Citation explanation

Explanation:

·        If we cite someone else’s words or ideas embedded in our paper, we must write the year of publication between brackets.

·        If the citation is not embedded in our paper and it is just one sentence, we must write it between inverted commas and then the author and year of publication between brackets.

·        If the citation is not embedded in our paper and it is longer than one sentence, we must write it as a single paragraph, with its font size smaller and wider margins.

·        If we do not know the year of publication, we must write between brackets the access date.

We wrote: In accordance with Kendra Cherry (check references), a Psychology Expert(citation needed), a modified perception of body image might lead to problems of low self- esteem.

The term self-esteem is used to describe a person's overall sense of self-worth or personal value. Self-esteem can involve a variety of beliefs about the self, such as the appraisal of one's own appearance, beliefs, emotions, and behaviours.

We should have written: In accordance with Kendra Cherry, a Psychology Expert, (28-6-15), a modified perception of body image might lead to problems of low self- esteem.

The term self-esteem is used to describe a person's overall sense of self-worth or personal value. Self-esteem can involve a variety of beliefs about the self, such as the appraisal of one's own appearance, beliefs, emotions, and behaviours.

Abortion in adolescence, debate in the classroom: An analysis of a controversial theme through a Young Adult Short Story

Some young adults would take a stance for abortion, but the truth is that a controversial topic as abortion results in adolescents taking either for or against stances. Nowadays, teenage pregnancy may be a recurrent issue for adolescents, leading them to form solid and polar convictions about abortion. Pro-choice and anti-choice abortion positions consequently have arise among adolescents. Young adults may need proper guidance from an adult in this issue because their beliefs would lead them to a fervent point of view disregarding opposite opinions on the matter. Teachers, as adults, should accompany young adults in their development of positions towards abortion. They may position themselves in the role of guiders and use the short story ‘Sparks Fly Upwards’ in order to discuss the polemic subject of abortion.

Exploring the story ‘Ass- Hat Magic Spider’: Diving into eating disorders problems in the classroom

Adolescence is a controversial period in life in which many changes take place, both physical and psychological, as the case of Wilbur in the story ‘Ass - Hat Magic Spider’, by Scott Westerfeld. He describes the life of an adolescent who demonstrates that he has an eating disorder: anorexia. That is perceived through his behaviour and actions. In this science fiction story, Wilbur abruptly loses weight in order to take something material with him in a trip to a distant planet, Tau IV, where some hairless skinny boys and girls live. His image is violently transformed and his health is in risk. This paper will explore the use of the story ‘Ass- Hat Magic Spider’ as a trigger for discussion about eating disorders in young adults, bearing in mind that this fiction piece fulfils with YAL characteristics.

 According to Naomi Weinshenker (2014), body image is a common issue among adolescents.

Body image is a person's inner conception of his or her own physical appearance. This conception may or may not correlate with objective reality. Each person holds an image of the physically perfect person in mind and evaluates his or her appearance against this ideal. We modify our ideas of our own bodies according to our emotional state as well as the reactions of others in the environment.

We use a comma + a conjunction (and, but, for, nor, yet, or, so) to connect two independent clauses, as in "He hit the ball well, but he ran toward third base."

Contending that the coordinating conjunction is adequate separation, some writers will leave out the comma in a sentence with short, balanced independent clauses (such as we see in the example just given). If there is ever any doubt, however, use the comma, as it is always correct in this situation.

One of the most frequent errors in comma usage is the placement of a comma after a coordinating conjunction. We cannot say that the comma will always come before the conjunction and never after, but it would be a rare event, indeed, that we need to follow a coordinating conjunction with a comma. When speaking, we do sometimes pause after the little conjunction, but there is seldom a good reason to put a comma there.

I wrote: It is about a grandpa who had died one night but the next morning he came downstairs to have breakfast with his family,the problem was that he did not realize that he was dead.

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The correct form would be: It is about a grandpa who had died one night but the next morning he came downstairs to have breakfast with his family,but the problem was that he did not realize that he was dead. 

 

Source: http://grammar.ccc.commnet.edu/grammar/commas.htm

Orange Identity: An Analysis of a Young Adult Story with Absent Parental Figures

Even as kids reach adolescence, they need more than ever for us to watch over them. Adolescence is not about letting go. It's about hanging on during a very bumpy ride.

Ron Taffel

            Adolescents’ developing identity has been the source of inspiration of uncountable Young Adult stories. From the many elements that produce the “bumpy ride,” the presence or absence of parental figures receives particular attention for the considerable significance that the factor has over said development. Neil Gaiman’s short story “Orange” is no exception. In it, 15 years-old Nerys becomes obsessed with tanning creams and mutates into an orange entity. This drastic transformation unfolds under no supervision of her parents, who seem to be highly enjoying their brand-new divorced status. “Orange” wisely portrays Nerys’ search of her identity in a context where commercial products represent a more reliable presence than her parents. This paper will explore the negative consequences that the absence of stable and clearly-defined parental roles can have over adolescents' developing identity as presented in the story “Orange.”

Exploring ‘The man on the stairs’ as a way of triggering discussion about personal decisions in teenage classrooms

 “This is my number two problem: I am never satisfied with what I have. It goes hand in hand with my number one problem: rushing.”(July, 2008, p20)

The short story “The man on the stairs” by Miranda July provides teachers of young adult readers with a glimpse of what could be used by them as the centre of debate inside the classroom. This paper aim will be to explore the story “The man on the stairs” as a medium to discuss young adult life decisions in the classroom.

Young adults are defined by Eaglen (cited in De Vos, 2003) as part of “that age group who no longer consider themselves children but are not yet considered adults by the adult world.” Adolescence transition to adulthood includes many developmental changes in the body and in the mind for this reason, “The gap between childhood and adulthood is vast--physically, emotionally, psychologically, and spiritually--and it is the teens' task to bridge it” (Koelling, 2004, p.75). The task to complete their transition is not easy to carry out because young adults are in a period of awareness of the causes and awareness of the consequences that the outside world has on them. They are no longer children, now they can think abstractly and they can imagine different circumstances that may affect them.  

INVERSION AFTER NEGATIVE ADVERBS

When we begin a sentence with a negative adverb or adverbial phrase, we sometimes have to change the usual word order or subject and verb (often using and auxiliary verb such as do):

For example: 

• I had never seen so many people in one room (NORMAL WORD ORDER)
• Never had I seen so many people in one room. (INVERSION)

We use inversion when we move a negative adverb (Never, Nowhere, Not Only, etc.) to the beginning of a sentence. We do this because we want to emphasise the meaning of the adverb.

 

In the paper we wrote, "In no way we conceive that Daniels considers adolescents (...)", but the correct form would be "In no way do we conceive that Daniels considers adolescents (...)".

 

Source: Side, R & Wellman, G (2002) Grammar and vocabulary for Cambridge Advanced and Proficiency. Harlow, Longman.

Nahir & Amilcar

‘Zombified’ adolescents: the perception of the adult world over adolescence.

“He had always liked the good parts, even when he was alive,” explains the narrator of The Good Parts (1989), a short story by Les Daniels. This protagonist is a zombie who likes eating human flesh more than anything, especially what he considers as ‘the good parts’: breasts, buttocks, penis and vaginas. However, this living dead is not very different than he was, before turning into a zombie. Daniels tells us that as a living teenager this character was always spending his time eating food and watching porn, looking also for ‘the good parts’. Intentionally or not, Daniels depicts a character that most adults would consider as the typical adolescent. The issue is that most of the ideas that adults usually possess about adolescence contain several prejudices and stigmas.

The teen main character in The Good Parts shows almost no change in his personality when becoming a zombie, just as if there were no differences between being an adolescent and being a zombie. In no way do we conceive that Daniels considers adolescents as zombies, but we understand that he uses the typical view adults have over adolescence to create his character and to show him as a zombie and as a teenager in a similar way. Considering that the traits and characteristics that adults use to describe adolescents are usually the ones that zombies manifest in most of the stories where they appear, we can say that nowadays adults tend to look at adolescents as if they were zombies. Thus, the purpose of this paper will be to discuss the similarities that exist between the preconceptions that adults have about adolescents and the typical features and traits that are usually associated with zombies, using the main character of The Good Parts to show those traits.