.
YA literature shares the following fundamental elements of the fiction genre: character, plot, setting, theme, and style. However, theme and style are often subordinated to the more tangible elements of plot, setting, and character, which appeal more readily to younger readers. The vast majority of YA stories portray an adolescent, rather than an adult or child, as the protagonist.
The subject matter and story lines of YA literature are typically consistent with the age and experience of the main character, but, beyond that, YA stories span the spectrum of fiction genres. Themes in YA stories often focus on the challenges of youth, sometimes referred to as problem novels or coming-of-age novels. Writing styles of YA stories range widely, from the richness of literary style to the clarity and speed of the unobtrusive and free verse.
- 1 History of young-adult fiction
- 2 Genre
- 3 Themes
- 4 Characteristics
- 5 Usage in education
- 5.1 Situational Archetypes in Literature
- 5.2 Using Classic Situational Archetypes in the Classroom
- 6 Edgy content
- 7 Hyphens (young adult vs. young-adult)
- 8 Trends
- 9 The young adult problem novel
- 10 Boundaries between children's, YA, and adult fiction
- 11 New adult fiction
- 12 Awards
- 13 See also
- 14 References
- 15 Bibliography
- 16 Other publications
- 17 External links
History of young-adult fiction
The history of YA literature is tied to the history of how childhood and young adulthood are imagined. Beginning in the 1920s, it was said that "this was the first time when it became clear that the young were a separate generation" (Cart 43);yet, multiple novels within the YA category had been published long before. One early writer to recognize young adults as a distinct group was Sarah Trimmer, who, in 1802, described "young adulthood" as lasting from ages 14 to 21. In her children's literature periodical, The Guardian of Education, Trimmer introduced the terms "Books for Children" (for those under fourteen) and "Books for Young Persons" (for those between fourteen and twenty-one), establishing terms of reference for young adult literature that remain in use today. Nineteenth century literature presents several early examples that appealed to young readers (Garland 1998, p. 6) including: The Swiss Family Robinson (1812), Waverley (1814), Oliver Twist (1838), The Count of Monte Cristo (1844), Tom Brown's Schooldays (1857), Great Expectations (1860), Alice in Wonderland (1865), The Adventures of Tom Sawyer (1876), Adventures of Huckleberry Finn (1884), Kidnapped (1886), The Jungle Book (1894), and Moonfleet (1898).
A few other novels published around the start of the 20th century include Treasure Island by Robert Louis Stevenson, Heidi by Johanna Spyri, and Black Beauty by Anna Sewell. J. R. R. Tolkien's The Hobbit, published in 1938, and Betty Smith's A Tree Grows in Brooklyn, published in 1943, although not specifically written for a younger demographic, are read by many adolescents today at that level.
In the 1950s, shortly before the advent of modern publishing for the teen romance market, two novels drew the attention of adolescent readers: The Catcher in the Rye (1951); and Lord of the Flies (1954). Unlike more-recent fiction classified as YA, these two were written with an adult audience in mind.
The modern classification of young-adult fiction originated during the 1950s and 1960s, especially after the publication of S.E. Hinton's The Outsiders. It focused on a group of teens not yet represented in works of fiction. Instead of having the nostalgic tone, which was typical in young adult books written by adults, it displayed a truer, darker side of adolescent life because it was written by a young adult.
As the decades moved on, the stormy[opinion] 1960s became the era "when the 'under 30' generation became a subject of popular concern, and that research on adolescence began to emerge. It would also be the decade when literature for adolescents could be said to have come into its own" (Cart 43). For this reason, others adopt The Outsiders, published in 1967 by S. E. Hinton, who at the time was only a teenager, as the initiator of the adolescent literature genre. This catapulted discussions about adolescent experiences and the new idea of adolescent authors; 1967 sparked the production in growth of this now thriving genre. In the 1970s, what has become to be known as the "fab five" were published. "For the record, the fab five are: I Know Why the Caged Bird Sings by Maya Angelou; The Friends by Rosa Guy; The Bell Jar by Sylvia Plath; Bless the Beasts and Children by Glendon Swarthout; and Deathwatch by Robb White" (Cart 77).
Through the decades
As publishers began to focus on the emerging adolescent market, booksellers and libraries, began creating YA sections distinct from either children's literature or novels written for adults. The 1970s to the mid-1980s have been described as the golden age of young-adult fiction—when challenging novels began speaking directly to the interests of the identified adolescent market.
In the 1980s: "the 1980s contained a large amount of Young Adult publications which pushed the threshold of topics that adolescents faced such as rape, suicide, parental death, and murder." Also in the 1980s, "teenagers seemed to want to read about something closer to their daily lives-romance novels were revived" (Cart 99). In the 1990s, Young Adult Literature pushed adolescent issues even further by including topics such as "drinking, sexuality, drug use, identity, beauty, and even teen pregnancy" (Lubar). Also in the 1990s, it seemed as though the era of Young Adult Literature was going to lose steam but "due in part to an increase in the number of teenagers in the 1990s the field matured, blossomed, and came into its own with the better written, more serious, and more varied young adult books published during the last two decades" (Tomlinson and Lynch-Brown 5).
Young Adult Literature has become a genre which covers various types of text including: novels, graphic novels, short stories, and poetry. Much of the literature published consists of young adult fiction which in itself contains several different types of text. The genre also contains other various types of non-fiction such as biographies, autobiographies, journal entries/diaries, and letters. Although many genres exist in young adult literature, the problem novel tends to be the most popular among young readers. Problem novel refers to young adult novels in the realistic-fiction category that "addresses personal and social issues across socioeconomic boundaries and within both traditional and nontraditional family structures" (Cole 98). Memoirs are also popular forms of Young Adult Literature. Another common genre within young adult fiction is Bildungsroman, a coming of age story that showcases the process of "growing up". The genre itself has been challenged due to its seemingly mature content by critics of Young Adult Literature, but "other converted critics have embraced Young Adult so dearly that they have scoured the canon for any classics they could adopt into the YA family" (Stephens 2007).
Young Adult Literature uses a wide array of themes in order to appeal to a wide variety of adolescent readers. Some of these themes include: identity, sexuality, science fiction, depression, suicide, drug abuse, alcohol abuse, familial struggles, bullying, and numerous others. Some issues discussed in Young Adult Literature include: friendship, love, race, money, divorce, relationships within families. "The culture that surrounds and absorbs young adults plays a huge role in their lives. Young Adult Literature explores themes important and crucial to adolescence such as relationships to authority figures, peer pressure and ensuing experimentations, issues of diversity as it relates to gender, sociocultural, and/or socioeconomic status. Primarily, the focus is centered around a young lead character and the reader experiences emotions, situations, and the like through this character and is able to see how these problems/situations are resolved. It also needs to play a significant role in how we approach this group and the books we offer them to read" (Lesesne 14). Reading about issues that adolescents can relate to allows them to identify with a particular character, and creates a sense of security when experiencing something that is going on within their lives. "Whether you call them archetypes or stereotypes, there are certain experiences and certain kinds of people that are common to adolescents. Reading about it may help a young person validate his or her own experience and make some kind of meaning out of it" (Blasingame, 12). In a paper written by April Dawn Wells, she discovers seventeen common traits of young adult novels. These include: "friendship, getting into trouble, interest in the opposite sex, money, divorce, single parents, remarriage, problems with parents, grandparents, younger siblings, concern over grades/school, popularity, puberty, race, death, neighborhood, and job/working".
Young adult literature contains specific characteristics that are present throughout the genre. These characteristics encompass: "multi-themed story, tension versus shock effect, memorable characters, accurate facts and details, memorable voice, authentic dialogue, effective/clear writing style, sense of humor, widespread appeal, intriguing openings and memorable closings" (Cole 61-65). Other characteristics of Young Adult Literature include: "(1) Characters and issues young readers can identify with; those issues and characters are treated in a way that does not invalidate, minimize, or devalue them; (2) Is framed in language that young readers can understand; (3) Emphasizes plot above everything else; and (4)Is written for an audience of young adults" (Blasingame 11). Overall, Young Adult Literature needs to contain specific elements that will not only interest readers of this genre, but elements that relate directly to real situations adolescents in all generations may encounter, and contain believable, empathetic characters.
Usage in education
Research suggests young adult literature can be advantageous to reluctant student readers by addressing their needs. Authors who write young adult literature have an adolescent’s age and interests in mind. The language and plots of young adult literature are similar to what students are accustomed to finding in reality, television, movies, and popular culture (Bucher, Manning, 328-332).
The following are criteria that researchers have come up with to evaluate the effectiveness of young adult literature in the classroom (Bucher and Manning, 9-10).
- The subject matter should reflect age and development by addressing their interest levels, reading and thinking levels.
- The content should deal with contemporary issues and experiences with characters adolescents can relate.
- Subjects can relate to dealing with parents and adults, illness and death, peer pressure with regards to drugs, sex, and the complications of addiction and pregnancy.
- The content should consider existing global concerns such as cultural, social, and gender diversity; environmental and political issues as it relates to adolescents.
Young Adult Literature has been integrated into classrooms in order to increase student interest in reading. Research has been performed on what type of impact the introduction YA Literature has on students, particularly adolescent males and struggling readers: "Researchers have shown that introducing YA Literature to males improves their reading ability. YA Literature, because of its range of authors and story types, is an appropriate literature for every adolescent male who needs compelling material that speaks to him" (Gill). Research shows that not only adolescent males have been labeled as reluctant readers, struggling readers use reluctance as a coping mechanism. Young Adult Literature has been used to open up the door of reading literature to these readers as well: "When voluntary reading declines, the problems of struggling readers are only aggravated. By allowing adolescents to read good young adult literature, educators are able to encourage independent reading, which will, in turn, help adolescents develop the skills necessary to succeed." (Bucher and Manning)
Another reason that Young Adult Literature has been incorporated into classrooms is to be paired with classic texts that are traditionally read in classrooms, and required by many schools curricula. Using YA Lit alongside a canonical piece of text can increase a students comprehension of the common themes the various texts have, and make reading a classic text more enjoyable: "Young adult literature can spark interest in the classics and vice versa. Although it's clear that young adult literature is more accessible, that doesn't warrant denying the classics to struggling readers. The classics shouldn't be reserved for exceptional students, and Young Adult Literature shouldn't be reserved for at-risk readers." (Cole 513).
Situational Archetypes in Literature
The classic canon in high school literature classes can often be too overwhelming and far removed from the everyday life of an adolescent. Sarah K. Herz and Donald Gallo suggest using archetypes from traditional literature to "build bridges" to the classics through young adult literature. Young Adult Literature offers teachers an effective way to introduce the study of archetypes in literature by grouping a variety of titles around archetypal situations and characters. Herz and Gallo suggest before or after studying a traditional classic or contemporary novel it is a good time to introduce the concept of archetypes in literature. Based on the Jungian theory of archetypes, consider a literary archetype as a character type or theme which recurs frequently in literature (Herz and Gallo, 64-66). Recognizing archetypes in literature will help students build the foundation for making connection among various works of literature. Students can begin to grasp and identify the archetypal images and patterns that appear in new forms. Archetypes also help students become more conscious of an author’s style and to think about and recognize the way in which a particular writer develops a character or story (Herz and Gallo, 66).
Using Classic Situational Archetypes in the Classroom
A partial list of classic situational literary archetypes as comprised by Herz and Gallo in two separate editions of their book, From Hinton to Hamlet: Building Bridges between Young Adult Literature and the Classics. The Young Adult Novels are paired with Classic Novels based on situational archetypes.(Herz and Gallo, 66-70).
Presents the main character in a conflict. Through pain and suffering, the character’s spirit survives the fight and through a development of self-awareness the main character is reborn. Breathing Underwater by Alex Flinn / Hamlet by William Shakespeare
The Fall: Expulsion from Eden
The protagonist takes a journey, either physically or emotionally, that brings meaning in their life. The Crazy Horse Electric Game by Chris Crutcher / The Odyssey by Homer and Of Mice and Men by John Steinbeck.
The Test or Trial
The main character experiences growth and change; he or she experiences a transformation. The True Confessions of Charlotte Doyle by Avi, Permanent Connections by Sue Ellen Bridgers, Dancing on Dark Waters by Alden Carter, and Driver's Ed by Caroline Cooney / The Red Badge of Courage by Stephen Crane and The Color Purple by Alice Walker.
Annihilation; Absurdity; Total Oblivion
In order to exist in an unbearable world, the main character accepts that life is "absurd, ridiculous, and ironic" The Giver by Lois Lowry / Catch 22 by Joseph Heller and Slaughterhouse Five by Kurt Vonnegut Jr..
Parental Conflicts and Relationships
The protagonist deals with parental conflict by rejecting or bonding with parents. Tiger Eyes by Judy Blume, Midnight Hour Encores by Bruce Brooks, Ironman by Chris Crutcher, and The Runner by Cynthia Voigt / Ordinary People by Judith Guest, Death of a Salesman by Arthur Miller, Romeo and Juliet by William Shakespeare, The Joy Luck Club by Amy Tan, and The Glass Menagerie by Tennessee Williams.
The Wise Old Woman or Man
This figure protects or assists the main character in facing challenges. Phoenix Rising by Karen Hesse, Memoirs of a Bookbat by Kathryn Lasky, Jacob I have Loved by Katherine Paterson, and Remembering The Good Times by Richard Peck / To Kill A Mocking Bird by Harper Lee and The Grapes of Wrath by John Steinbeck.
The main character leaves his or her community to go on an adventure, performing actions that bring honor to the community. Staying Fat for Sarah Byrnes by Chris Crutcher and Make Lemonade by Virginia Euwer Wolff / A Tale of Two Cities by Charles Dickens and Cyrano de Bergerac by Edmond Rostand.
The Sacrificial Redeemer
The protagonist is willing to die for a belief; the main character maintains a strong sense of morality. Harry Potter by J K Rowling, The Hunger Games by Suzanne Collins,The Chocolate War and The Bumblebee Flies Anyway by Robert Cormier / Julius Caesar by William Shakespeare and Antigone by Sophocles.
From its very beginning, young-adult fiction has portrayed teens confronting situations and social issues that have pushed the edge of then-acceptable content. Such novels and their content are sometimes referred to as "edgy".
YA novels currently in print include content about peer pressure, illness, divorce, drugs, gangs, crime, violence, sexuality, incest, oral sex, and female/male rape. Critics of such content argue that the novels encourage destructive or immoral behavior. Others argue that fictional portrayal of teens successfully addressing difficult situations and confronting social issues helps readers deal with real-life challenges.
Debate continues regarding the amount and nature of violence and profanity appropriate in young-adult fiction.
See Young adult problem novel below
Hyphens (young adult vs. young-adult)
Recognition of the noun young adult and its punctuation as an adjectival modifier are inconsistent. Some dictionaries recognize young adult as a noun (Random House, 2nd 1987), while others do not (Webster's International, 3rd 2002). When recognized (as by Random House), young adult is treated as an open compound noun, with no hyphen.
When the noun young adult is placed before another noun (such as fiction, novel, author), however, the use of a hyphen varies widely. For example, an Internet search (of the Web or of news articles) using the key words young adult fiction shows widespread inconsistency in hyphenation. Although the Chicago Manual of Style falls short of declaring the omission of the hyphen as grammatically incorrect, it clearly addresses the issue in "Compounds and Hyphenation", sections 7.82-7.86: "When such compounds precede a noun, hyphenation usually makes for easier reading. With the exception of proper nouns (such as United States) and compounds formed by an adverb ending in ly plus an adjective, it is never incorrect to hyphenate adjectival compounds before a noun."(Chicago Manual of Style, 15th Edition 2003, p. 300) The Writer's Digest Grammar Desk Reference is a little more forceful on the subject: "The most complicated business conducted by hyphens is uniting words into adjectival compounds that precede nouns. Many writers neglect to hyphenate such compounds, and the result is ramshackle sentences that often frustrate the reader." (Writer's Digest Grammar Desk Reference 2005, pp. 274–275) The World Heritage Encyclopedia Manual of Style also addresses the issue of hyphens for compound adjectives.
Although none of the sources cited above list young adult as an example, each clearly expresses a preference for hyphenating compound modifiers. With that in mind, young adult is a noun (without a hyphen) as defined by Random House. But when the noun young adult precedes another noun, it becomes a compound modifier and warrants a hyphen, as in young-adult fiction, young-adult author, young-adult novel, and so on. Because the sources do not declare the absence of a hyphen as grammatically incorrect, widespread inconsistencies in the punctuation of young adult are likely to continue, either out of ignorance or as conscious choice of style.
The category of YA fiction continues to expand into new genres: graphic novels, light novels, manga, fantasy, mystery fiction, romance novels, even subcategories such as cyberpunk, splatterpunk, techno-thrillers, and contemporary Christian fiction. New formats such as ebooks make it easier[opinion] for teens to access these online.
The young adult problem novel
Recently the term problem novel has been used used to describe young adult literature that deal exclusively with an adolescent's first confrontation with a social or personal problem. (See also the Social novel and Social protest novel). The term was first used this way in the late 1960s with reference to contemporary works like The Outsiders, a coming-of-age novel by S. E. Hinton, first published in 1967. The adolescent problem novel is rather loosely defined. Rose Mary Honnold in The Teen Reader's Advisor defines them as dealing more with characters from lower-class families and their problems and as using "grittier", more realistic language, including dialects, profanity, and poor grammar, when it fits the character and setting. Sometimes, the term problem novel is used almost interchangeably with "young adult novel", but many young adult novels do not fit these criteria.
S. E. Hinton's The Outsiders (1967) and Paul Zindel's The Pigman (1968) are problem novels written specifically for teenagers. However, Sheila Egoff notes in Thursday's Child: Trends and Patterns in Contemporary Children's Literature that the Newbery Award winning novel It's Like This, Cat (1964) by Emily Cheney Neville may have established "the problem novel formula." Go Ask Alice (1971) is an early example of the sub-genre and is often considered an example of the negative aspects of the form (Although the author is "Anonymous", it is largely or wholly the work of its purported editor, Beatrice Sparks). A more recent example is Adam Rapp's The Buffalo Tree (1997).
Boundaries between children's, YA, and adult fiction
The distinctions among children's literature, YA literature, and adult literature have historically been flexible and loosely defined. This line is often policed by adults who feel strongly about the border. At the lower end of the YA age spectrum, fiction targeted to readers age 9 to 12 is referred to as middle-grade fiction. Some novels originally marketed to adults have been identified as being of interest and value to adolescents, and vice versa, as in the case of books such as the Harry Potter series of novels.
New adult fiction
New-adult fiction (also known as post-adolescent literature) is a recent genre of fiction aimed towards post-adolescents and young-adults ages 18 to 30. The term is believed to have been first coined by St. Martin's Press in 2009. The genre tends to focus on issues prevalent in the young adult genre as well as focusing on issues experienced by individuals between the area of childhood and adulthood, such as leaving home for college and getting a job.
Various young-adult-fiction awards are presented annually, and mark outstanding adolescent literature writing.
- The Michael L. Printz Award is an award for a book that exemplifies literary excellence in young adult literature. It is named for a Topeka, Kansas school librarian who was a long-time active member of the Young Adult Library Services Association.
- The William C. Morris YA Debut Award first awarded in 2009, honors a debut book published by a first-time author writing for teens and celebrating impressive new voices in young adult literature. The first William C. Morris award was given to Elizabeth C. Bunce for A Curse Dark as Gold.
- The Margaret A. Edwards Award was established in 1988, honors an author, as well as a specific body of his or her work, for significant and lasting contribution to young adult literature. The annual award is administered by YALSA and sponsored by School Library Journal magazine. It recognizes an author's work in helping adolescents become aware of themselves and addressing questions about their role and importance in relationships, society, and in the world.
- The Alex Awards are given annually to ten books written for adults that have special appeal to young adults. The winning titles are selected from the previous year's publishing. The Alex Awards were first given annually beginning in 1998 and became an official ALA award in 2002.
- Odyssey Award honors the producer of the best audiobook produced for children and/or young adults, available in English in the United States. Co-administered with Association for Library Service to Children.
- Blasingame, James. Books That Don't Bore 'Em: Young Adult Books That Speak to This Generation. New York: Scholastic, 2007. Print.
- Bucher, K., Manning, M. Lee. Web. 12 May 2009.
- Bucher, Katherine Toth, and M. Lee. Manning. Young Adult Literature: Exploration, Evaluation, and Appreciation. Upper Saddle River, NJ: Pearson Education, 2006. Print.
- Cart, Michael. From Romance to Realism: 50 Years of Growth and Change in Young Adult Literature. New York: Harper Collins, 1996. Print.
- Cart, Michael. From Insider to Outsider: The Evolution of Young Adult Literature. "Voices From The Middle," 9(2), 95-97. 2001.
- Cole, Pam B. Young Adult Literature: In the 21st Century. New York: McGraw Hill, 2009. Print.
- Gill, Sam D. Web. 12 May 2009.
- Herz, Sarah K., and Donald R. Gallo. From Hinton to Hamlet: Building Bridges between Young Adult Literature and the Classics. Westport, CT: Greenwood, 1996. Print.
- Herz, Sarah K., and Donald R. Gallo. From Hinton to Hamlet: Building Bridges between Young Adult Literature and the Classics. Westport, CT: Greenwood, 2005. Print.
- Lesesne, Teri S. Making the Match: The Right Book for the Right Reader at the Right Time, Grades 4-12. Maine: Stenhouse Publishers, 2003. Print.
- Lubar, David. Web. 12 May 2009.
- Stephens, Jonathan. Web. 12 May 2009.
- Thomlinson, Carl M., Lynch-Brown, Carol. Essentials of Young Adult Literature. Boston: Pearson Education, Inc. 2007. Print.
- Authors and Artists for Young Adults, serial publication (Gale, 1989+) with bio-bibliographies of novelists, poets, dramatists, filmmakers, cartoonists, painters, architects, and photographers which appeal to teenagers. Entries typically are six to twelve pages in length, have a black & white photo of the author/artist and other illustrations. Recent volumes include a sidebar recommending similar books/works the reader might like also.
- ALA Best Books for Young Adults[lower-alpha 1] by YALSA, edited by Holly Koelling.
- Books for the Teen Age, annual book list selected by teens for teens, sponsored by the New York Public Library[lower-alpha 2]
- Diana Tixier Herald. (2003) Teen Genreflecting. 2nd ed. Wesport, Conn.: Libraries Unlimited.
- Johns Hopkins University Press, pp348–372, at p350-351.
- Frances FitzGerald, "The Influence of Anxiety" in Harper's, September 2004, p. 62-70
- Grenby, Matthew. "Introduction." The Guardian of Education. Bristol: Thoemmes Press, 2002. ISBN 1-84371-011-0
|Commons has media related to Young adult fiction.|
- In defense of mean-girl books, by Lianne George, Macleans, 15 October 2007.
- "New Trend in Teen Fiction: Racy Reads; Parents Alarmed that Books are More 'Sex and the City' than Nancy Drew", by Janet Shamlian, NBC News, 15 August 2005.
- ": The Power of Sex in Young Adult Literature," by Tanya Lee Stone, VOYA, February 2006.
- NPR: Multicultural Books Offer Diverse Reading Experience Michel Martin interviews ALA President Loriene Roy, 19 July 2007.
- "Naomi Wolf, The New York Times, 12 March 2006.nl:Jeugdliteratuur#Jeugdliteratuur