#module reviews

[rainydaywoes]

NM2207, NM2219, NM2220 Module Reviews

It is the time of the year again: frantically searching for that one particular module suitable for all your needs – be it academic requirements, to boost your skills, your CAP or just a non-8am lecture slot you can never wake up for?

Whatever it is, I hope these reviews will help you find the module(s) for you 😊 Do just take note these are my personal thoughts and experiences which may differ accordingly to individuals.

Tip: I encourage all CNM majors, especially if you’re in year 1/2, to just look into the various 3k/4k modules you might want to take in the future because some of them might require pre-requisites of other modules. E.g. a particular 2K mod is required for a 3K mod which is a requirement for a 4K mod. Yes, so they accumulate, and if you don’t want to get the short end of the stick – do your research properly~ So enough nagging: here it comes~

NM2207 Module Review

NM2207 Computational Media Literacy aka the ‘coding’ mod of CNM. This mod teaches Javascript, CSS and HTML and is meant for web design. Even if you’re not planning on the game design track or have no coding knowledge at all, you can still consider this purely because of how useful this module is. The mod assumes zero coding background from everyone which really showed in the lecture/tutorial/homework materials that did a really good job in explaining concepts while challenging us to search up more info to enrich our learning.

There are no physical lectures but weekly online videos to watch (around 2.5 hours). I highly suggest you be on the ball and watch the videos before tutorials because we will to apply whatever the videos went through.

Here’s the grading breakdown:

15% Tutorial/participation: 3 hours tutorial sessions (usually 6-9pm for CNM students on internship to join as part of their MOOC courses), one coding challenge for each tutorial session that students (in pairs) can work together to complete. TAs will be around to help. The faster you finish the assigned work, the faster you can leave. :)

15% Midterm exam (either week 6 or 7): 1 hour, closed book pen and paper style.

20% Final exam (week 13): Closed book pen and paper style.

35% Final project: A solo project where you have to design and code an online application e.g. a game/ interactive story/ an animation/ etc from scratch. Don’t freak out yet! We are not expected to churn out a super highly-skilled app to attain decent grades – just something original and creative would do that trick. :)

15% Assignments: These were known as weekly homework and a major pain. We had to follow the assigned instructions to code the final products which are to be uploaded on our webpage by Saturday This was really difficult because some of them were really challenging and I had to email my TA constantly for help. :(

Personally, this was a very intellectually challenging module for me. Especially since I understand things related to coding rather slowly. It was also rather time-consuming; I think I spent around 10 hours weekly on this mod. In fact, I wouldn’t recommend taking this module if you think you’ll have a really packed semester (or just be prepared to use an S/U, in case?) Otherwise, I have to admit, it was really intriguing and super rewarding to finish all these seemingly-impossible tasks and to complete the module with a great end :)

Taken in: AY2019/20 Sem 2

Final Grade: B+

NM2220 Module Review

NM2220 Introduction to Media Writing is basically as the module name suggests – introduction to media writing. This module is super highly recommended for anyone who has an interest in doing writing as a career as it covers a range of writing: news media, both print and broadcast journalism, copywriting for advertisement, public relations, feature writing and writing for the web. It even covers topics like media law and ethics. Basically, whatever fundamentals of writing you think you might need for your career and perhaps even more.

Sounds a lot? Yes, actually this module is considered to be one of the more hardcore CNM 2K modules. Both lectures and tutorial require us to be on the ball constantly and I assure you there’ll definitely be a writing practice in every single session. Depending on your luck, you might even be called on in lecture to share your ideas. So, no random scrolling through Facebook for cat videos and whatnot. Lectures are, as per normal, 2 hours weekly while tutorials are pretty demanding at 2 hours weekly and require you to write on the spot.

I apologise as I cannot remember the exact breakdown but from what I can remember:

10% News angle: Find a local news article and develop 3 other news angle that have not been published before.

20% Feature writing: Write a feature story based on NUS student life with 3 original photographs and optional video.

15% Public release + planning of 4 social media posts: Write a press released based on a provided scenario and organisation (details to be developed by yourself) + 4 pseudo social media posts of 1 pre-event and 1 post-event post (including captions/ visual description) on Facebook and Instagram. And you don’t have to actually post it, just describe the posts.

15% Tutorial participation/ attendance

40% Final exam:  Closed book pen and paper style. Three segments based on a single given scenario (mine was an accident by a hired car company outside school): 1. Broadcast journalism report (with details to be developed by yourself) 2. Two social media posts based on the accident 3. Two (?) feature story angles based on the accident.

Overall, I really enjoyed this module. Since I had zero experience in such media writing prior to this, it really provided me with the fundamentals that are pretty important in any career related to writing. Especially for people who consider doing media writing related work in the future, I really recommend you take up this mod to know whether you’re suitable/ whether this would be something you enjoy. :)

Tip: You have to either take this mod or NM2219 to take up certain 3K mods such as NM3219 (find out more on NUSmods).

Taken in: AY2019/20 Sem 1

Final Grade: A

NM2219 Module Review

NM2219 Principles of Communication Management is really good module for everyone to consider if they’re planning to head into PR-related field or to discover whether this field is something for you. The module is very comprehensive and covers various fields related to PR e.g. crisis management, issues management, forms and types of PR approaches. To be honest, this module was really rather dry for me with a lot of PR concepts and content. But I guess a redeeming factor is that the content is quite easy to understand and the workload for this module is rather little compared to NM2207 and NM2220. If you’re considering a 2K module that is good/ useful career-wise (the skills you learn in this module can be easily transferrable to a PR-related career) and also not too much on the workload, this is a pretty decent choice😊

30% Midterm exam (week 7): Closed book, 30 MCQs (not sure if this changes according to the lecturer). I would recommend to read the textbook readings as some of the questions made references to the definition and related stuff.

30% Final exam: Closed book, around 15 MCQs with 2 SAQs and 1 longer question split into various parts (based on a provided PR issue, answer the sub-questions to resolve the issue based on the PR steps).

25% Group project [Presentation (10%); Paper (15%)]: Research on a company with local influence that might have a potential PR issue/ is currently facing a PR crisis and come up with solutions for the issue.

5% Peer review

10% Class participation: Weekly tutorials that are 45-minutes each; mostly used for explaining certain concepts that are to be covered in your group report and for the tutor to check up on your group’s progress.

If you don’t mind a slightly dry module with quite a bit of content (that is rather simple to grasp) and are considering a PR-related field, you should really take up this module. Actually, even if you’re not going into PR, knowing some PR knowledge can be applicable in almost every job that requires human interaction/ brand reputation. So yes, don’t count this one out!

Tip: You have to either take this mod or NM2220 to take up certain 3K mods such as NM3219 (find out more on NUSmods).

Taken in: AY2019/20 Sem 2

Final Grade: A+

[rainydaywoes]

NUS Module Review (GEM) - GET1050 GER1000 GEQ1000

Hi! So here’s my first module review on the various General Education Modules (GEM) that I’ve taken so far :) currently I’m only a year two undergraduate at FASS in NUS, and I’ve only taken the ones allocated to me – GER1000, GEQ1000 and GET1050. (I have also taken GET1029 as a UE but since it is also philosophy introductory module, I’ll cover that in another review!)

As you may already know, all NUS students are required to clear the five pillars of GEM which are meant to enrich the student with different forms of thinking, knowledge and abilities beyond one’s own specialisation. The five pillars being Human Cultures (GEH), Asking Questions (GEQ), Quantitative Reasoning (GER), Singapore studies (GES) and Thinking and Expression (GET). *note that for Residential Colleges there might be replacement modules instead

Generally, all NUS undergraduates are allocated GER and GEQ and can choose from various modules from different faculties/majors to make up for the other pillars. For FASS students, however, we are allocated with GET1050 (previously GET1031A) which is computational reasoning. 

For this review I’ll talk about what the module is about, the components that made up the grading and any relevant tips if I have any :) I wish to say that these are all my personal opinions and if you have any further questions, don’t hesitate to contact me!

 GER1000 Quantitative Reasoning

GER1000 is a compulsory stats module for all NUS undergraduates. The module has a flipped classroom style which means that all lectures are based online. Students are required to watch and learn from the videos (which are pretty lengthy) before attempting the tutorial questions and online quizzes. The lecturers for the videos change accordingly to the topic and I had some difficulty understanding some of the videos due to their accents. Thankfully, there are slides and speakers’ notes provided so that helped for reference.

Tutorials are once every two weeks and I would suggest for one to attempt and complete the assigned tutorial work as tutorial participation and attendance make the final grade. In addition to online quizzes and tutorials participation/attendance, there is also a group project and final examination. For the group project, students are to choose from the various case studies provided and provide data analysis and present it in a ~10 mins presentation with Q&A. And, for those wondering, your groupmates are allocated so it all depends on your luck :/ For the final paper, it is a closed-book examination but there will be ample time for you to complete it as (if I remember correctly), it is 2 hours long with only 30+ MCQ.

Tip: Do take note that on NUSmods (which is a website NUS students generally use to view available modules/ lectures and tutorial slots/ plan their timetable in general) the module code for students taking it in hall is GER1000H. This “H” refers to hall, and NUSmods will show you the tutorial slots available within hall. Generally, I would advise students to go for tutorial slots within hall compound as it is definitely more convenient.

Also, ask around from your seniors if they have any past year papers for you to practise with for the final examination, except from some that are out of syllabus, the questions styles are usually repeated.

Generally, the bellcurve is pretty steep and many FASS students around me s/u this. However, don’t give up so easily! The group project and final exam can really help one do well as well :)

Taken in: AY2018/19 Sem 1

Final Grade: B

 GEQ1000 Asking Questions

GEQ1000 is also a compulsory module for most NUS undergraduates. I’m not too sure on this but I think some of my friends from RC took some replacement modules instead of this. This module is a CS/U module which means it’s pass-fail by nature so it’ll contribute to one’s completed module credits but not one’s Cumulative Average Point (CAP). This is also quite a low-effort module so I would suggest for one to maximise this. Personally, I overloaded with another module so I could take advantage of this.

Similar to GER, GEQ1000 is also a flipped classroom style with online lectures. The module consists of lectures that spanned across the various majors. There was philosophy, user-design, computational thinking, economics, physics and engineering. The module introduces various methods of questioning, thinking and solving problems based on the differing approaches of the various disciplines. Students are encouraged to watch the lecture videos before going for the tutorials, which are once every two weeks. Tutorial participation and attendance contribute to your final grade. However, because there are SO many components and subcomponents, I didn’t really bother with active tutorial participation that much (on top of that, I had an 8am tutorial so I wasn’t really in the mood…)

Other than tutorial participation and attendance, there is online forum posting, online quizzes, wallet-designing assignment, origami folding exercise to be handed in during one of the tutorials and a final reflection paper. As this is a CS/U module, most people do not put in a lot of effort. And, there is really no need to if you’re tactical about sharing your precious time studying for your other modules. I’ve heard that some people would forgo e.g. the wallet designing assignment because they calculated and decided they can pass even without it.

Personally, I did not really think the tutorials were that interesting or critical in my understanding of the module. However, I genuinely enjoyed myself learning about the various topics that I wouldn’t usually be exposed to due to my faculty and major. So I guess, I’m thankful for knowing more about game theory/ pancake flipping and many more other theories which I haven’t come across before this.

Tip: Add “H” behind the module code to search for tutorial slots within your hall in NUSmods for your own convenience :)

Taken in: AY2018/19 Sem 2

Final Grade: S

 GET1050 Computational Reasoning

The “GET” pillar is usually not allocated and students are free to choose a module of their choice to clear this pillar EXCEPT FASS students. As the name suggests, this module is about using computational methods of thinking to solve issues. And the million dollar question comes up – does it involve coding? – yes, yes it does and teaches us VBA (s a v e  m e  T.T). In case you’re panicking and shaking in your pants, don’t worry. Even though this sounds pretty much a nightmare for most arts students, this module (which is revised from the earlier GET1031A Computational Thinking) is catered for FASS students and designed by a philosophy lecturer. Even though I practically struggled through it, I can really tell the effort made to simplify what might be very daunting to arts students.

This module is very new – in fact, my batch is the first to take it. This also means that a lot of calibrating and adjustments were made to the grading components, assignments and even the lecture videos. One really remarkable point I have to make is that I really, genuinely appreciate the effort that the lecturer puts into this module and understanding the concerns of students. Jonathan, the lecturer, encourages all the 800 students enrolled in the module to send an introductory email to him for him to get to know us better. On top of that, students are required to do a pre-module survey for him to understand our level of ability regarding coding and whatnot. (He shared that most students replied that we had ZERO knowledge of it, which is sadly the truth) Moreover, he also had weekly clinic sessions to address queries face-to-face and a telegram group for the ease of communication among the students, TA, and himself. This is a true testament of a lecturer who tries his best at understanding the needs and issues of the students venturing on the unchartered terrain of computing/coding :’) very admirable

Not going to lie, this module was very helpful and really considered the general beginner status of many FASS students. This module also has online lecture videos and tutorials once every two weeks. The lecture videos were very helpful and the learning curve is pretty gradual. However, many students feedbacked that there was just too much work to be put into this supposedly level 1 module. The components included online quizzes, tutorial attendance and participation, forum posts, survey participation bonus, a group project with four checkpoints (aka submissions) and a final paper. PHEW…even writing it all down was serious business.

Generally, I was alright with most of the components. Online quizzes were once every two weeks, deadlines were also adjusted if Jonathan needed more time to produce and upload the lecture videos. Tutorials were very interesting and helpful in applying whatever we learnt in lectures to real-life situations that revealed moral/ethical issues regarding the mere use of computational thinking. Forum posts were kinda irritating as there PRE as well as POST forum posts that were graded very critically. But what really ticked me off was that the percentages for the various checkpoints were just too little for the amount of effort my groupmates and I had put in. Students are to choose from two datasets and provided with a dilemma to come up with various criteria/components to find the balance between maximising utility and fairness. In particular, for the final checkpoint, it was only 10% of the final grade, with 5% for the analysis and the other 5% for the presentation. However, the lecturer encouraged students to include skit, song, meme, VBA etc to score well. This was honestly – too much effort. My groupmates included certain elements to make our presentation more interesting but on hindsight, I don’t think I could be bothered with that 5%... Also, groupmates are allocated so it really depends on your luck again :’)

Despite it all, I really believe that I learn quite a lot from this module that is so unlike any other. Honestly, we are so used to believing that machines do not make any mistakes or that it is superior to mankind. But this module really brought about interesting ways of thinking about stereotypes, our prejudices, moral and ethical concerns regarding the dilemma of balancing fairness and maximising utility that machinery might not take into consideration. It also brings to light the importance of ARTS in a STEM-oriented world and the value of our disciplines in understanding and solving problems of the real world. I can still remember profoundly what Jonathan mentioned in the last tutorial – that he had a friend who missed out on a great career opportunity because he was not trained in coding :( and that he hopes that none of us would have to face this issue in the future.

Taken in: AY2019/20 Sem 1

Final Grade: B+

[les-reading-blog]

Module 15: Scary Stories to Tell in the Dark

· Genre: This book definitely falls under the horror genre. The title pretty much tells it all; it is a collection of scary stories. While some of the stories are definitely meant to garner some laughter, this is intended to give readers chills. The author even offers tips as to how to scare the audience. This book is unlikely to terrify anyone older than 11, but it's a good example of children's horror.

· Book Summary: What's the best way to tell scary stories? In the dark. Little boys that eat toes, the undying dancing, witches, and white wolves—this book has it all! Stories to make you shiver and stories to make you laugh! Grab some friends, and get ready to lower your voices, it's time for a scare.

· APA Reference of Book: Schwarts, A. (1981). Scary stories to tell in the dark. New York, NY: HarperCollins Children's Book.

· Impressions: I love horror, and I was definitely one of those kids who loved to scare themselves. Bloody Mary in the mirror, Goosebumps in bed, all that jazz. I would have been the perfect audience for this when I was a child. Which is why it's a little hard to admit I thought this book was, well, okay.

I thought the stories were cute, and sometimes a little funny. The writing is done in broad strokes, so nothing ever gets too graphic. That's not necessarily a bad thing, you can tell a horror story in two sentences if you wanted. Mostly, it feels like the author was content to introduce readers to a scary concept, get them worked up, and then leave them to their own imagination. No doubt, I would have found this much scarier as a kid, but as an adult I wasn't terribly impressed.

I do want to give a special mention to the artwork, however, which probably thrilled children as much as the writing did. It's gory and spooky, and also sketchy. It's a style that suits the subject matter; the drawings look like they could have come out of a nightmare. They take up almost as many pages as the writing does, and deservedly so.

Although I didn't get much mileage out of this, I do think kids can have a lot of fun with it. The author basically says as much; he suggests reading the stories with an audience and even gives tips as to how to achieve maximum scares. Also, given how tame the work actually is, it's perfect for it's target audience.

While I wouldn't check out this one, it's a perfect match for a kid with a love for scares and a library card to match.

· Professional Review: Schwartz' latest folklore collection will be a popular sourcebook for ghost story sessions. Some of these tales end in shock screams by the teller and some in laughs. Most are old, but some, about a girl driver followed home or a babysitter receiving threatening phone calls, have contemporary settings. Whether the subject is a witch caught out, a girl dying of fright in a graveyard, or a wolf's revenge on a bounty hunter, all are perfectly tailored for telling aloud and splendidly illustrated with an appropriate blend of scraggly and truly eerie notes.

· APA Reference of Professional Review: (October 14, 1982). Scary stories to tell in the dark. Kirkus. Retrieved from https://www.kirkusreviews.com/book-reviews/alvin-schwartz-8/scary-stories-to-tell-in-the-dark/

· Library Uses: Scary stories are best told in the dark, and with friends. This is an excellent book for a kid's program, for older children who haven't quite hit their tweens yet. Librarians can do a campfire themed event; kids can crowd around the pretend fire and read from the book. They can even help set up the scares, which the author helpfully outlines.

Although this program would be great for Halloween, it's a good match for any month. When aren't people in the mood for a good scare?

· Readalikes: For readers who liked this book, Coraline by Neil Gaiman, Welcome to the Dead House by R.L. Stine, and Favorite Scary Stories of American Children by Richard Young are books to look for.

Each of these works are guaranteed to send some chills up your spine. Just like Schwarts, Young collected a set of scary short stories for children to enjoy, although he does keep it to American tales. Probably the only other work with as much staying power as Scary Stories is the Goosebumps series. Welcome to Dead House is the first book in the series and sure to please any young horror aficionado. Coraline is as spooky a novel as they come, with a child protagonist who is sure to resonate with kids.

All of these books share the same age range and are great picks for kids who love horror stories. Whether they're enjoying them as a group or on their own, these reads give audiences some good scares.

[les-reading-blog]

Module 14: Yes! We are Latinos

· Genre: While Yes! We Are Latinos is considered a poetry collection, it isn't easily confined to this genre. The main cause for this is the informational text following each poem, placing the work in context for the reader. The prose takes up almost as many pages as the poems themselves. This gives the work the impression it is both poetry and nonfiction. However, the range of style in the poetry still make this work a quality representation.

· Book Summary: Latinos are as diverse as the countries they hail from. In language, food, traditions, religions and more. An El Salvador immigrant in Houston and a Japanese Peruvian Angeleno. They are both Latino. Each poem in this collection offers a glimpse into an individual life, all of them defining what it means to be Latino.

· APA Reference of Book: Ada, A. & Campoy, F.I. (2013). Yes! We are Latinos. Watertown, MA: Charlesbridge.

· Impressions: I enjoyed this book immensely. While I'll admit to a preference for poetry that rhymes, there is undeniable emotion and honesty racing through these poems. Although authored by only two people, each poem has a distinctive style, there's one that borders on a vignette in prose, while another is curt.

The work does an excellent job capturing the nuance of a group of people who are usually turned into a monolith. Some are immigrants, some are citizens, some are indigenous. And not everyone speaks Spanish! That was refreshing to see. Often times, native peoples and their languages are often marginalized, even in their own countries. I also appreciated the willingness of the work to approach heavy topics, such as immigration, prison, and dislocation. At the same time, the authors also allow for moments of joy and quiet.

Each of the poems is followed by an explanation, in prose, placing the work in context. Readers are given a succinct overview of relevant histories and traditions. This is great for younger readers, who might have limited knowledge or exposure to this information. I also admire the work for it's truthfulness and willingness to draw sharp lines about morality. The authors have no qualms distinguishing between legal and moral, or addressing past injustices.

This was a great read. Clocking in just under 90 pages, this is an accessible and emotional work. Aside from the poetry, there is so much informational text, readers can't go through this book without learning something new.  Yes! We Are Latinos deserves a place on your bookshelf.

· Professional Review: The authors of Tales Our Abuelitas Told shape fictional portraits of 13 young people living in the U.S., who have diverse experiences and backgrounds but share a Latino heritage. The first-person narrative poems range from reflective to free-spirited, methodical to free-association. A boy in Detroit dreams of opening a hospital in his family’s native Dominican Republic; a Puerto Rican girl wants her parents to support her dreams of attending college, rather than splurge on “an elaborate party—/ a quinceañera production”; and two friends—one Guatemalan, one Peruvian—are learning the native language of their Chinese and Japanese grandparents. In the most resounding monologue, a Hispanic Native American shares advice from his brother that crystallizes the book’s message: “Never forget who you are.” Informative nonfictional interludes succinctly address relevant subjects, including immigration, the challenges migrant workers face, and Cuba-U.S. history. Diaz’s (Smoky Night) angular, hand-cut b&w illustrations are reminiscent of woodblock prints, balancing images from the past and present. An eye-opening and thoughtful celebration of cultural identity. Ages 10–13.

· APA Reference of Professional Review: (June 17, 2013). Yes! We are Latinos. Publisher’s Weekly. Retrieved from: https://www.publishersweekly.com/978-1-58089-383-1

· Library Uses: Poems can be a huge hit with teens and this is an excellent work to introduce them to. Most of the time, when people think of poetry, they think of works that rhyme. Yes! We Are Latinos is a great way to expose kids to different kinds of poetry. Librarians can use this in a poetry program for older children and teens. Kids can look to the book as guide while they compose their own poems.  

· Readalikes: For readers who enjoyed this book, Flying Lessons & Other Stories, edited by Ellen Oh, Save Me a Seat by Sarah Weeks and Gita Varadarajan, and Funny Business: Conversations with Writer of Comedy, edited by Leonard S. Marcus, are works to look forward to.

While not a collection of poetry, Oh assembles an assortment of short stories that celebrate the diversity and uniqueness of all children. Week's work is also prose, but just like Ada and Campoy, the topics of immigration and bullying are addressed honestly. Marcus' book is lighter than either of these, but for readers who enjoyed the informational text in Yes! We Are Latinos, his work should appeal as well. Also organized into about a dozen stories, Funny Business is an honest and fun look into comedy.

The books share a similar age range, but can be enjoyed by anybody. These works take their audience just as seriously as Ada and Campoy do.

[les-reading-blog]

Module 13: Beowulf

· Genre: Beowulf by Gareth Hinds is a graphic novel, and for all the carefully handled dialogue, there is no doubt this is a visual adaptation of an old story. There are entire scenes that play out without a single word on the page. It's a balanced take on a legend rooted in oral storytelling, and a great example of how graphic novels work as a medium.

· Book Summary: There once was a hall that was merry. Then a monster came to end the merriment, a beast so dreadful, no one ever survived contact. Warriors of all kinds tried to kill it, but they all fell. Until Beowulf came ashore.

· APA Reference of Book: Hinds, G. (2007). Beowulf. Cambridge, MA: Candlewick Press.

· Impressions: Right before the story starts, there's an author's note. Hinds gives historical context to the Beowulf legend and explains how the adaptation, while based off another version of the story, has its own writing. It's a brief note, but it gives the reader a good idea of how seriously Hinds took this retelling.

And it shows.

This is a respectful, accessible account of the heroics and fall of Beowulf. The writing, keeping in the spirit of the original manuscript, might occasionally confuse the audience. However, Hinds did a good job breaking it down and creating a language readers can follow. It's aided greatly by the art, which is where this work really stands out. The words and images of Hinds' Beowulf are great together, even if the latter sometimes steals the show. Hinds does a good job of placing readers in the setting. It's a harsh, brutal world in which this story takes place, but the work makes a deft introduction. The audience soon understands, this is a world where warriors boast and mourn in equal measure.

I want to touch on the artwork again, since my own reaction to it is rather mixed. I don't really like it; I find the color palette too muted and the character design isn't appealing at all. It's definitely skillful, but I dislike the style. I do think it fits the story perfectly though. The washed out feel of the illustrations lends weight to the idea this is an old story, slightly faded from time and retellings. And if I find Hind's art ugly, it matches the ugliness of Beowulf. 

This is not a nice story—it makes sense the art isn't nice either. I also have to reflect on how well Hinds uses the artwork to convey tension and actions. There's stretches of pages where there's no text, and the story doesn't need it. My favorite moment in the book is probably when Beowulf rises from a bloodied lake, with a sword in one hand and a monster head dangling from his clenched teeth. It's a bloody sight, and a great one.

This is a good adaptation of a story that's been retold a thousand times. The writing takes old words and morphs it into something modern readers can understand. Definitely worth borrowing from the library, just for the artwork.

· Professional Review: The king of heroic epics gets a lavish visual interpretation in Hinds's full-color mixed-media gem, originally self-published as three separate issues in 2000. He begins with a credit to two versions of the familiar story (A.J. Church's 1904 translation and that of Francis Gummere), in which a vicious monster named Grendel terrorizes the great hall of King Hrothgar for 12 winters, and the hero Beowulf arrives from afar, to try to defeat the creature and succeeds—with his bare hands. Then he must contend with Grendel's mother, when she comes to avenge her son's fate; the third chapter deals with the mournful end to the hero's life, resulting from a battle with an enormous dragon. Each chapter begins with a brief narrative (paying homage to the cadences of the story's early verse renditions), before giving way to a lengthy, wordless and bloody battle. Hinds's angular perspectives and unusual color palettes (dark, ruddy colors, deep burgundy blood, and not a ray of sunshine in sight) lend the book an almost overwhelming sense of menace. The third and most emotionally forceful chapter centers around an incredible two-page spread that shows the dragon awakening; it's an arresting image in a book filled with many. For fantasy fans both young and old, this makes an ideal introduction to a story without which the entire fantasy genre would look very different; many scenes may be too intense for very young readers. Ages 10-up.

· APA Reference of Professional Review: (March 5, 2007). Beowulf. Publisher’s Weekly. Retrieved from: https://www.publishersweekly.com/978-0-7636-3022-5

· Library Uses: Graphic novels tend to get pigeonholed into a superhero shaped square, and Beowulf is a great example of how much range the medium has. It would be great for a teen program; people could learn how to design a comic and how it can be used to adapt existing stories.

Librarians can show excerpts from the original manuscript and contrast it with how Beowulf depicts those moments. Teens can use it for inspiration into how they can use graphic novels to tell a story.

· Readalikes: If readers enjoyed this visual adaptation, they might also enjoy Hamlet by Neil Barba, Odyssey: Escaping Poseidon's Curse by Dan Jolley, and Gilgamesh: A Graphic Novel by Andrew Winegarner. All of these works are graphic novel adaptations of classics, aimed at teens.

Barba uses a more vivd color palette than Hinds, but his artwork is just as striking. Odyssey's illustrations aren't quite up to par with either of those works, but Jolley does a good job condensing an epic into a cohesive story—just like Hinds.

Winegarner also manages to take an ancient tale and turn into an accessible read. Readers' immersion into the world of Gilgamesh is easy. However, as any telling of Gilgamesh deals with the sexuality inherent in the original material, this graphic novel is recommended for older teens.

Each of these works use the graphic novel medium to good effect, turning old stories into something new and young readers can understand and enjoy.

[les-reading-blog]

Module 12: Rosa

· Genre: This book falls under the biography genre, but seems to fit there on a technicality. It does focus on the life of a real person, Rosa Parks, the civil rights icon. However, it's a very narrow focus. Readers get a brief introduction to Rosa's daily life, before the scene is set for her historic moment of defiance. Most of the book is spent on the bus, and while it does continue past her arrest, Rosa shifts out of focus. The work looks at the larger movement around the country. Overall, Rosa is not the best example of a biography.

· Book Summary: Extraordinary can come from ordinary people, on ordinary days. Rosa Parks was a seamstress, catching the bus for a ride home. She wasn't a celebrity, not at first. This is the story about how Rosa became a star, and later the guiding light of a movement.

· APA Reference of Book: Giovanni, N. (2005). Rosa. New York, NY: Henry Holt and Company.

· Impressions: This is a gorgeous book. The artwork is spectacular, with a grounded color palette and a grainy design, matching the rough period of the times. The writing is less spectacular. While most of the vocabulary is simple, there are occasional words such as "alterations", which might slow down younger readers. The author also tends to skew towards weighty statements over concise sentences. This line—"she recited in her mind the 1954 Brown versus Board of Education decision, in which the United States Supreme Court ruled that separate is ‘inherently unequal." That's a really long sentence. There are also other moments, although meaningful, which don't quite land. Like "and the soul force that bound the community together would sustain many marchers for the years of struggle to come."

Although the writing might be a little clunky at times, the artwork is always powerful. The colors are very earthy, which gives everything a rooted tone. The use of gold in this book is excellent, especially when it's used to emphasize the characters. Bryan Collier, the illustrator, states in a note, this was intentional and meant to invoke the heat and emotions of Montgomery and Selma. The details in the artwork are lovely, like the light shining in Rosa's hair and the neat patterns on people's clothing. While much attention is probably going to go towards the gorgeous four page spread towards the end of the book, for me, the stand out happens half way through. When Rosa Parks says no to the police, we don't see her face. Instead, readers are given a look at her hands, tightly grasping her bag. The imagery of her seated form and clenched fists conveys more than anything the writing could have.

Admittedly, my prior knowledge of this event might be coloring this review. Other than some brief details about her home life and job, the book does not discuss Rosa Parks herself in length. She was long time activist, a member of the NAACP, and the moment of the bus was planned. So this does come off as a sanitized retelling to me.

Still, it's a good book. Rosa covers an important moment in history and works hard to convey why this is the case. It's worth borrowing from a library for the artwork alone.

· Professional Review: Giovanni (The Sun Is So Quiet ) and Collier (Uptown ) offer a moving interpretation of Rosa Parks's momentous refusal to give up her bus seat. The author brings her heroine very much to life as she convincingly imagines Parks's thoughts and words while she rode the bus on December 1, 1955 ("She was not frightened. She was not going to give in to that which was wrong"), pointing out that Mrs. Parks was in the neutral section of the bus and (as some fellow riders observe) "She had a right to be there." The author and poet lyrically rephrases what the heroine herself has frequently said, "She had not sought this moment, but she was ready for it." After Mrs. Parks's arrest, the narrative's focus shifts to the 25 members of the Women's Political Council, who met secretly to stage the bus boycott. Inventively juxtaposing textures, patterns, geometric shapes and angles, Collier's watercolor and collage art presents a fitting graphic accompaniment to the poetic text. After viewing an image of Martin Luther King, Jr., encouraging a crowd to walk rather than ride the buses, readers open a dramatic double-page foldout of the Montgomery masses walking for nearly a year before the Supreme Court finally ruled that segregation on buses was illegal. A fresh take on a remarkable historic event and on Mrs. Parks's extraordinary integrity and resolve. Ages 5-up.

· APA Reference of Professional Review: (August 29, 2005). Rosa. Publisher’s Weekly. Retrieved from: https://www.publishersweekly.com/978-0-8050-7106-1

· Library Uses: One of the main criticisms of Black History Month, is that it implies African American history can be limited to just one month and that is should only be highlighted once a year. December would be a great month to showcase this book, since I doubt many people are aware Rosa's famous moment happened during the festive season. 

Librarians could have a program centered around events people didn't know happened in December and include this moment. A segment could be dedicated to the start of the Montgomery Bus Boycott and Rosa could be used as an aid in the discussion.

· Readalikes: For readers of Rosa, other books to look to are Josephine: The Dazzling Life of Josephine Baker by Patricia Hruby Power, Coretta Scott by Ntozake Shange, and Maya Angelou by Lisbeth Kaiser.

Although not all are strictly biographies, all of these books highlight the lives of real life African American women. Shange's Coretta Scott is told in prose and focuses on a women who's contributions and activism are usually overshadowed by her husband's. The artwork for this, and Power's Josephine Baker, is exquisite. The illustrations in the latter are as dazzling as the star it spotlights. Josephine Baker was an activist, artist, and a spy. Although her time in history is a bit before Rosa Park's, she was just as much a trailblazer. Maya Angelou was also an artist and activist, and while she came a little after Rosa Parks, her life was just as groundbreaking. Kaiser does a good job portraying her life story in an accessible way.

All of these book focus on the lives of courageous women of color. For anyone who thinks Rosa Parks' story is important, they are likely to think the same of these ladies.

[les-reading-blog]

Module 11: They Called Themselves the K.K.K: The Birth of an American Terrorist Group

· Genre: This book falls easily under the category of nonfiction. The work focuses on the creation of the Ku Klux Klan and its existence during the Reconstruction Era. Bartoletti offers a succinct and honest narrative, depicting domestic terrorism and the context for it. She bolsters her writing with numerous primary sources and visual aids. This is an phenomenal example of an informational work.  

· Book Summary: Many factors contributed to the birth and rise of the K.K.K, but its inception can be traced back to a conversation between six wealthy, educated, white men. "Boys, let us get up a club." A flippant comment with devastating consequences, a good description for the organization it wrought. 

Bartoletti provides a powerful look into the country's oldest domestic terrorist group. From the fanciful brainstorming that brought about the name of the organization, to the nonchalant manner in which they wreaked havoc, this book is an unflinching dive into the disturbing waters of our history.

· APA Reference of Book: Bartoletti, S.C. (2010). They called themselves the K.K.K.: The birth of an American terrorist group. New York, NY: Houghton Mifflin.  

· Impressions: Nonfiction get's the rep it's not fun to read. Well, at least in this case, it’s not far off. This is not a fun book, and it's not an easy read. Bartoletti has created an exceptional, engaging work. In terms of craftsmanship, I think it is expertly made. As readers follow the history of the organization, they are provided with a wealth of context.

The creation and popularity of the K.K.K is directly related to the fallout of the Civil War and the socioeconomic realities of the time. White people, from the wealthy to the poverty stricken, felt fear and anxiety in this new post-war world. What happens to a society which has built itself on the oppression of an entire group of people, when the continued oppression is no longer a guarantee? Nothing good, and nothing peaceful.

While Bartoletti manages an even keel tone throughout the book, It's difficult for readers to be detached while reading this. Brutality and malevolence is on full display; even more chilling, is the matter-a-fact cruelties people just admitted to without shame. This is an excellent depiction of how deeply ingrained racism is in our society.

Reading this, I remembered something one of my history professors once told me during a course on genocide. She said, in the darkest times, there are people who shine. Bartoletti's book is full of stars, of people who strove to find success, happiness, and safety in a world that was not kind. I was affected by many an atrocity in this book, but the line that moved me more deeply than anything else? "A man can kill me, but he can't scare me."

Bartoletti does an amazing job of portraying the Ku Klux Klan, while never diminishing the personhood of the people they terrorized. This is aided by the consistent use of primary sources throughout the book. Anecdotes pepper almost every page. When possible, Bartoletti allows everyone to speak for themselves.  

I also want to take a moment to say this book is also a great example of how to make history accessible to young readers. The writing is clear and concise. The layout has the type restricted to a few paragraphs per page, alongside effecting visual sources. Bartoletti goes beyond photographs; newspaper articles, notices, political cartoons, and dozens more have been employed in the telling of this history.

This book is a must read and deserves a place on your bookshelf.

· Professional Review: On a May evening in 1866, in Pulaski, Tenn., six men lounged about a law office. “Boys, let us get up a club or society,” John Lester said. And they did. Two of the men suggested that they call themselves “Kuklos,” the Greek word for “circle” or “band,” but that wasn’t mysterious enough, so they made up a variation: Ku Klux Klan, which literally means “circle circle.” They delighted in dressing up in flowing white robes, riding about town pretending to be ghosts of Confederate dead and playing pranks, but they also understood the power of anonymity to stir up fear and thwart the new Freedmen’s Bureau programs to help former slaves. Balancing the stories of the Klan and the former slaves’ determination to remake their lives, Bartoletti makes extensive use of congressional testimony, interviews, journals, diaries and slave narratives to allow the players to speak in their own voices as much as possible. Documentation is superb, and even the source notes are fascinating. An exemplar of history writing and a must for libraries and classrooms. (a note to the reader, time line, quote attributions, bibliography) (Nonfiction. 12 & up).

· APA Reference of Professional Review: (July 26, 2010). They called themselves the K.K.K.: The birth of an American terrorist group. Publisher’s Weekly. Retrieved from: https://www.publishersweekly.com/978-0-618-44033-7

· Library Uses: While this book should be considered a must read, because of it's subject matter, it frequently features acts of cruelty and tragedy. It is a difficult topic to grapple with and I feel teen patrons would benefit from a program. The event would use the book to lead a presentation on the history of the K.K.K. Librarians could reach out to local historians to help with the event. This program could even be part of a series.

· Readalikes: Readers of They Called Themselves the K.K.K.: The Birth of an American Terrorist Group, should look at I am Malala by Malala Yousafzai, A Wreath for Emmett Till by Marilyn Nelson, and March by John Lewis for their next foray.

Like Bartoletti, Nelson refuses to allow Emmett Till to remain a victim or a caricature. Although in poetry form, her work is likewise accessible. The writing remains evocative as it delves into wounded waters. Lewis uses the visual medium of comics to great effect, and likewise, provides readers with a fleshed out look at a tumultuous time. There is injustice, but the people in the narrative are allowed to be more than victims.

Malala Yousafzai is also more than a victim. Her work covers the events of a young life, and yet the book is no less powerful for that. Each of these works discuss powerful moments in society, whether they are set in the past or history in the making. All of these works share a recommended age group as well.

[les-reading-blog]

Module 10: Heart of a Samurai

· Genre: This book was falls under the historical fiction and it is an excellent representation of the genre. The story follows Manjiro an actual historical figure who helped change Japan's international policies. The story largely sticks to his real life and follows a precise timeline of events. The author does a good job of capturing the settings of both Japan and the U.S., as well as the attitudes of the characters populating them. This is an accessible and clear example of a historical fiction novel.

· Book Summary: Manjiro is a fisherman's son, and he wishes he could be a samurai. Most days, he could settle with scrounging enough food for his family. But when a fishing trip goes awry and Manjiro ends up stranded on an island with his companions, nothing matters more than survival.

Eventually, Manjiro and his friends get rescued—by an American ship. As they try to grapple with their interactions with these foreign devils, they are also forced to accept they can never go home.

In 1841, Japan strictly enforces its isolationist policies at the border. No one can enter the county, not even its own citizens.

So when Manjiro is given an opportunity to explore the world he's been thrown into, he grabs onto it with all his might and becomes the first Japanese citizen to ever set foot on American soil.

· APA Reference of Book: Preus, M. (2010). Heart of a samurai. New York, NY: Abrams.

· Impressions: I found Heart of a Samurai to be an easy read, in every sense of the word. The prose is simple; I don't think I ran into a single compound sentence. The sentences still have weight to them though. The style is warm and never frivolous, with gems like "time fell away; there were just the two of them and the silence." I also have to get credit to the author for their metaphors; the ocean is used in frequently, but the comparison doesn't get old.

The choice to allow Manjiro, to stay Manjiro—he never refers to himself by John or think of Mung as his family name—was a good choice. Even as he adapts to his new home and find success in the roles he's assigned, he never forgets Japan. It’s really hammered in, how alone Manjiro is. Everywhere he goes, he's the only Japanese person there. There is something very sad in how the only other living thing he could speak Japanese to was his horse.

I also appreciated how Preus included details like how Japanese has different dialects, and even native speakers can have difficulty understanding each other. Elements like these help flesh out Japan as a country, by showing it is not a monolith. There are different social classes, different dialects, different cities, etc.

Heart of a Samurai is a modest, grounded story about a survivor who went on to accomplish great things. It's a good read and worth borrowing from the library.

· Professional Review:

In picture book author (The Peace Bell) Preus’s excellent first novel, based on the true story of Manjiro Nakahama, Manjiro is 14 in 1841 when he is shipwrecked in a storm. An American whaling ship eventually rescues him and his shipmates, and while his fellow fishermen are fearful of the “barbarians,” Manjiro is curious about them and the world. Knowing Japanese law forbids him from returning home because he’s left the country, he learns English and whaling, gets a new name and family with the captain, and eventually seeks his way in America as the first known Japanese to set foot there. He finds innovative ways to challenge both hardships and prejudice, and never loses his curiosity. Preus mixes fact with fiction in a tale that is at once adventurous, heartwarming, sprawling, and nerve-racking in its depictions of early anti-Asian sentiment. She succeeds in making readers feel every bit as “other” as Manjiro, while showing America at its best and worst through his eyes. Period illustrations by Manjiro himself and others, as well as new art from Jillian Tamaki, a glossary, and other background information are included. Ages 10–14.

· APA Reference of Professional Review: (July 26, 2010). Heart of a samurai. Publisher’s Weekly. Retrieved from: https://www.publishersweekly.com/978-0-8109-8981-8

· Library Uses: This would be a great novel to use in a discussion, particularly any taking place in the upcoming month. Despite the magnitude of Manjiro's accomplishments, his story is not well known. April is Asian Pacific Heritage Month, so this would be a great opportunity to spotlight it.

At a time when the country is debating the role of immigration and isolationism, this is a relevant book. Manjiro's life as an immigrant and policy maker is sure to provide readers with rich material to discuss.

· Readalikes: For readers who enjoyed this work, Fever 1793 by Laurie Halse Anderson, The Land by Mildred D. Taylor, and Bloody Jack by L.A. Meyer are books to look to. All feature smart teen protagonists doing their best to survive the situations they find themselves in. In the case of Bloody Jack, the story also revolves around sailing.

Like Manjiro, Mary, our protagonist, is friendly and inquisitive. She finds herself pushed into a life she would not have chosen, but adapts to with ferocity. The same can be said for The Land's Paul Edward, a multiracial youth in the 1800s. Born to a slave and her white master, Paul-Edward’s existence is considered a blight on society, as he is mixed and highly educated. Like Manjiro, his ethnicity limits his opportunities, but he still manages to find success.

Anderson's Mattie Cook finds herself in the wake of a disaster as well, though this one is an epidemic. Mattie finds her community and herself ravaged by the disease. Luck may have allowed her to survive the epidemic, but it's her bravery and ambition that allows Mattie to find a place in the aftermath.

Each of these novels fall under the historical fiction genre and have similar recommended age ranges.