The effort to use young adult literature in the middle and secondary school curriculum:
a. does not have to be an all or nothing approachteachers may elect to implement literature-based approaches of varying degrees at various times.
b. should include only time-honored books that make a contribution to the curriculum and that have withstood the test of time.
c. should include selected genres (e.g., historical fiction and realistic fiction), but not some of the lesser-accepted genres (e.g., graphic novels, comic books, and magazines).
d. should include mostly short stories because students might be reluctant (or unable to read) to read the longer books.
Question 2
One challenge in selecting young adult literature is to:
a. consider book reviews and publishers' catalogs to determine which books are worthy of the school's budget.
b. consider parents' and community members' wishes to avoid conflicts with community standards for good literature and decency.
c. consider the religious, ethnic, social, racial, physical, sexual and other diversities found in contemporary society and examine the way all groups are represented in young adult literature.
d. consider linear plots instead of flashbacks which have the potential for confusing the reader during the young adult developmental stage.
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