“Murder Me…Become a Man”: Establishing the Masculine Care Circle in Young Adult Dystopia by Jessica Seymour.
This source looks at the different way male YA-dystopian characters care for the people around them. New-age YA dystopias show masculine gender performance in a caring role as opposed to the arrogant fighters typical of other media. The characters form a “care circle” of whom the male will care for. This “care circle” is different than the more common “justice perspective” which is a more masculine trait that is concerned with the greater good. The men in YA dystopia don’t exhibit the traits of hyper-masculinity so often seen in other literature. This source examines how gender roles compare between YA dystopia and other genres. This comparison will be important when looking at literature intended for different age groups. It gives plenty of examples of different male characters in YA dystopia, how they interact, and what the effect is on the reader. One thing to remember when reading this source is that it only looks at YA dystopia so it will be important to make sure that other sources are looking at literature/media that is aimed at both younger and older audiences. This source seems really credible. I didn’t detect any bias in the author’s voice, Reading Psychology is reputable, and it’s very up to date, being written last year. The source uses lots of textual evidence to support its claim, and is great to use to find parts of novels that have examples of the “care circle” being cared for. It moves through each facet of the relationship between a male character and his care circle, examining how the care circle is created, and the different relationships between the male and everyone he helps care for. The projects that I saw in the conference presentations that would directly benefit from using this source include Fatma’s, Matthew’s, and Teresa’s.
Google+ Circles: Making them Work for You
Today we discussed annotated bibliographies. We started the class by working through a PowerPoint (available on TSquare) that laid out the basic elements in a standard evaluative annotated bibliography. Annotated bibliographies are a standard genre within research oriented fields, so it is important to know the basic shape and requirements (though it is likely that each professor, lab PI, or boss you work for will have slightly different preferences for how to set one up). For our purposes, consult the class PPT and the Purdue OWL for questions on format and analytical content.
We also spent a little more time talking through the particulars of MLA 8, especially the new structure of the citations and the use of “containers” to describe different types of work. We will be using MLA 8 throughout the semester, so keep your handbook handy!
Then, in small groups, you completed an activity designed to get you started on your annotated bibliography. This activity asked you to write and peer review citations for the two sources you brought today, as well as describe the sources to your partner. The notes from this activity can help you to form the base of your first two annotations (and should also be tucked away in your folder for possible final portfolio fodder at the end of the semester.)
We largely ran out of time to discuss the middle section of Little Brother, so we will look at that along with the last section on Wednesday. Plan to discuss the role of a free and uncensored education in preventing dystopia, the role of protest in voicing dissent, and the depiction of media in the story from this section, along with your discussion questions.
- Finish reading Little Brother through the Afterword
- Read Ames, Melissa. “Engaging “Apolitical” Adolescents: Analyzing the Popularity and Educational Potential of Dystopian Literature Post-9/11.” The High School Journal, Volume 97, Number 1, Fall 2013, pp. 3-20 (Article). Published by The University of North Carolina Press. DOI: https://doi.org/10.1353/hsj.2013.0023
- Continue to research for independent project – aim to have 4 sources + independent reading book by Friday