Questions to Ask About a Novel

TEN QUESTIONS TO ASK ABOUT A NOVEL

BY

RICHARD PECK (1978)

We must know how to teach the novel and capture the reader's heart. In order to do this, we must learn to ask the correct questions. This is a list compiled by Richard Peck in 1978: 

l. What would the story be like if the main character were of the opposite sex?

(helps diffuse sexual polarizations and stereotyping)

2. Why is the story set where it is? (Not where is the story set?)

(points out setting as an author's device)

3. If you were to film the story, would you use black and white or color and WHY?

(consideration of tone)

4. If you could not use all of the characters, which would you eliminate and WHY?

(characters which add texture vs. simplification for media translation)

5. How is the main character different from you?

(reader can identify without being like the main character)

6. Would this story make a good TV series? Why/not?

(ending focus and sequential nature of chapters)

7. What one thing in the story has happened to you?

(anecdotal response of recognition)

8. Reread the first paragraph of Chapter 1. What is in it to make you read on? If

nothing, why did you continue to read?

(hooks reader and awareness of author's intent in writing)

9. If you had to design a new cover for the book, what would it look like?

(deceptive packaging and consumerism) '

10. What does the title tell you about the book? Does it tell the truth?

(titles as narrative hooks vs. symbolic titles)

Chapter Thirteen. Graphic Novels

The Graphic Novel Format
Combines the elements of novels, picture books, films, and poetry

Graphic Novel Pages

• Panels contain a single scene
• Gutter is the space between the panels
• Dialog Balloons contain the communication between characters
• Thought Balloons contain character's thoughts
• Captions contain information about scence or characters
• Sound effects are visual sound cues

Important Elements of Graphic Novels

• Color and how it can be used
• Line and its direction
• Composition
• Frames
• Speech Balloons
• White Space
• Media and techinque and style of illustration

Promotes literacy

• It motivates the reluctant reader
• It is a great way to teach mood and tone
• Contains all the elements of literature
• It is of great benefits for students who struggle int he classroom, for example, dyslexia, 504's, ELL, LEPS, special eds

Discussion for Graphic Novels

How is character revealed and developed through text?

How does artist use color?

Which characters makes gor an interesting spinoff. 

How is mood conveyed through the illustrations 

Chapter Twelve. Fantasy and Science Fiction

Stories that violate the laws of physical reality fall into the genre of fantasy fiction.  Science fiction is a subgenre of fantasy.  All of science fiction falls into the fantasy genre;  however, not all fantasy is science fiction.  

Criteria for Evaluating Science Fiction and Fantasy for Children

1. Despite the fantastic aspects of the story, characters must behave in consistent and believable ways. This way, the reader feels drawn to the fantasy world and perhaps considers the possibility of this.
2. There must still be rules for the fantasy world. Otherwise, there would be no order and it would be even less believable.
3. Authors must assist readers in the “willing suspension of disbelief.” This will make it interesting.
4. The themes should explore universal truths. Despite the fantasy, the reader must be able to find connections.

Chapter Eleven. Nonfiction

Nonfiction

Nonfiction includes narrative and expository  approaches in the form of biography, autobiography, and memoirs.  So, there is not one set way or template for nonfiction.  The following is criteria that will help you evaluate nonfiction:

1. What are the qualifications of the author? What gives the author the knowledge to write this piece. How realiable is he?
2. Are the facts accurate? It can't be considered nonfiction if the facts are not correct.
3. What is the purpose and scope of the book? What is this book targetting? You have to think of the intended purpose.
4. How does the organization of the book assist readers in locating information? Is it written in a manner that will help readers find information easily?
5. What role do visuals play? How interesting are the visuals and are they helpful?

Questions to Ask Students about Nonfiction:

Tell how this book would be different if it had been written 50 years earlier or 50 years later.

Describe your favorite illustrations. Which illustration do you wish you had done yourself? Why?

Would this book make a good documentary? Why?

Explain what you think the author did to research and write this book.

How would this book be different if it had been written for an adult? For a

kindergarten student?

What kind of teacher do you think the author would make?

If you had a chance to interview the authors of this book, what would you

ask them?

Describe three facts, theories, or incidents that you found particularly inter-

esting. Tell why.

Examine the title and jacket of this book. Do they present a fair representa-

tion of the contents of the book?

Select the book you think was the most well written. Pretend a book company is considering publishing this book and you must defend this book. Describe what you would say to persuade them of its value in learning.

Chapter Ten. Realistic Fiction

Chapter 10. Realistic Fiction

Realistic fiction is also known as contemporary realistic fiction (CRF) or Modern Realistic Fiction (MRF). The base of these stories is set in contemporary or modern times.  They are believable. Everything within the story is consistent with the real world.  Characters, settings, and events are real. This, of course, separates these books from historical fiction and fantasy and science fiction.   

There are 3 questions that need to be asked in evaluating the criteria for these books:  

1. Is everything consistent with the real world in which contemporary kids live?  

These elements need to be taken into consideration in order for the story to be parallel with real life. Things such as speech and behavior and gender and cultural elements must all be taken into consideration. The purpose of this is to share realistic fiction and avoid all sorts of stereotypes. Even the way in which the characters dress plays an important role in this. All this is important in realistic fiction as to avoid stereotypes.

2. Does the theme emerge naturally from the story?  

Is it subtle and avoids a preaching or a didactic? Good realistic fiction covers more than one theme. Themes should be worked in inconspicuously, not beat into one’s brain. They should develop slowly and be consistent. We want the readers to become aware of the theme in a not too drastic way.

3. How does the topic or subject matter of the book relate to modern readers?  

One thing about realistic fiction is that it is indeed, realistic. It does so by covering difficult topics to handle such as death and loss, sexuality and sexual orientation, changing family structure, and so many similar topics. Topics that may have at one point been seeing as taboos and “unspeakable” truths about everyday life are now becoming more important subject matters in the books that target young readers. It is important to touch on issues that children are curious about and might otherwise be prevented from learning more.

I would say that of the different types of readings in which the youth can engage in, realistic fiction is possibly the one that is probably going to get their attention even more than anything else. Because some of these kids may not get to talk to other adults or professionals even about their insecurities and doubts and issues, it is important that they at least feel that whatever it is that they’re facing, they’re not the only ones. Paying close attention to this criteria will definitely get a collection of realistic fiction that is worthy of the readers’ attention. 

Chapter Nine: Historical Fiction

Chapter Nine. Historical Fiction

What is historical fiction? A simple definition is just a story of the past. The question that arises here is when does the classification of historical start? Depending on the age of the person, some may think of history as something that happened this morning, yesterday, when we were little, or something that happened before we were even born. Reading historical fiction allows readers the opportunity to vicariously experience what it might have been like to live in a previous time and place.

The following is criteria used to evaluate historical fiction for children:

1. Does the book tell a good story that effortlessly blends the history in the story itself?  
2. Are the facts of the historical period accurate?  
3. How are the values of the time brought to life?  
4. Is everything consistent with the social milieu?  Clothing, architecture, music, even speech patterns need to reflect the historic period.  
5. Does the theme of the story relate to contemporary readers?  

Chapter Eight: Poetry

Chapter Eight. Poetry.

Study shows that children:

1.      Prefer Narrative Poetry- Getting a story is natural for them. They like them!

2.      Dislike to Read Free Verse and Haiku-They might like writing them but not reading them.

3.      Strong preferences for Rhyme and Rhythm and sound devices-They like listening to pleasant sounds (rhyming with alliteration and onomatopoeia and play with the language.

4.      They like funny poems and poems about familiar experience and animals.

5.      They have a preference for contemporary poetry since the language is something they recognize and understand.

Additional criteria that children like:

6.      Lively poems with rhythm and meters

7.      Emphasize sounds and play on words

8.      Visual images and words that allow children to interact with them.

9.      Simple stories and introducing stirring scenes of actions

10.  Poems shouldn’t be brought down to a lower level, where the child is supposed to be.

11.  Allow children to interact with the poem.

12.  Subjects should touch the child

13.  Good enough for repeated reads.

Another method to use in the selection of poems is to look at the list of awards granted for poetry:

The NCTE Award for Excellence in Poetry for Children and the Lee Bennett Hopkins Poetry Award. 


This is a list of criteria that should be considered in poetry evaluation for selection:

1.      Is the subject of the poem something with which children would be familiar?  

2.      Does the poem use imagery?  

3.      Does the poem rhyme?  Even if poetry does not have to rhyme, young readers seem to enjoy it very much.   

4.      How is rhythm used?

5. What role does sound play? Alliteration, consonance, assonance, onomatopoeia are all part of hown sounds play a role in poems.  

Additional Criteria to evaluate poetry:

1. ·         Sound: Does it sound good?
2. ·         Language: Does the poem use alliteration, assonance, repetition, onomatopoeia
3. ·         Rhythm: Is it pronounced? Is it obvious?
4. ·         Sensory Images: Are they clear? Are they within the experiences of the children?
5. ·         Rhyme: Is the poetry rhymed? Does the poem offer to the young child the predictability of rhyming words?
6. ·         Humor: Does it have humor?
7. ·         Emotional Intensity: How has the poet created the emotional intensity of the poem?
8. ·         Quality of imagination: What is the quality of imagination in the poem? Does it patronize childhood by looking down on it? Is it preachy?
9. ·         Substance: Does the poem offer substance? Does the poem offer the child an idea or feeling to ponder or delight in?
10. ·         Purpose: What purpose does it serve?

Additional Questions for Criteria in Poetry Selection:

1. Can children understand it? With adult help?

2. Does it stir emotion (delight, sadness)?

3. Does it play with the sounds of language?

4. Is it age appropriate?

5. Does it allow the reader to be interactive with poem?

6. Is the subject matter appealing, appropriate?

7. Will it be able to stand up under repeated readings?

8. Will it accompany you through life?

 It is crucial to use this criteria in selecting poetry for children so that they enjoy it and so that they don't develop a hatred for it like a lot of people do because of a poor selection process by the teachers.