Authors of young adult fiction have the difficult task of creating characters, situations, and dialogue that teenagers will believe. If a novel’s plot is boring, the characters lack development, or the dialogue sounds fake, teenagers are quick to toss the book aside and look for a different author. However, once an author captures their hearts, young adults create a loyal fan-base who will read every book the writer produces and pass them among friends like contraband. John Green has successfully built just such a fan base. An analysis of three of his novels reveals the techniques he uses to create a reality that young adults will believe using language that is authentic to their worldview. Looking for Alaska is one of Green’s earliest books, Turtles All The Way Down one of his newest, and An Abundance of Katherines one of his most unique. Each contains myriad examples of masterful writing to which teenagers connect.

One method is invented vocabulary through methods of functional shifting, combining, reanalysis, clipping, and suffixing. Another is changing syntax by manipulating the expected word order to indicate southern diction, English as a second language, and creative thinking. In the area of semantics, Green creates meaning using a variety of registers within different specializations, word choices with teen-geared connotations, and vague wording to leave meaning ambiguous at times when the characters are being mysterious. He also uses word choices to indicate various socio-economic classes of people and audience-specific dialogue that incorporates youthful diction and slang.  John Green utilizes invented vocabulary, syntax, and semantic strategies in his novels to successfully appeal to young adults. 

The use of invented vocabulary speaks to youth because people in this stage challenge rules and push boundaries, a sort of “verbal revolution” to quote Walt Whitman (Curzan 120). Green capitalizes on this invention of words to make young adults feel connected to his writing. In Looking for Alaska, Miles says he has come to boarding school “looking for a Great Perhaps” (Alaska 219). Changing perhaps from its usual part of speech as an adverb to a proper noun is a creative way of connecting the main character to a sense of adventure as he begins his search for meaning in life.  At another point, Miles says he uses “the friend card” which is a popular phrase taking the noun friend and shifting it to use as an adjective (Alaska 77). Then Alaska calls Miles a “perv”, a clipping of the word pervert (Alaska 41). At the boarding school, Alaska invents the name of their favorite meal “a deep-fried bean burrito, the bufriedo” by combining the words burrito, fried, and beans. Miles goes on to talk about “savoring the bean-y crunch” and creates the word bean-y by suffixing or adding a y to the end of the word (Alaska 22).  Some of the most entertaining inventions are the reanalysis of common sayings. At one point when discussing the destruction of Alaska’s books that she bought at garage sales, Miles says, “Ashes to Ashes. Garage sale to garage sale,” rather than stating the oft-quoted ashes to ashes; dust to dust (Alaska 154). At another point Miles mixes the sayings switch conversations and change horses midstream using reanalysis to claim that Alaska tended to “switch conversational horses midstream” (Alaska 53).

John Green plays with syntax in An Abundance of Katherines to show the speech patterns of an elderly man named Starnes from Tennessee who was born and raised in the country. He says, “Hollis…took good care of us every one” (Katherines 81). The usual word order for Standard English is took good care of every one of us. Placing the indefinite pronouns at the end of the sentence is more common among southern dialects of years past. Green also uses changes in word order to indicate broken English. Hassan pretends he is French and tells some girls that Colin has Tourette’s by saying, “He has the disease with the talking…I do not know how you say in English” (Katherines 52). He is trying to be funny but characteristic of English language learners who sometimes rearrange words and leave out words necessary to form complete sentences.

Green also permits characters to order their words interestingly to indicate intellect and creative/poetic thinking. In Turtles All the Way Down, Davis is a creative poet and writes with unique syntax for a teenager. One computer entry reads, “My mother’s footsteps/were so quiet/I barely heard her leave.” Placing the footsteps of his mother at the beginning of the poem creates more poignant imagery at the end when the reader realizes the mother is no longer around. Another says, “Gravity differs from affection: only one is constant” (Turtles 189). This quote could be put simply, Gravity is constant, but affection is fickle. Davis’s wording sets up a contrast that is meant to be pondered prior to providing an open-ended answer following the colon to ponder some more. In another entry, Davis types in response to Shakespeare’s quote Doubt that the sun doth move, “It dothn’t move…not around us…Who knows what lies I believe…Who knows what we shouldn’t doubt” (Turtles 207-208). This could be written, Our faith may be unfounded. Things we doubt might be true. His method is more creative and permits the reader to play with the words, mulling them over for meaning.

Linguistic social markers are another technique Green uses to indicate different classes of people. In Turtles All the Way Down when a lawyer for a wealthy family is speaking, his diction is crisp and word choice selective. “Your concern is admirable, Ms. Holmes, but I assure you that everything is cared for…Do you have any other questions of pertinence to your situation” (Turtles 127). The attorney says pertinence which could be considered within his legal register of terminology and is a variation as he could have just as easily said simpler synonyms for a teenage audience (he was speaking to a teenager at the time.) Contrast his speech with Daisy’s. She is a poor teenager who hustles to get anything she wants and fills her sentences with slang, cursing, and different grammatical structures. Her vernacular is a stereotype of underprivileged teenagers. “You got a car and a laptop and all that shit, and you think it’s natural. You think it’s just normal to have a house with your own room and a mom who helps with your homework” (Turtles 216). 

When demonstrating the intellect of a psychiatrist, Green gives Dr. Singh the ability to recall quotes from a philosopher in Latin. This ability in speech is a social marker of being well-educated in American society. “A fuller formation of Descartes’s philosophy would be Dubito, ergo cogito, ergo sum. I doubt, therefore I think, therefore I am” (Turtles 166). Along the same vein, when a teenager from a rich family is discussing a painting in his mansion, he shortens the name of the artist (Kerry James Marshall) in question to initials. This familiarity with an artist’s work implies wealth and privilege.  “I really love KJM’s work” (Turtles 100). He also invites his friends to watch a movie in his home theater. He uses a word most teenagers have never uttered in the context of a home service. “When I was a kid, we had to have a projectionist come out, but now it’s all digital” (Turtles 98). These are indicators that his social experiences are quite different from the other teenagers in the book. In An Abundance of Katherines Hassan’s humor and intellect are demonstrated in the following exchange when he is invited to say “grace” in a Christian home, despite the fact that he is Muslim:

“Hassan cleared his throat. Bismillah.
Then he picked up his fork.That’s it? Hollis wondered.
That’s it. We are a terse people. Terse, and also hungry” (Katherines 62).

Average teenagers do not tend to use a word like terse. A more common phrase might be we don’t talk a lot.

More examples of slang and teenage diction in Green’s work permit young adult readers to connect with the characters. In An Abundance of Katherines, Hassan says, “Sup?” instead of What is up? (Katherines 128). Lindsey says, “I’m a’ight,” instead of I am alright (Katherines 99). At one point when Colin is being awakened by a rooster crowing Cock-a-doodle-do, Colin responds in typical annoyance. His witty response; however, is less than typical. “Cock-a-doodle-don’t, Motherfugger” (Katherines 77). The connotations of his invented words are obviously negative. In Looking for Alaska Takumi refers to the authorities with the slang term pig that is sometimes used in reference to the police. “The pigs can’t stop the fox” (Alaska 106). The group of teens make up names for each other, their cars, and different locations as young people are known to do. They call McDonald’s “McInedible” (Alaska 76). The leader of their group is called The Colonel, the authority figure who catches them and has the power to expel them is called The Eagle, and the skinny main character is ironically called Pudge. Green uses these name choices to show the way young people play with language and make it their own.          

One character in Looking for Alaska named Alaska is described as moody and is meant to be mysterious, her motivations and goals unknown. The reader is left trying to solve her like a puzzle. The 1^st person limited narrator Miles makes the interesting point about her, “…the way her mouth curled up on the right side all the time, like she was preparing to smirk, like she’d mastered the right half of the Mona Lisa’s inimitable smile…” (Alaska 30). He alludes to a mesmerizing painting, the subject of which has created generations to guess what that smile is about. The narrator is also perplexed in another scene by Alaska’s mood swings and thinks, “How could the girl who told that joke three hours before become a sobbing mess” (Alaska 86)? During a game, Alaska is supposed to describe the best day of her life. “Best day of my life was January 9, 1997. I was eight years old, and my mom and I went to the zoo on a class trip” (Alaska 115). When a friend tries to get to know her better and find out how she is, Alaska responds, “I’m really not up for questions that start with how, when, where, why, or what” (Alaska 68). When confronted by a confused friend who says, “I don’t get you,” she responds with, “You never get me. That’s the whole point” (Alaska 55). Green uses vague descriptions and non-committal vocabulary to keep the Alaska character a mystery for the other characters and the reader.  

The ability to create realistic characters who can play with language as they speak with authentic teen dialogue and about topics young adults care about is what makes John Green’s books relatable. Readers are drawn into the minds and hearts of each person and the relationships they build while they struggle to make sense of the chaos of life. The universal questions tackled by Green are balanced with humor and enough teenage nonsense to keep the books from seeming pretentious. Miles says at the end of Looking for Alaska “I came here looking for the Great Perhaps…maybe the afterlife is just something we made up to ease the pain of loss…Thomas Edison’s last words were: It’s very beautiful over there.  I don’t know where there is, but I believe it’s somewhere, and I hope it’s beautiful” (Alaska 220-221). The invented vocabulary, syntax and semantic choices John Green uses in his novels combine to create works that appeal to young adult readers due to authenticity and the ability to connect to teenage concerns.

Works Cited

Curzan, Anne and Michael P. Adams. How English works : a linguistic introduction – 3rd ed. p.cm. Glenview, IL: Pearson Education, Inc., 2012.

Flood, Alison. “John Green:  Having OCD is an Ongoing Part of my Life.” The Guardian. 14 October, 2017, www.theguardian.com/books/2017/oct/14/john-green-turtles-all-the-way-down-ocd-interview.

Green, John.  An Abundance of Katherines. Dutton and Speak, 2006.

Green, John. Looking For Alaska. Dutton Juvenile, 2005.

Green, John.  Turtles All The Way Down. Dutton Penguin, 2017.

Hurst, Mary Jane. The VOICE of the CHILD in American Literature: Linguistic Approaches to Fictional Child Language. The University Press of Kentucky, 1990.

Mohamed, Dr. Theresa. “Learning Modules”, Eng-550-Q4588 Grad Studies in English Lang 20TW4, Southern New Hampshire University, 2020, learn.snhu.edu/d2l/home/398756.

Nilsen, Aleen Pace; Donelson, Kenneth L. Literature for Today’s Young Adults, 8th Edition. Pearson, 2009.

Palmer, Iva-Marie. “Why John Green Just Gets It.” Teen, Brightly: Raise Kids Who Love to Read, www.readbrightly.com/john-green-just-gets/

Rozema, Robert. “The Problem of Autism in Young Adult Fiction.” Language Arts Journal of Medicine, v. 30, issue 1, art. 7, 2014.