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In lieu of an abstract, here is a brief excerpt of the content: Writing for Themselves and Each Other: We published work that was written and submitted only by teenagers. Although we did not solicit for form or content, we received far more poetry submissions than fiction and non-fiction combined; in one school year we logged approximately 20, pieces of teenage poetry.
How did we decide which pieces to publish? What standards did we adult editors use to judge works of poetry written by teens for an intended audience of their peers? There were many considerations, including marketability, literary excellence, and authenticity of voice. Some of the greatest challenges concerned audience and marketability.
Since the dual audience for this magazine is classroom teachers and students, marketability of the magazine through the "appropriateness" of content was a hotly debated subject in the office. Some teachers would protest grammatical imperfections in the magazine's writing, while others would find particular works offensive.
The magazine's business office took both these concerns very seriously. While the duality of readership and intended audience was important from an economic standpoint, foremost in my mind as an editor was listening to the teenagers' voices.
For the magazine to succeed, it had to appeal to teenagers. I am also a firm believer that the literary value of works written for children and young adults should not be judged differently from those written for adults. An excellent poem for young people should display the same components of literary merit demanded of adult works: The pieces I chose were written by teenagers, not professional authors.
But one criterion I used to judge teenage poetry was literary excellence, as categorized above. I also took into consideration relevance of the subject matter to teenage experience. It may appear presumptuous for an adult to evaluate this quality, and this concern was foremost in my mind while I chose pieces.
Although it was tempting to select poems based on what I thought teens should be reading, I tried to avoid this pigeonholing to which teens are often subjected, listening instead to their voices and concerns.
Through the experience of reading hundreds of poems each week, I became familiar with some common themes shared by poets across divisions of geography, age, race, gender, and socioeconomic status.
These included love, peer pressure, family, friendship, and self-awareness.
However, I also looked for underrepresented ideas. Too often, teens are lumped into categories by the media and social pressures applied by their peers. To combat these images, many young adults choose to express themselves creatively.
Thus, I regarded highly poems that defied expectations. Presenting a mixture of ideas and means of expression helped counteract a didacticism and homogeneity that could result from choosing pieces based solely on personal preference.
With these selection criteria in mind, I submit the following examples of teen poetry to represent a range of teenage experience and literary excellence. As you will see, specific pieces were weighted differently based on their particular merits; while one piece may be eloquent and innovative, another might poignantly represent commonly exhibited elements of a teenage voice.
Many of our submissions arrived in packets of classroom work, adding another layer to the creative process. In some cases the authors were highly aware of their dual audience of adults and peers, which is reflected in their writing.
Some students used this opportunity to reach out for help, some to defy expectations, and some to push the boundaries of expected behavior. When asked to express themselves creatively, not all students take the assignment seriously.
Some think poems are easy to write, and would use this assumption to exploit the fact that a poem is usually much shorter than a nonfiction piece or a story. Dashing off a work of poetry can seem easy.
Take, for example, the following submission we received from a teenage boy who wished to remain anonymous: I hate this poemI hate this classI hate you allSoWrite a lively article for a teenage magazine about an issue you feel strongly about Write a lively article for a teenage magazine about someone you respect Write an article for a school newsletter, for new pupils and their parents, explaining what the school is like and what to expect.
How “Young Adult” Fiction Blossomed With Teenage Culture in America In the ‘60s and ‘70s, books like The Outsiders and The Chocolate War told stories that dealt with complex emotions and.
If you were to say all of this to the teenage boy wearing the hoodie, he would say, “Grosss!” and walk away shaking his head.
Then, he would tell his friends that Mrs. So-and-so, or “that soccer mom at the end of the block” was crazy and totally wants him. urbanagricultureinitiative.com writing an article Write and article for your local newspaper / a teen magazine / your school magazine/ a travel guide on the topic of adventure holidays / healthy eating / keeping a pet / cycling to school.
As with any and all kinds . Note: The article refers to male students, but all activities and suggestions apply to boys and girls alike. By the time American students graduate from high school, they are expected to have learned how to write effectively for a variety of purposes, from writing letters and stories to essays and research reports.
May 01, · We’ve compiled a list of of over 40 magazine ideas and topics for a school magazine. Spotlight interview • Interview a student or a group and write an article about them.