"So Yesterday" is a novel by Scott Westerfeld published in 2004. It has won a Victorian Premier's Award and is also an ALA Best Book for Young Adults. "So Yesterday", the author's third publication, is considered his "breakout novel" and has been optioned to be made into a film. The mystery novel with a splash of romance is addressed to young readers and is particularly well suited for the implementation in the English classroom. The novel discusses various themes affecting our everyday life, such as consumerism and marketing, and critically reflects the concept of being “cool”.
This paper intends to analyze the novel by setting out literary and didactic aspects according to the text and to invent a teaching project for the EFL. It is divided into three parts. In part one, the author, his aims and the historical background of the novel are presented. Part two is concerned with the analysis of the text itself, the place and setting, the characters and the themes and concept described in the novel. And part three deals with the construction of the teaching project following the “Rahmenlehrplan”.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. The Author
- 2.1 Historical Background
- 2.2 Aims
- 3. Text Analysis
- 3.1 Plot Overview
- 3.2 Place and Setting
- 3.3 Characters
- 3.4 Concepts and Motifs
- 4. Didactic Analysis – “Teaching Project”
- 4.1 The Entry into “So Yesterday”
- 4.2 Lesson 1/Advertisements Everywhere
- 4.3 Lesson 2/How We Think Others See Us
- 4.4 Lesson 3/Associative Thinking
- 5. Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to analyze Scott Westerfeld's novel "So Yesterday" through a literary and didactic lens, ultimately creating a teaching project for English as a Foreign Language (EFL) learners. The analysis will explore the novel's literary merit and its suitability for classroom use.
- The concept of "cool" and its societal pressures
- The influence of consumerism and marketing
- Identity formation and self-discovery in adolescence
- The portrayal of New York City and its cultural landscape
- The effectiveness of "So Yesterday" as a tool for EFL teaching
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This introductory chapter establishes the context of Scott Westerfeld's "So Yesterday," highlighting its awards (Victorian Premier's Award and ALA Best Book for Young Adults), its status as Westerfeld's "breakout novel," and its suitability for English language classrooms. The chapter outlines the paper's objective: to analyze the novel's literary and didactic aspects and to propose a teaching project. The overall tone sets the stage for a detailed analysis of the book and its potential as an educational resource.
2. The Author: This chapter provides biographical information on Scott Westerfeld, exploring his career trajectory, diverse writing projects (including the Uglies series and the Leviathan trilogy), and his use of social media platforms like Twitter and Facebook to engage with his audience. It also briefly touches upon the historical context surrounding "So Yesterday" and Westerfeld's aims in writing the novel. The chapter demonstrates Westerfeld's successful multifaceted approach to publishing and marketing.
3. Text Analysis: This chapter delves into a comprehensive analysis of "So Yesterday," examining its plot, setting, characters, and underlying themes and motifs. It provides a detailed overview of the narrative structure and the roles of key characters within the story. The chapter lays the groundwork for understanding the novel's main ideas and their artistic expression. A thorough unpacking of the plot, setting, character interactions, and recurring motifs is presented.
4. Didactic Analysis – “Teaching Project”: This chapter outlines a teaching project designed to use "So Yesterday" effectively within an EFL curriculum. It details the approach to introducing the novel in class, suggests lesson plans focusing on themes such as consumerism, social perception, and associative thinking, and likely includes practical activities designed to enhance students' English language skills. The chapter demonstrates the application of the preceding literary analysis to pedagogical practice, proposing a practical framework for implementing the novel in the classroom.
Schlüsselwörter (Keywords)
Scott Westerfeld, So Yesterday, Young Adult Fiction, Consumerism, Identity, New York City, EFL Teaching, Didactic Analysis, Literary Analysis, Marketing, Social Pressure, Adolescent Development.
Frequently Asked Questions: "So Yesterday" by Scott Westerfeld - A Literary and Didactic Analysis
What is this document about?
This document provides a comprehensive preview of a scholarly paper analyzing Scott Westerfeld's novel, "So Yesterday." It includes a table of contents, objectives and key themes, chapter summaries, and keywords. The analysis examines the novel from both literary and didactic perspectives, ultimately proposing a teaching project for English as a Foreign Language (EFL) learners.
What are the key themes explored in the analysis of "So Yesterday"?
The analysis explores several key themes within "So Yesterday," including the societal pressures surrounding the concept of "cool," the influence of consumerism and marketing, identity formation and self-discovery in adolescence, the portrayal of New York City, and the effectiveness of the novel as a tool for EFL teaching.
What is included in the Table of Contents?
The table of contents outlines the structure of the paper. It covers an introduction, a section on the author (including historical background and aims), a detailed text analysis (plot overview, setting, characters, concepts, and motifs), a didactic analysis focusing on a proposed teaching project with specific lesson plans, and a conclusion.
What is the purpose of the Didactic Analysis section?
The didactic analysis section presents a teaching project designed to utilize "So Yesterday" in an EFL classroom. It details lesson plans focusing on themes like consumerism, social perception, and associative thinking, suggesting practical activities to enhance students' English language skills. It bridges the gap between literary analysis and pedagogical application.
What kind of literary analysis is presented in the document?
The literary analysis provides a detailed examination of "So Yesterday," covering its plot, setting, characters, and underlying themes and motifs. It offers a thorough overview of the narrative structure and the roles of key characters, providing a comprehensive understanding of the novel's main ideas and artistic expression.
Who is the target audience for this document?
This document is primarily intended for academic use, targeting researchers, educators, and students interested in young adult literature, EFL teaching methodologies, and literary analysis. It provides a structured and professional overview suitable for scholarly review.
What are the chapter summaries about?
The chapter summaries briefly describe the content of each section of the paper. They provide concise overviews of the introduction, the author's background and intentions, the in-depth text analysis, the practical teaching project suggestions, and the concluding remarks.
What are the keywords associated with this analysis?
The keywords associated with the analysis include: Scott Westerfeld, So Yesterday, Young Adult Fiction, Consumerism, Identity, New York City, EFL Teaching, Didactic Analysis, Literary Analysis, Marketing, Social Pressure, and Adolescent Development. These terms help to categorize and index the analysis for easier searchability.
What is the overall goal of this analysis?
The overall goal is to provide a comprehensive analysis of "So Yesterday," demonstrating its literary merit and its potential as a valuable resource for EFL teaching. It aims to offer a practical and insightful guide for educators interested in using this young adult novel in their classrooms.
- Quote paper
- Anonym (Author), 2012, Scott Westerfield's Novel "So Yesterday". Literary and Didactic Aspects, Munich, GRIN Verlag, https://www.grin.com/document/339533
