Taipei American School’s (TAS’) rigorous English classes teach dozens of books to students. Like all good literature, they inspire a wide range
of ideas in the student body. Some of the books are well-loved, while others become the butt of jokes, or are notoriously disliked. The Blue & Gold
administered a survey to a small pool of students inquiring about their opinions of texts taught at TAS. Based on the results, as well as interviews
with English teachers and B&G journalists’ own analysis, here are our most and least loved texts at TAS.

Most loved: The House on Mango Street by Sandra Cisneros

Sandra Cisneros’ “The House on Mango Street” – a series of simplistically written yet deeply profound vignettes included in Taipei American Schools’ Honors English 9 curriculum – has topped the reading charts of TAS Upper School students. Loosely based on Cisneros’ own life experiences, the 144-page novella follows the adolescent life of Esperanza, a young Mexican girl from Chicago, as she navigates her immigrant upbringing, transition into womanhood and ever-changing relationships. Several vignettes also tell the idiosyncratic stories of Esperanza’s fellow Mango Street residents, from rebellious Puerto Rican teenagers to passively racist cat ladies. Through her overtly simplistic writing style (commonly dubbed ‘lazy poetry’), Cisneros is able to accurately and eloquently portray Esperanza’s childlike perception of the world, making the descriptions of her damaging experiences that much more heart-wrenching. “[The novella covers] very serious topics, but from a child’s perspective, which I thought was interesting,” Zoe L. (‘26, she/her) said.

Initially published in 1983, “The House on Mango Street” has since sold over six million copies, been translated into over 20 languages, was accorded the American Book Award and is a mandatory text in many schools across the world. “Cisneros’ exploration of the complexity of what home is and how that links to one’s identity is beautiful and timeless—so is, unfortunately, the sexual harassment and violence that the characters experience,” Mrs. Jessica Bywater, an Upper School English teacher who teaches the novella, said. “I hope one day we can study the text solely for its links to home and identity.”

Middleground: 1984 by George Orwell

TAS students’ opinions of “1984” by George Orwell, a classic dystopian novel included in the curriculum of Honors English 10, are more diverse than the friend groups photographed in NYU’s “Welcome to College!’ pamphlet. To some, it is a hauntingly thought-provoking portrayal of modern society’s corruption and complexity. Yet to others, it is 328 pages of uncomfortably Freudian sex scenes and an overload of digressive philosophical ramblings.

The novel follows Winston Smith, a run-of-the-mill, middle-aged man living in the socialist dystopia of Oceania. Oceanic society is governed by the omnipresent, tyrannical ruling body of The Party and its elusive figurehead, Big Brother. As a result of The Party’s incessant surveillance of its subjects, dehumanizing propaganda, brutal suppression of dissent and creation of an alarmingly simplistic language named Newspeak, most of Oceania’s civilians have been subdued into a life of political compliance and intellectual idleness that is void of privacy, enjoyment, individuality and love. However, Winston begins questioning The Party’s unchallenged authority and obscure socio-political ideology, ultimately deciding to express his rebellious thoughts in a diary and pursue an illegal sexual relationship with one of his colleagues, Julia. Throughout the story, Orwell explores themes of corruption, warfare, dehumanization, social hierarchy and humans’ skewed perception of reality, notions that are still highly relevant to our modern and (supposedly) equitable world.

Several TAS students appreciated Orwell’s explorations, insight and writing techniques. “The story was tense and intriguing,” Davina J. (‘25, they/them) said. “[“1984” is] a hopeless world that somehow still gives us room to hope throughout, only to crush that hope in the end. [It was] a horror story that I had a great time analyzing and annotating.” Although Orwell’s analyses and perspectives on the human condition are interesting to read about, a common complaint amongst readers is his lack of creative storytelling. “The way [Orwell] wrote the book felt very uninteresting … it sometimes felt like he was repeating himself over and over again,” Zoe L. (‘26, she/her) said. We agree with Zoe, to an extent. “1984” has the essence of a philosophy student’s lengthy dissertation more so than that of a compelling novel.

Most disliked: The Reluctant Fundamentalist by Moshin Hamid

Mohsin Hamid’s “The Reluctant Fundamentalist,” a historical/psychological novel that was formerly included in TAS’ Honors English 10 curriculum and is now a mandatory text in English 10 classes, was by far the text most fervently detested by Upper School students. From unclear storylines to disturbingly chauvinistic rhetoric, there seems to be absolutely nothing about this book that students enjoy.

The novel follows a young Pakistani man named Changez as he begins working for a prestigious evaluation firm in New York. Shortly after moving, Changez enters a romantic relationship with wealthy Manhattanite, Erica, who promises him entry to her world of status and luxury. However, after the tragic events of 9/11, Changez grows increasingly distant from Erica, begins experiencing new levels of racial discrimination as a Muslim living in New York and his beliefs begin shifting dangerously close to anti-American fundamentalism.

Although the novel was awarded the Anisfield-Wolf Book Award for Fiction and the Ambassador Book Award for Fiction, TAS students who have read the novel don’t seem to think it deserves all of the praise and recognition it has received, with widespread criticisms regarding its dull storyline. “The greatest sin the Reluctant Fundamentalist commits is that it’s boring,” Davina J. (‘25, they/them) said. “As an allegory for the United States, it’s interesting for about two chapters, after which the metaphor is dull at best and tenuous at worst. As a story itself, I could never connect or care about any of the characters.” Several students also found the novel’s characters and plot points problematic and offensive. “The main male character’s misogyny and sexualization of women was very uncomfortable to read [about],” Chloe H. (‘24, she/her) said.