Sydney Emerson
Mrs. Cramer
Comp I Pd. 3
5 January 2018
or its parts that makes it more fit for existence under the conditions of its environment”. In this
particular instance, the organism is the teaching of literature in high schools, and the
“parts” are the subject matter covered. All across the United States, high school students are
almost certainly reading a dense novel such as Great Expectations or To Kill a Mockingbird, as
well as vetted sample of the dramatic format—Romeo and Juliet or Hamlet. However, as time
has progressed and the accessibility to both read and write literature has grown, the standard
literary curriculum for schools has become increasingly out of touch with the sentiments of
teenagers. This is not to say that the classics are unimportant or outdated; the classical canon
retains a certain charm and aesthetic that a large group of people still appreciate. The consensus
among most high school students, however, is that it is preferable to choose what one reads,
rather than reading what one is told. Classic literature and modern novels each have benefits and
drawbacks, both equally important in the growth of students due to resounding themes, personal
Socially, reading is not widely accepted as a pleasurable task. It is viewed as the pastime
of elderly ladies and eccentric professors, a lonely activity that simply replaces other
interactions. In truth, reading for pleasure benefits the reader immensely, often unknowingly
improving the high school experience for students. The cookie-cutter approach to literature was
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removing all enjoyment from books, though, becoming counterintuitive as students’ interests in
reading plummeted (West 2). Recently, however, schools have become fully aware of the
importance of literacy amongst students, and...have formed a movement promoting the belief
teachers simply had to observe what was hiding in plain sight: young adult literature. The
growing sub-genre of books “often depicts emotionally difficult topics such as racism, sexism,
abuse, and assault” (Rybakova 39), making the topics deeply personal and interesting to students.
YA books are told in a modern, engaging manner that draws in teens with a distaste for the
classics. Those who are more interested in the future than the past will discover many of the
Once such contemporary novels containing classical themes have been identified, they
can be a teacher's secret weapon in teaching literature. A negative attitude toward reading
modern literature (usually by educators) discourages students, as it gives the impression that the
novel they are reading is inferior to the classic one in the curriculum, when, in actuality, they
may deal with similarly impactful subject matter. In the 1800s, when many of today’s classical
literature was published, it was considered just as modern and controversial as today’s newest
publications are. To consider two well-written books to have different educational value simply
due to the publication date is fundamentally absurd. Contemporary novels have been proven time
and time again to be easy to weave into lessons, reworking classical themes into a more tangible
Teaching new and controversial literature is not without its bumps in the road. Many
parents are unfamiliar with the novels taught, and may take issue with the seemingly foreign
territory the stories are taking their children into. With books delving into darker and more
affecting subject matter such as suicide, school shootings, and genocide, parents without a true
understanding of the text “do not want their children exposed to the harsh realities of life that are
often highlighted in modern contemporary works,” (Kurt 2). This is the second issue that
educators must face in integrating recently published literature into school curriculum. Once the
novels are accepted as beneficial by the school, they must convince hesitant parents of the true
literature integration efforts truly want to impress on students. The selection of what to read is
family (Rybakova 38). While in the past, literature was a forced activity dumped on students for
the sake of reading, therefore giving no purpose other than avoiding failure, the modern
philosophy allows students a certain degree of freedom to spread their wings and explore the
joys of reading. The hope is that this practice will lay a foundation of enjoyment of reading in
students, one that will keep both the benefits of literacy and the tradition of brick-and-mortar
bookstores alive.
With the digital age upon humanity, physical books and bookstores are becoming more
and more outdated. There is still a large sect of devotees to the traditional book, of course, as
many prefer the tactile, more immersive quality it provides. However, technological innovators
have promised to improve the literary experience, as they believe that “the traditional book
On the contrary, traditional books spark ideas and critical thinking that secondhandedly
experiences are, at their core, not another way to convey novels, but rather highly interactive
adaptations of literary storylines. In other words, they are excellent (but unnecessary) additions
to the base material. The book should always be regarded higher, as it is far more impactful on
the reader than the game version ever would be. The act of reading—holding the book with one’s
hands, scanning the pages with one’s eyes, paying full and undivided attention the bundle of
words and papers in one’s grasp—is personal, engaging, and stimulating than the most realistic
video game could every convey. “Enhanced fiction” does not promote pleasure reading, but
rather replacing reading with interactive role-playing situations, often tailored for optimal user
enjoyment rather than theme and symbols. If the reader determined the aspects of every story,
Romeo and Juliet would live, Gatsby and Daisy would quit the nonsense and run away together,
and Harry Potter would have been raised by his parents rather than his aunt and uncle. In short,
no impactful lessons would be learned, the audience would be simply entertained. While reading
should be pleasurable, and this is the main goal of integrating modern literature into schools, the
Reading has always been a critical pastime of humanity. The literary practice is
important, and all the more pressing in today's society. The critical thinking skills and lessons
learned from a healthy combination of both classical literature and modern novels promote long-
lasting pleasure reading amongst teens and a more positive attitude toward learning. By
identifying the similarities of tried-and-true novels and recent publications, the reading
experience becomes more personal to students, therefore reviving the market for books rather
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than technological literary supplements, and improving the educational experience for American
high schoolers.
Works Cited
Hubel, Joy Alter. “Tempting Students Away From Screens.” New York Times, 23 June 2002,
Rybakova, Katie, Amy Piotrowski, and Ellie Harper. "Teaching Controversial Young Adult
Literature with the Common Core." Wisconsin English Journal 55 (2013): 37-45. Web.
“Superbooks: High-tech reading puts you inside the story.” CNN Wire, 10 Sept. 2014. Opposing
Viewpoints in Context
West, Woody. “In defense of ‘American classics’.” Washington Times [Washington, DC],