Growth in Adolescent Literature: Metaphors, Scripts, and Cognitive Narratology

Abstract

Cognitive narratology provides a way to explore discourse as the product of embodied beings as it simultaneously affects those embodied beings. Cognitive narratology specifically investigates how embodiment influences both the author's discursive creation of story and its subsequent meaning-making as a function of the reader's cognition. This essay explores three aspects of cognitive narratology pertinent to adolescent literature: metaphor, scripts, and blending – all of which are biologically and culturally situated cognitive processes. The essay first examines embodied theories of character growth within the field of adolescent literature before moving to a close reading of Jay Asher's Thirteen Reasons Why to illustrate the relationships between embodied metaphors, scripts, and blending. Thirteen Reasons Why demonstrates how the process of blending allows authors to fuse embodied metaphors and scripts into new narratives about adolescent growth. At stake are interpretive strategies that recognise adolescent embodiment within the culturally-defined discourses of adolescent literature.