I would like to research the rhetorical and compositional elements used in youth fiction, specifically the Harry Potter series, and to investigate what arguments are being made and the devices used to influence those arguments. This research area is important to me because I feel that youth fiction is a very important genre because the desire or aversion to reading is usually formulated in the grade school years. It is essential for young readers to be exposed to interesting and intriguing literary works early on so that an appreciation for literature has the chance to develop. Additionally, it is important to investigate and understand what ideas, thoughts, and values are being put forth by the works. I feel that this is necessary not so that we can make judgment calls on the appropriateness of certain works for youth readers, but that it is important to promote and supply a diverse amount of literary works to youths so that they have the opportunity to be exposed to different cultures, viewpoints, and value systems. I am focusing on the Harry Potter series based off of several factors. One it is almost universally well known and read not only among youth readers, but adults and academics as well. Two, I feel that the series has literary merit and will be a staple of youth fiction for years to come, and three there is still currently debates among what ideas and values are being promoted to its readers, therefore there is still interest and room to do research on the series.

As I look at the rhetorical and compositional elements used by J.K. Rowling within the Harry Potter series, I hope to uncover the underlying tenements of the value system within the series. I would like to clarify what the series is arguing or attempting to persuade the reader to and the compositional elements used to reinforce those ideas. I would also like to look at how youth fiction, such as the Harry Potter series, enables young readers to approach and understand life and world issues, such as ethics and morality, in a user friendly format; and what rhetorical or compositional elements used in youth fiction help to realize that end. To achieve this I plan to delve not only into the source material of the Harry Potter series itself, but to pursue different scholarly articles and texts that look at youth fiction and how they employ rhetoric and compositional elements to promote their agendas. Some of my possible texts might include The Wisdom of Harry Potter, The Ivory Tower of Harry Potter, Fantasy Literature: An Approach to Reality, and Fantasy: The Literature of Subversion.

I feel that sources such as these are important and valid toward my research because they provide a basis of research as well as directional influences on where to continue to search for new information. In particular, the text, The Wisdom of Harry Potter, by Edmund M. Kern, looks at issues such as the morality, social realism, consumerism, and how the work resonates with youths. Jack Zipes’ text, Sticks and Stones: The Troublesome Success of Children’s Literature from Slovenly Peter to Harry Potter, looks at the value of evaluating children’s literature, how youth fiction serves to culturally homogenize its readers, and why the Harry Potter series resonated so deeply with readers. Finally, I hope to find some interesting material in Christine Brooke-Rose’s work, A Rhetoric of the Unreal: Studies in Narrative and Structure, Especially of the Fantastic, regarding the use of rhetoric and compositional elements in fantasy literature. It is my hope that through undertaking this research paper I will be able to learn about and identify the different types of compositional and rhetorical elements used by youth fiction authors to mold and advance their underlying thematic, moralistic, or value driven arguments within their texts. Then I will be able to see how those elements enable youth readers to absorb and apply what they’ve read and learned about in the series to real life situations. By doing so I hope to gain a deeper understanding of the importance and complexity of youth fiction and how I can use that knowledge in a teaching atmosphere to promote better understanding and comprehension with my youth readers.