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Sydney Emerson
Mrs. Cramer
Comp I Pd. 3
5 January 2018

To Change or Disappear: Literature in Modern High Schools

Adaptation is defined by Merriam-Webster’s Dictionary as “modification of an organism

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 This is not to say that the classics are unimportant or outdated; the classical canon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

impact, and the physical constancy of the ink-and-paper book.

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

that “reading [should] be its own reward’” (Hubel 1).

To radically reform the somewhat exhausted traditions of literary education in schools,

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

same revolutionary, character-driven themes in The Hunger Games as Les Misérables.

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

delivery for students.

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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

impact modern stories have on the students.

Ultimately, reading is a personal experience, which is exactly what the contemporary

literature integration efforts truly want to impress on students. The selection of what to read is

extremely personal to students, as it is based primarily off recommendations by friends and

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

form…has constrained innovation,” (Superbooks 1).

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On the contrary, traditional books spark ideas and critical thinking that secondhandedly

lead to the breakthroughs of tomorrow, often uncredited. Game-like “enhanced fiction”

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

critical (sometimes painful) lessons learned must not be brushed over.

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,

p. 11. Opposing Viewpoints in Context

Kurt. "Why Is Popular Contemporary Literature Valued Less than Classic

Literature?" YoExpert. Interact Media, n.d. Web.

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],

28 Sept. 1997, p. 7. Opposing Viewpoints in Context