Integrating Young Adult Fiction in learning essay

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“Young Adult Fiction” refers to a written fiction, published and then sold to young adults and adolescents.  This kind of literature has been like a hot cake amidst the young and even gone ahead to defy the odds of age to be purchased by individuals of over 18 years age-wisely.  ‘Knowledge is power. Ignorance is like a killer disease and a thick cloud of darkness which can only be dissolved by availability and accessibility of appropriate information.  Zeal without knowledge is folly.’ Those are some of the wise words of age unveiling the mysteries of acquiring knowledge. Adolescent is a stage where one begins the process of discovering his/her true identity, real belief system, sense of belonging, acceptance and the future life. Undoubtedly, it serves as the stage where only knowledge can bring revelation and light in the life of an individual. In relation to this, it is of great significance to arm the young with adequate information about a number of issues in life. Consequently, they would grow in knowledge; full of ideas to overcome challenges, obstacles, hill and valleys of life and ignorance. In order to stop ignorance from invading the future society, it imperative to employ informative materials in tackling matters dealing with morality, science and drug abuse among others. Juvenile fiction materials offer adequate knowledge regarding most of the relevant issues affecting the young in the contemporary society hence need to be embraced in learning institutions, social groups, families and schools (Blasingame, 18). This is because, apart from the entertainment aspects derived from Young Adult Literature, a lot more useful stuff from genius minds can be passed on to the young people. Undeniably, this becomes a topic of relevance and importance. Therefore, this article is an essay delineating the necessity to assign “young adult fiction” in American college transfer level composition courses.

First, “Young Adult Fiction” is a great tool for gaining extensive knowledge. Most books in this category are captivating to the readers. The level of interest among the young people has been profound. For instance, the trilogy of “Hunger Games” sold 23 million copies recently. It means that there is a desire to acquire knowledge thus calling an organized system of ensuring that such population of young people acquire useful and relevant information and get entertained at the same time. This can be best achieved when such a juvenile fiction is incorporated in college transfer level composition courses. Gaining extensive knowledge is a pathway to creative and critical thinking. With incorporation of such literature, it means that the students would be tested and as a result, they would have a chance to always reflect on what they have learnt and apply them in day to day life experiences. Moreover, creative thinking would enables young adults to relate important facts and ideas in bid to establish resolve a problem or navigate through a life process. In short, integrating “Young Adult Fiction” in learning courses in America would provide a quintessential informational tool for young adults to extend their knowledge in a manner that allows accountability, relevance, monitoring and evaluation (Bucher & Manning, 56).

Assigning “Young Adult Fiction” in learning courses in America will raise young authors in American society. Currently, most of the fictions are written by people not belonging to the age category. Such individuals can only base their writing on may be past experiences, observation and told tales but not the first hand ongoing reality. An author at this age group would certainly be able to write from the heart portraying first hand reality. Learning composition courses would provide young adults with skills, knowledge and challenge to write and bring out ideas as they understand. These are some of the most daring works no wander adults come in to write. For instance, Patricia McCormick noted, “Young adult authors are doing some of the most daring work out there, taking creative risks – with narrative structure, voice and social commentary. “McCormick also illustrates the delicate aspect of young adult fiction by exemplifying some audacious books that are not present in adult section namely, “Holocaust memoir, and Murder mystery.” Therefore, all and sundry can attest to the fact that brining in these fictions in composition courses in America would raise, mentor and develop young authors with exemplary writing skills.

Assigning “Young Adult Fiction” in learning courses in America is advantageous in terms of addressing the needs of students through the themes.  The plots and language employed in young adult fiction are common to students and they are accustomed to finding them on movies, reality shows, popular culture and television. The effective of fiction materials in courses is analyzed in terms of subject matter reflecting age and developing by touching on thinking, reading and interest levels, the content tackling contemporary issues as well as experiences with adolescents’ characters and the relation of the subject matter in dealing with adults, parents, pregnancy, peer pressure, sex, drugs and complications of addiction (Kenneth & Nilsen, 57) It is more appropriate when students can successfully receive help through their courses. Other imminent these include; suicide, identity, science fiction, sexuality, bullying, family struggles, drug abuse and alcohol abuse. These themes enable the readers (the young adults/adolescents) to validate their personal experience and draw meaning out of it all. In summary, this practice is best at tackling the needs of students through the themes they learn while reading those fictions as part of courses.

Lastly, Assigning “Young Adult Fiction” in learning courses in America fosters reading culture. It implies that it increases the interest of students in reading. Research indicates that introduction of YA Fiction improves the reading ability in males. With this, educators are able to hearten students on good reading and independent reading that are quintessential for success.

On the contrary, having YA fiction in composition courses may also be tool of disruption for some student. While the majority can seek to infer the true message behind every story, some may enjoy the stories for entertainment. Books like “Harry Potter” may teach a young adult unworthy morals such as witchcraft and violence or confuse (Cole, 28). However, with inclusion in courses, there is a chance for guidance and correction for good purposes.

In conclusion, Integrating YA Fiction in learning composition courses would be of great help to students. As mentioned above, it sets a platform for gaining extensive knowledge, mentors upcoming young authors, addressing the needs of students through relevant themes and fostering reading culture. Therefore, the government needs to highly regard this for the betterment of composition courses.

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