When i started reading this chapter, i felt like i was in the middle of a book. It didn't start out as a Chapter one normally does, but it was kind of a nice change. I do like the quotes at the beginning of the chapter though, and that seemed like a nice way to get the reader interested. I agree with Appleman when he talks about how adolescence have to deal with a lot in their lives and just how they manage to lead productive lives. I think that this also has a lot to do with why literary theories may be put somewhat on the back burner. As we just read in Wilhelm, it is hard enough to get kids to read the books, let alone deal with literary theories. However, i think he is correct is saying that literary theories keep us understanding we are not alone as learners and readers and that they can also a good way to interpret different cultures. Which then leads me to question how the "canon" is becoming loose, and ever changing. From my own experience in high school, the canon has been the same for years, and we touched on this idea in class.
As far as the set up of the book, and chapter, i like how at the end it gave a brief idea of what each chapter is going to be about, and even thought i haven't gotten there yet, the chapters to come seem like they will be good with the examples from real classrooms.
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I agree with you Mallory. I really liked how he touched on the different attributes in an adolescents life instead of jumping into a big lecture on why we need to teach literary theories to our students. I think literary theories are a great idea for the classroom, but like you said it is hard enough to get kids to read the books we assign. Therefore, we as educators need to figure out a way to incorporate literary theories to a point where it is understandable and where we can motivate out students to want to learn them.
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