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University Micrtxilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8400298 Slavik, Christy Richards THE NOVELS OF KATHERINE PATERSON: IMPLICATIONS FOR THE MIDDLE SCHOOL The Ohio State University Ph.D. 1983 University Microfilms International300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1984 by Slavik, Christy Richards All Rights Reserved THE NOVELS OF KATHERINE PATERSON: i IMPLICATIONS FOR THE MIDDLE SCHOOL DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Christy Richards Slavik, B.S., M.A. ***** The Ohio State University 1983 Reading Committee: Dr. Charlotte S. Huck Dr. Virginia Allen ____________________ Dr. Frank Zidonis Adviser Early and Middle Childhood Education This dedication page is a thank you to the people who have made a difference To Dad because some things never change To Scott and Cath for promises kept To Nathan for teaching me the important things To Ralph for giving me so much to say and a reason for saying it ACKNOWLEDGEMENTS My work on this study has proven both rewarding and frustrating. Writing a dissertation is a solitary and demanding task but the support and guidance of faculty members and colleagues has sustained me. I particularly value Dr. Charlotte Huck's insights and her propensity for asking the right question at the right time. Dr. Frank Zidonis has always been a willing listen er and his support has helped me realize my vision quest. Dr. Virginia Allen's optimistic outlook is contagious and I appreciate her belief in me. Barb Fincher's expertise and her patience with an anxious graduate student helped to make deadlines seem less threatening. I am grateful to all of you. In Appreciation to Katherine Paterson: The Secret of Artistry Luxuriance and terseness of sty le, And the different aspects of form, Vary according to laws of propriety, Whose intricacies hinge upon a feeling so subtle: Once grasped, uncouth language may divulge clever parables, A truism by light verbal touches is turned into epigram, The older the model, the fresher the imitatior, The duller the beginning, the more brilliant the final illumination, Whether this superb artistry becomes apparent at first sight Or is comprehended only after arduous to ils of wit, It is like the dancer's, whose each whirl of the sleeve is borne by rhythm, Or the singer's, whose each note responds to the whang of the string. Guided by a force which even the Master Wheelwright Pien could not express in words; Therefore its secret lies beyond smoothest speech. Lu Chi Essay on Literature VITA February 20, 1953 ................................... Born, Huntington, West Virginia 1975 .................................................................. B.S., The Ohio State University, Columbus, Ohio 1975-1976 ...................................................... English Instructor, Upper Sandusky High School, Upper Sandusky, Ohio 1976-1980 ...................................................... English Instructor, Reading Specialist Tri-Rivers Joint Vocational School, Marion, Ohio 1978 .................................................................. M.A., The Ohio State University Columbus, Ohio 1980-1983 ..................................................... Graduate Teaching Assistant, Department of Early and Middle Childhood Education, The Ohio State University, Columbus, Ohio FIELDS OF STUDY Major Field: Children's Literature Studies in Children's Literature. Dr. Charlotte S. Huck Studies in Literature for Adolescents. Dr. Frank Zidonis Studies in Language Arts. Dr. Virginia Allen v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ill ' VITA .......................................................... v CHAPTER I. INTRODUCTION .................................................................................... 1 One Literature or Two? ...................................................... T What Is A Child's Book? ........................................................... 3 One Author - Katherine Paterson ........................................ 9 Review of the Literature ........................................................ 12 A Statement of the Problem .................................................... 14 The Teacher's Role ...................................................................... 17 Novels in the Classroom ........................................................... 19 Intent of the Study .................................................................... 21 II. PLOT ....................................................................................................... 27 What Is Plot? .................................................................................. 27 Katherine Paterson's Novels - Plot Summaries .......... 28 The Roots of the Plots in Katherine Paterson's Novels ....................................................................................... 30 Narrative Hooks .............................................................................. 35 The Role of Conflict .................................................................. 42 Plotting the Historical Novel ............................................. 52 Foreshadowing .................................................................................. 52 Resolutions ....................................................................................... 59 Plot Patterns .................................................................................. 62 III. THE AUTHOR'S CRAFT - CHARACTER DEVELOPMENT .............. 70 Outsiders ............................................................................................ 76 Choice and Change ......................................................................... 87 Naming .................................................................................................. 93 Summary ................................................................................................ 96 IV. THE AUTHOR’S CRAFT - SETTING ............................................... 101 Integral Settings - Historical Fiction ........................ 103 Integral Settings - Realistic Fiction .......................... 108 vi CHAPTER Page V. THE AUTHOR'S CRAFT - THEME ................................................... 116 Theme in The Sign of the Chrysanthemum ................. 118 Theme in Of Nightingales That Weep .......................... 119 Theme in The Master Puppeteer ..................................... 120 Theme in Bridge to Terabithia ...................................... 122 Theme in The Great Gilly Hopkins ............................... 123 Theme in Jacob Have I Loved .......................................... 125 One Theme - Overcoming Family Background ................... 128 Summary ............................................................................................... 130 VI. THE AUTHOR'S CRAFT - STYLE ................................................... 133 Paterson's Signature - Her Comments on Style ............ 134 Using Figurative Language - Metaphor and Simile .. 136 The Setting as a Source of Figurative Language ... 139 Allusions ........................................................................................... 143 Jacob Have I Loved as a Bible Tale ................................. 147 Literary Symbol ............................................................................. 150 Nature as a Symbol ...................................................................... 155 The Art of Conversation .........................................................