1. Students will attempt to define Lesbian Gay Bisexual Transgender and Queer (LGBTQ) Children’s and Young Adult (YA) Fiction as part of modern children’s literature and in relation to wider cultural issues.
2. Students will understand LGBTQ Children’s and YA Fiction through contemporary literature, film and digital culture.
3. Students will examine a wide range of LGBTQ Children’s and YA Fiction aimed at children and young adults.
4. Students will be introduced to different aspects of LGBTQ Children’s and YA Fiction and will learn to critically analyze these aspects using the proper terminology.
5. Critical theory related to LGBTQ YA Fiction (Feminism and Queer Theory) will be covered and students will apply this theory to books and extracts they have read.
6. Students will independently research a topic within LGBTQ Children’s and YA Fiction and present their findings to the class.
7. Students will write regular journals in which they reflect critically on their reading of LGBTQ Children’s and YA Fiction.
8. Students will write an extended essay on a LGBTQ Children’s and YA Fiction text or author of their choice.1. Students will attempt to define Lesbian Gay Bisexual Transgender and Queer (LGBTQ) Children’s and Young Adult (YA) Fiction as part of modern children’s literature and in relation to wider cultural issues.
2. Students will understand LGBTQ Children’s and YA Fiction through contemporary literature, film and digital culture.
3. Students will examine a wide range of LGBTQ Children’s and YA Fiction aimed at children and young adults.
4. Students will be introduced to different aspects of LGBTQ Children’s and YA Fiction and will learn to critically analyze these aspects using the proper terminology.
5. Critical theory related to LGBTQ YA Fiction (Feminism and Queer Theory) will be covered and students will apply this theory to books and extracts they have read.
6. Students will independently research a topic within LGBTQ Children’s and YA Fiction and present their findings to the class.
7. Students will write regular journals in which they reflect critically on their reading of LGBTQ Children’s and YA Fiction.
8. Students will write an extended essay on a LGBTQ Children’s and YA Fiction text or author of their choice.
his seminar aims to provide an overview of Queer Children’s and Young Adult Fiction from its beginnings in the 1960s to the present day. The course will focus on definitions, literary characteristics, themes, settings, historical and social contexts, etc. A selection of representative texts (picture books, novels, short stories, autobiographies, poetry, film, TV programs, etc.) from different periods in the Queer Children’s and Young Adult Fiction Tradition will be read and analyzed. These texts will be discussed together with the historical and socio-cultural contexts which produced them. Critical theory (Feminism and Queer Theory) will be studied to help understanding of this literary tradition. Students will learn to approach Queer Children’s and Young Adult Fiction critically and at the same time strengthen their skills in reading, analyzing and discussing these texts.
his seminar aims to provide an overview of Queer Children’s and Young Adult Fiction from its beginnings in the 1960s to the present day. The course will focus on definitions, literary characteristics, themes, settings, historical and social contexts, etc. A selection of representative texts (picture books, novels, short stories, autobiographies, poetry, film, TV programs, etc.) from different periods in the Queer Children’s and Young Adult Fiction Tradition will be read and analyzed. These texts will be discussed together with the historical and socio-cultural contexts which produced them. Critical theory (Feminism and Queer Theory) will be studied to help understanding of this literature tradition. Students will learn to approach Queer Children’s and Young Adult Fiction critically and at the same time strengthen their skills in reading, analyzing and discussing these texts.
Boock, Paula (1999) Dare Truth Promise, New York: Houghton Mifflin.
Chambers, Aidan (1982) Dance on My Grave, London: Harper Collins.
Chbosky, Stephen. (1999) The Perks of Being a Wallflower, New York: Turtleback Books.
Wittlinger, Ellen (1999) Hard Love, New York: Simon and Schuster.
Other materials will be collected by the teacher and students will be provided with the required reading materials throughout the semester.
Boock, Paula (1999) Dare Truth Promise, New York: Houghton Mifflin.
Chambers, Aidan (1982) Dance on My Grave, London: Harper Collins.
Chbosky, Stephen. (1999) The Perks of Being a Wallflower, New York: Turtleback Books.
Wittlinger, Ellen (1999) Hard Love, New York: Simon and Schuster.
Other materials will be collected by the teacher and students will be provided with the required reading materials throughout the semiconductor.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Research Paper (Final Essay)Research Paper (Final Essay) Research Paper (Final Essay) |
30 | |
| Presentation Research PaperPresentation Research Paper Presentation Research Paper |
20 | |
| Presentations on TextsPresentations on Texts Presentations on Texts |
20 | |
| Journal EssaysJournal Essays Journal Essays |
20 | |
| Attendance and ParticipationAttendance and Participation Attendance and Participation |
10 |
