PS - Apropos of the "not the intended audience" thing. I am interested in the mental gymnastics which older readers mus go through when they read this stuff as part of their job. Is this a learned behaviour which comes with training, professionalism and experience?Now, he knows that I read many, many books for which I am not the intended audience. So, how do I do it?
Well, part of it is what C.S. Lewis once said:
"No book is really worth reading at the age of ten which is not equally – and often far more – worth reading at the age of fifty and beyond."(ok, he said two things. sue me.)
"A children's story that can only be enjoyed by children is not a good children's story in the slightest."
Thing is, I do sometimes question what I've read. Is it a bad book, or is it that I'm just too old to appreciate it? Often, as in The Case of Origami Yoda, I can see why younger readers will like it even if it doesn't really excite me. A book like Savvy, on the other hand, can interest both me and teen readers (even though a year or so later, we now remember the interminable bus trip and little else). Sometimes I check my reaction by asking students at MPOW what they think (there's a great group of readers I can led ARCs to when I'm puzzled); it's rare that we have wildly divergent opinions.
Maybe that means that I'm not a good reader. Certainly I'd fail as a reader in the way the English teachers would like for me to read: I don't care about most of the elements that they want students to find and analyze. "Close" reading is beyond me. And maybe that's a good thing given the books I read.
I dunno. What do you think, reading peeps?