Relevant bibliographies by topics / Young adult poetry

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Young adult poetry'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Young adult poetry"

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Neira-Piñeiro, María del Rosario. "Children as Implied Readers in Poetry Picturebooks: The Adaptation of Adult Poetry for Young Readers." International Research in Children's Literature 9, no. 1 (July 2016): 1–19. http://dx.doi.org/10.3366/ircl.2016.0179.

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This article analyses Spanish poetry picturebooks for children and young adult readers based on adult poetry. It argues that the main changes that occur in the adaptation process involve the paratexts and literary communication, while the pictures play a prominent role in the creation of the new implied reader. The illustrations transform the original poems in many ways: they can describe, represent the poetic voice, add a story, introduce visual imagery or guide interpretation among other things. Finally, the article examines the pedagogical implications of these picturebooks and argues that they are a good resource for literary education, as they make great literature more attractive and accessible for children and young adults.
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Zitlow, Connie S. "Young Adult Literature: Did Patty Bergen Write This Poem?: Connecting Poetry and Young Adult Literature." English Journal 84, no. 1 (January 1995): 110. http://dx.doi.org/10.2307/820491.

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Lesesne, Teri S. "BOOK TALK: What Books Should Anyone Working with Teens Know?" Voices from the Middle 9, no. 3 (March 1, 2002): 47–52. http://dx.doi.org/10.58680/vm20022404.

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Presents an annotated list of 44 young adult books that represent the wide range of young adult literature available for teens. Represents a variety of genres from poetry to science fiction/fantasy to historical fiction and story collections. Lists the 2002 winners for six major awards.
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Stover, Lois T. "What’s New in Young Adult Literature for High School Students?" English Journal 86, no. 3 (March 1, 1997): 55–62. http://dx.doi.org/10.58680/ej19973356.

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Discusses, from the perspective of the co-editor of the National Council of Teachers of English’s annotated yearly booklist for high school students, new young adult literature and trends. Presents annotations of adolescent literature on hot topics (AIDS, abuse, death), choices and transitions, poetry, nonfiction, diversity issues, and historical fiction.
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Letcher, Mark. "Off the Shelves: Poetry and Verse Novels for Young Adults." English Journal 99, no. 3 (January 1, 2010): 87–90. http://dx.doi.org/10.58680/ej20109529.

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Crowe, Chris. "Young Adult Literature: Silverstein and Seuss to Shakespeare: What Is in Between? by Margie K. Brown." English Journal 90, no. 5 (May 1, 2001): 150–56. http://dx.doi.org/10.58680/ej2001784.

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Points out the rich variety of poetry for teenagers available today, and suggests reasons why teenagers might have a difficult time finding it. Appends a list of more than 120 collections of poetry, arranged in categories.
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Gallo, Don. "Bold Books for Teenagers: Hungry for More Poetry." English Journal 96, no. 1 (September 1, 2006): 120–23. http://dx.doi.org/10.58680/ej20065704.

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“Bold Books for Innovative Teaching” provides dynamic, informative viewpoints on important issues in publishing and teaching contemporary literature, especially literature for adolescents. Reviews of young adult literature will also appear in this column.
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Urquhart, Zach, and Pearson Urquhart. "Fahrenheit 450." Study & Scrutiny: Research on Young Adult Literature 6, no. 1 (August 26, 2023): 138–65. http://dx.doi.org/10.15763/issn.2376-5275.2023.6.1.138-165.

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In this article, we use what we are dubbing “Conversation through Poem” to explore the lived experiences of a father and his daughter, a young adult who has read many of the books that are frequently labeled controversial and banned in schools and libraries. We wrote a series of poems to reflect on how and to what degree reading controversial books has had positive or negative effects. With Parsons’ Reproduction Theory (1959) as a framework, our discussion and reflection through poetry suggests that rather than indoctrinating young people, reading “controversial” books leads to an understanding an openness, as well as showing the need for the voice of young adults in the very conversations surrounding banned books.
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Skowron-Schmidt, Pauline. "Carpe Librum: Seize the (YA) Book: Reading Aloud: Poetry at Its Finest." English Journal 104, no. 4 (March 1, 2015): 96–97. http://dx.doi.org/10.58680/ej201527050.

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Jackson, Mario. "Bookshelf: Kappan authors on their favorite reads." Phi Delta Kappan 104, no. 5 (February 2023): 69. http://dx.doi.org/10.1177/00317217231156247.

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In this regular column, Kappan authors recommend books that have inspired them as educators. This month, Mario Jackson recommends the 1970 classic Pedagogy of the Oppressed by Paulo Friere. And Rachel S. White recommends the 2014 young adult novel in poetry The Crossover by Kwame Alexander.
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Dissertations / Theses on the topic "Young adult poetry"

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Patrick, Lisa D. "Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323.

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Lobsinger, Megan M. "The Last Chance Texaco." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1282763631.

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Pratt, Scott. "An Elephant's Standing in There." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/0692218890/.

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Allow me to introduce you to AN ELEPHANT'S STANDING IN THERE, a whimsical story about an elephant standing in a little boy's bedroom that I wrote for my children many years ago. Though my kids have grown up themselves, I've held on to this tale because of the wonderful memories my family and I shared while reading it together. After stumbling back onto the story roughly a year ago while going through some old things, an idea popped into my head. My daughter, a lovely young lady named Kody, had heard this story many times when she was a young girl. She had also developed an exceptional talent for illustration. I thought to myself, "Wouldn't it be fun if Kody illustrated our story for other families to share?" And that, ladies and gentlemen, is exactly what we've done. From my family to yours, we sincerely hope you enjoy AN ELEPHANT'S STANDING IN THERE, the first in what Kody and I hope will be a long series of stories for children. --Scott
https://dc.etsu.edu/alumni_books/1030/thumbnail.jpg
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Shimizu, Kanako. "Above and Below the Sky: Examining Representations of the Atomic Bomb in Japan and in the United States." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1601.

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This study of atomic-bomb literature on Hiroshima will be through a critical lens, largely through postcolonial theory and reader-response criticism. It will be a discussion on the social and political implications behind the popularization of certain works. The discussed texts will not necessarily be written by the Japanese or by survivors of the atomic bomb: in the first case, I will be examining authorial intent and its relation to the intended reader responses from the implied American audience to study perpetuations of propaganda after the war. This paper will also be examining the interlingual translatability of psychological and physical trauma surrounding the atomic bomb and will be exploring the capacities of language to express an emotional and often sensitive topic.
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Nicholson, Michelle A. "“To be men, not destroyers”: Developing Dabrowskian Personalities in Ezra Pound’s The Cantos and Neil Gaiman’s American Gods." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2628.

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Kazimierz Dabrowski’s psychological theory of positive disintegration is a lesser known theory of personality development that offers an alternative critical perspective of literature. It provides a framework for the characterization of postmodern protagonists who move beyond heroic indoctrination to construct their own self-organized, autonomous identities. Ezra Pound’s The Cantos captures the speaker-poet’s extensive process of inner conflict, providing a unique opportunity to track the progress of the hero’s transformation into a personality, or a man. American Gods is a more fully realized portrayal of a character who undergoes the complete paradigmatic collapse of positive disintegration and deliberate self-derived self-revision in a more distilled linear fashion. Importantly, using a Dabrowskian lens to re-examine contemporary literature that has evolved to portray how the experience of psychopathology leads to metaphorical death—which may have any combination of negative or positive outcomes—has not only socio-cultural significance but important personal implications as well.
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Lauscher, Helen Novak. "Compose your self : expression and identity in the unsanctioned writing of adolescent and young adult poets and songwriters." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/30973.

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The purpose of this research was to explore the experiences of young people as "creative writers" penning their own personal texts in the social, political, and cultural contexts of their lives. The research problem was: From the perspective of the young adult writer, what is the experience of engaging in expression through independent poetry- and song-writing? A qualitative approach was employed to understand contextual and individual factors in exploring the roles that writing may have in the lives of young people who engage in unsanctioned writing practice, or writing practices that are independent from school-supported activities or curriculum. The theoretical framework guiding the analysis focused on understanding the young writers' experiences and uses of writing practice as a site for identity construction. I worked with a group often writers, six female and four male, from age 17 to 30, who actively engaged in writing practices such as poetry, spoken word, and zines. The primary data source was in-depth interviews, which took place where the participants wrote, performed their writing, or hung out. For the participants, writing was: a context for identity construction, self-reflection, and documentation of identity; an emotional outlet arid "safe place;" a way to "be heard" and recognized; a means of connecting with and understanding others; and a context for exploring ideas, expressing beliefs, and making an impact through social action/activism. They described their school experiences in relation to their writing practice and provided recommendations for making schools engaging for young people. An important recommendation was for teachers to care, encourage, and challenge their students in their writing practice. Participants recognized that teachers faced challenges in having to adhere to a rigid curriculum, and suggested that the school system must be more flexible to permit them to bring their own life experiences, and those of their students, into the classroom. This study is one step toward understanding young people's experiences of being writers, how they make meaning and ground themselves and their identities through writing practice. The findings may inform and challenge educators, researchers, and those who work with young people in a variety of contexts.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Books on the topic "Young adult poetry"

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1943-, DeLong Janice, ed. Young adult poetry: A survey and theme guide. Westport, Conn: Greenwood Press, 2002.

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1941-, Olexer Marycile E., ed. Poetry anthologies for children and young people. Chicago: American Library Association, 1985.

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Nancy, Willard, ed. Step lightly: Poems for the journey. San Diego: Harcourt Brace, 1998.

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Rawley, Donald. Duende: Poems. Houston: Black Tie Press, 1994.

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Allan, Poe Edgar. Poetry for Young People. New York: Scholastic, 2000.

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Library, Allen County Public, ed. 2003 poetry contest: "Poetry contest @ the library.". Fort Wayne, IN: Allen County Public Library, 2003.

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1936-, Hull Robert, ed. Breaking free: An anthology of human rights poetry. New York: Thomson Learning, 1995.

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ill, Leech Dorothy, ed. Stardust hotel: Poems. New York: Orchard Books, 1993.

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Foster, John, 1941 Oct. 12-, ed. Hot heads, warm hearts, cold streets: Poetry for teenagers. Cheltenham: Stanley Thornes, 1996.

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1950-, Marcus Leonard S., ed. Lifelines: A poetry anthology patterned on the stages of life. New York: Dutton Children's Books, 1994.

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Book chapters on the topic "Young adult poetry"

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Mazza, Nicholas. "Adolescents and Young Adults." In Poetry Therapy, 91–101. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003022640-9.

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Knickerbocker, Joan L., and James A. Rycik. "Poetry, Short Stories, and Drama: The Other Literature." In Literature for Young Adults, 251–81. Second edition. | New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351067683-9.

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"Poetry and Poetic Language." In The Bloomsbury Introduction to Children’s and Young Adult Literature. Bloomsbury Academic, 2017. http://dx.doi.org/10.5040/9781474205306.0009.

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Ellis, Amanda. "Chicana Teens, Zines, and Poetry Scenes: Gabi, A Girl in Pieces by Isabel Quintero." In Nerds, Goths, Geeks, and Freaks, 15–30. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496827456.003.0002.

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This chapter reads closely Isabel Quintero’s 2014 young adult novel Gabi, A Girl in Pieces. Quintero’s novel, which takes the form of a year’s worth of diary entries, and includes an illustrated copy of the titular character’s zine on female body diversity, narrates the story of a young Chicana outsider’s senior year of high school. In lieu of “fitting in” Gabi the teenage poet pens her way out of loss, homophobia, lurking sexual violence, grief, and depression. Gabi, A Girl in Pieces reveals that the creation of political art, the practice of writing, and the role of Chicana poetics can serve as vital creative outlets for Chicana outsiders, be they nerds, goths, geeks, or freaks.
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Urbańska, Monika. "„Patrzę na zniszczenie, co święci swe dzieło, lecz przecież nic w mym sercu nie poszło na marne” — poetyckie retrospekcje Jana Lechonia." In Starość i młodość w literaturze i kulturze. Wydawnictwo Uniwersytetu Łódzkiego, 2016. http://dx.doi.org/10.18778/7969-662-8.18.

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First volume of Jan Lechoń poetry appears in print when he was 13. It surprises its maturity and depth. The young poet reached the common motives of decadent sadness and doubt, but spiritual loneliness, interest of existential themes were not typical for teenager. “Karmazynowy poemat” was received as a literary revelation. Lechoń reaches literary perfection as a young man, so all the adult life he efforts to remain poetic laurel. As a mature creator he glanced at his reflection in the mirror, not only to seek the passage of himself, but also to examine his conscience to settle with the past. At the end of his life, Lechoń was convinced “it is all over”. His poems from this period says about longing for the lost homeland. Inner conflict of poet balancing between memories of his youth and terrifying death wish was his characteristics lifelong feature. Premature maturity and tragic death seemed to be his destiny — each lived year of Lechoń’s life can be considered as a temporary postponement of death heppened to him on New York pavement on tragic Friday afternoon in June 1956.
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Miller, Richard. "Lieder und Gesange aus Wilhelm Meister (Goethe), Opus 98a." In Singing Schumann, 186–97. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195119046.003.0023.

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Abstract The Meister Lieder were written in 1849. As was remarked earlier, Mignon (Kermst du das Land) was originally published as the concluding song of die Jugend, op. 27, #28, then judiciously relocated to become #1 of op. 98a, with songs based on poetry from Goethe’s monumental novel. The degree of maturity given Mignon in the disparate conceptions in which she is portrayed by Schubert, Schumann, and Wolf makes an interesting study in itself. For Schubert, Mignon is still Goethe’s young maiden. With Schumann and the listener is encountering not the dreams of youth but those of a mature woman. Mignon assumes opera-diva dimensions, her songs lending themselves to full orchestration. Schumann’s Mignon lodges between the Schubertian and Wolfian protagonists. Although Schumann originally included the song in his instructional book for the young, he remarked that he saw Mignon “on the threshold of adult life.”
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"Poetry, Short Stories, and Drama." In Literature for Young Adults, 261–94. Routledge, 2017. http://dx.doi.org/10.4324/9781315211558-9.

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Hoppe, Felicitas. "‘Adventure? What Is That?’ On Iwein." In The Middle Ages in the Modern World. British Academy, 2017. http://dx.doi.org/10.5871/bacad/9780197266144.003.0006.

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Felicitas Hoppe gives an introduction to the art of adapting medieval poetry that is in itself a poetic work. In 2008, Hoppe adapted Hartmann von Aue’s Arthurian romance Iwein into a highly successful young adult novel. She speaks about this experience and about the art of adapting medieval literature more generally: about encountering popular images of knights looking like ladies and about inverted gender roles in Hartmann’s romance; about history as produced by wishes; about finding Iwein by chance in a bookshop and being captivated by its beauty; about the romance’s surprising timelessness in its psychologically astute characterisation, its sensible rationality and its uncompromising morality; about the dialectic between boredom and adventure, between the desire to grow up and the fear of growing up in all good children’s books (and Arthurian romances); about the relationship between honour and masculinity in the romance code of values; about Iwein’s insistence on physicality; and about narrative techniques for modernising the text (including the introduction of Iwein’s companion, the lion, as the narrator). As a whole, Hoppe’s piece is a remarkably sensitive analysis of how and why aspects of medieval literature exert a fascination on creative minds. It compellingly demonstrates the wealth of insights that adaptors of medieval texts gain, which can complement and inspire those of literary critics.
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Nies, Betsy. "Anglophone Caribbean Children’s Literature A Snapshot." In Caribbean Children's Literature, Volume 1, 72–82. University Press of Mississippi, 2023. http://dx.doi.org/10.14325/mississippi/9781496844514.003.0004.

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This chapter reviews the transition in children’s literature after the 1960s from colonialist to postcolonialist content as a framework for understanding contemporary Anglophone Caribbean children’s literature. Local voices integrated folklore into curricular material beginning in the 1930s, with far more expansive output after 1960. Writers offer historical and realistic fiction that countered colonialist paradigms. Waves of immigration to the US, Canada, and Great Britain (with its Caribbean Arts Movement) contributed to the rise of such literature, proliferating into children’s poetry, folklore, and rhyming books that integrating tastes of the region’s linguistic Creole-informed cadences. In the past two decades, festival awards, non-profit organizations, and local publishing houses have fostered the development of young adult literature that now treats problems common to the genre—emerging sexuality, mental health, sports, romance, and issues of identity. Writers address contemporary problems such as poverty, global warming, and political corruption through multiple genres popular among the age group including dystopian fiction, romance, mystery, and new realism, often laced with bits of Caribbean mythology.
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Herrera, Cristina. "Theater and Chicana Poetic Development in Guadalupe García McCall’s Under the Mesquite." In ChicaNerds in Chicana Young Adult Literature, 70–87. Routledge, 2020. http://dx.doi.org/10.4324/9781003016472-5.

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