THE TEACHING OF LITERATURE Victor Rey Fumar Philippine

THE TEACHING OF LITERATURE? Victor Rey Fumar Philippine Normal University

Goals of Teaching Literature 1. Develop and/or extend literary competence. Jonathan Culler defines literary competence as the ability to internalize the ‘grammar’ of literature which would permit a reader to convert linguistic sequences into literary structures and meaning.

Goals of Teaching Literature 2. Develop and/or enhance learners’ imagination and creativity. 3. Develop students’ character and emotional maturity. 4. Develop creative thinking. 5. Develop literary appreciation and refine one’s reading taste.

HOW DO WE READ LITERATURE? (or, what does literary analysis entail? ) What is literature? What is a literary analysis?

What is literature? a record of significant human experiences written in words well-chosen and arranged

What is literature? • it is language writers use language more fully, more consciously, more systematically, and more creatively it is the overall order and coherence of language, characters, events, details of the form that provides pleasure • it is aesthetic it is the reinterpretation of the existing world through the writer’s artistic control • it is fictional the world view, WELTANSCHAUUNG, which embodies the representation of typical characters and probable actions It expresses the writer’s personality, emotions, beliefs • it is true • it is expressive

What is a literary analysis? • an argument • involves the discussion of the written literary text • discusses concepts that are very specifically associated with literature

The Basics Important literary concepts • Plot • Setting • Narration/point • • • of view Characterization Symbol Metaphor Genre Irony/ambiguity Other key concepts • Historical context • Social, political, economic contexts • Ideology • Multiple voices • Various critical orientations • Literary theory

Three (3) Approaches to literary study 1. LANGUAGE-BASED: focuses on the general awareness and understanding of the grammatical, lexical and discourse categories of English to make aesthetic judgments of the text 2. LITERATURE AS CONTENT: concentrates on the history and characteristics of literary movements; the social, political, and historical background to a text; literary genres and rhetorical devices 3. LITERATURE FOR PERSONAL ENRICHMENT: draws from the students’ personal experiences, feelings, and opinions

Five (5) BASIC LITERARY THEORIES

literature is studied as a product of its setting: the time and place where it exists – its social, historical and cultural contexts The work and the world it imitates (MIMETIC)

The concept of mimesis was very important for the Greeks because they believed that art was a search for imitating the beauty of reality, and this concept of imitation is very important in the search for true art that reflects reality accurately. Aristotle also believed that mimesis is the key to cathartic response in a tragedy.

holds that the author is the sole source of meaning – literature is a very private expression of the writer’s feelings, imagination, inspiration, and intension The work in relation to its author (AUTHORIAL)

reading is a collaboration among the writer, the text, and the reader who receives the message and enriches it with his/her own experiences, thoughts, and beliefs The work and its readers (READER-RESPONSE)

literature belongs to a continuum: it is influenced by earlier works and, in turn, influences later works The work in relation to other works of literature (LITERARY TRADITION)

a literary work has its own merit and significance and reflects the elements of a literary genre, literary devices, and style The work as an entity in itself (TEXTUAL ANALYSIS)

Textual Analysis is formalistic focusing on: • Elements of the literary texts: setting, characters, plot, conflict, point of view, theme, persona, images, etc. • Literary devices: symbol, metaphor, simile, analogy, irony, foreshadowing, alliteration, sarcasm, oxymoron, metonymy • Literary style: form, structure, magic realism, poetic schema, satire, parody, epistolary, gothic, picaresque, romantic.

An analysis of a literary work may discuss – • how the various components of an individual work relate to each other • how two separate literary works deal with similar concepts or forms • how concepts and forms in literary works relate to larger aesthetic, political, social, economic, or religious contexts.

How is Literary Analysis an Argument? • when writing a literary analysis, you will focus on specific attribute(s) of the text(s) • when discussing these attributes, you will want to make sure that you are making a specific, arguable point (thesis) about these attributes • you will defend this point with reasons and evidence drawn from the text

Which is a good thesis statement? • The World is an Apple is about the problem of good and evil in the world. • The World is an Apple is boring and pointless. • The World is an Apple is about the life of urban poor. • The use of the apple as symbol illustrates the uncertainty of the life of Mario that is expressed throughout the play.

How is the Thesis Statement supported? • Examples from the text: - Direct quotations - Summaries of scenes - Paraphrase • Other critics’ opinions • Historical and social context • Useful passages and quotes.

What is a Secondary Source? • a book or article that discusses the text you are discussing • a book or article that discusses a theory related to the argument you are making • a book or article that discusses the social and historical context of the text you are discussing

Integrating secondary sources – • When you use secondary sources, be sure to show they relate to your thesis. • Don’t overuse any one secondary source, or for that matter, secondary sources in general • Remember that this is your paper, your argument—the secondary sources are just helping you out. • Never, never plagiarize. See the OWL handout on plagiarism for more information.

When writing a literary analysis – • Be familiar with literary terms. • Analyze specific items. • Make an a argument. • Make appropriate use of secondary sources • Consult instructors and tutors for help when needed.

Methods in Teaching Literature Lecture Methods : formal, informal, straight recitation Discussion Methods : pair work, buzz group, group work Public Speaking Methods : memorizing, interpretive reading (Readers Theater, Chamber Theater), debate, panel forum

Methods in Teaching Literature Audio-Visual Methods : using slides, transparencies, film, VCD, DVD Project Methods : scrapbook making, exhibit/diorama, dramatization, literary map, time line, video/audio scriptwriting

Methods in Teaching Literature Field Research Methods : field trip, author interview Creative Writing Methods : journal writing, closure writing, team writing, writing workshop

Strategies and Techniques in Teaching Literature v Show and Tell and Blurb Writing– using the title and cover design v Movie Poster and Movie Trailer – transforming a literary piece into film v Writing Chapter Zero / Epilogue – writing a prequel or sequel v Mock Author Interview – assigning a student to play the role of the author v Biographical Montage – compiling authentic materials about the author

Strategies and Techniques in Teaching Literature v Graphic Representations – using sketching or other visual representations v Sculpting – making a tableau or montage v Creative Conversation, Speech Balloons, or Thought Bubbles – supplying dialogues v Transforms – translating or turning a piece into another genre

Reading Approach TEACHER RESPONSIBILITIES v Know contemporary Philippine and world literature. v Provide students with access to a wide variety of literary selections. v Provide time for students to read. v Be sure to read the books or selections.

Reading Approach TEACHER RESPONSIBILITIES v Identify themes in the book or literary piece. v Plan activities for three stages of exploration: before, during, and after reading. v Establish an atmosphere of trust.

Prereading Activities ü Should spark students curiosity. ü Set the stage for aesthetic responses. ü Activate relevant background knowledge.

During-reading Activities Ø Promote comprehension. Ø Support evolving interpretation of the text. Ø Call attention to effective uses of language.

Postreading Activities o Extend student thinking about ideas, events, or characters in the book. o Promote connections between the book and real life or between one book and another.

Literature-based Reading Activities 1. Will the activity promote grand conversations about books? Grand conversations – students are encouraged to think, feel, respond to ideas, issues, events, and characters in a book. They are invited to express their opinions, and their opinions are valued, Personal involvement with the ideas contained in the book is encouraged, and individual interpretations are permissible as long as they are supported with data from the text.

Literature-based Reading Activities 2. Will the activity develop and / or activate background knowledge? Comprehension is said to occur only when a reader can mentally activate a schema that offers an adequate account of the objects, events, and relationships described in a text.

Literature-based Reading Activities 3. Will the activity provide opportunities for reading, writing, listening, speaking, and viewing? 4. Does the activity promote HOTS?

Literature-based Reading Activities 5. Can the activity be used with heterogeneous group of students? 6. Does the activity allow multiculturalism?

7 Thinking Strategies 1. Connecting 2. Predicting / Questioning 3. Summarizing 4. Inferring 5. Monitoring 6. Visualizing / Imagining 7. Evaluating / Applying

Think Alouds (Keene and Zimmermann 2007) are a way of modeling or making public, the thinking that goes on inside your head as you read. In Thinking-Alouds, you demonstrate these thinking strategies. Use words that seem natural and that students will understand.

Connecting You connect what you are reading to your life, to what you know about the world, and to other things you have read.

Think Alouds CONNECTING This reminds me of…. I remember something like this…. I heard my grandmother say something like. . My father advised my sister that…

Predicting / Questioning As you read, your mind thinks ahead about where the text is going and what it might tell you. I wonder… How … Why ….

Think Alouds PREDICTING / QUESTIONING I wonder what …. . I think the sonnet is about… Maybe the essay means… Why would something be likened to….

Summarizing You constantly accumulate information and you keep this information in mind by turning smaller facts into larger generalizations.

Think Alouds SUMMARIZING This novel simply means…. The drama tells us that…. So, we learn that…

Inferring Your brain synthesizes information from words to comprehend sentences, information from sentences to comprehend paragraphs, from paragraphs to comprehend sections, and so on.

Think Alouds INFERRING I can see that… The proverb could be useful to… This epic gives us the clues, so maybe Songs and ballads may…

Monitoring Your brain is constantly monitoring whether what you are reading makes sense.

Think Alouds MONITORING I wonder what it means when… I don’t understand…. What if we consider… This poem is difficult because…

Visualizing / Imaging You get engaged in your reading you can almost taste, smell, and feel the physical sensations contained in the text. You create a movie in your mind and enter the world created by the author or text.

Think Alouds VISUALIZING / IMAGINING I can picture that …. We see the point now why… The situation looks like … What is the taste of…

Evaluating / Applying It is a strategy your mind uses while you read to understand, enjoy, and learn. Your reading shapes the way you look at the world.

Think Alouds EVALUATING / APPLYING My favorite novel is … The best play to me is… I don’t always agree that… I really like the …. .

Reading Strategies READ ALOUD provides teachers with an opportunity to model reading and to expose students to higher level materials

Reading Strategies SHARED READING provides support for readers as they read along with the teacher

Reading Strategies GUIDED READING is small, flexible group instruction that allows the teacher to tailor instruction to the needs of a particular group of students.

Reading Strategies INDEPENDENT READING encourages students to read on their own and to develop a love of reading.

Reading Strategies ECHO READING The teacher reads first and students become the echo, reading back to her. As students echo read they match the teacher’s vocal expressions.

Reading Strategies CHORAL READING Reading “in chorus, ” students are often assigned parts and practice their parts several times.

Reading Strategies PARTNER READING allows one student to provide support for another student who may find the text difficult to read and may need help with the afterreading activity.

21 st Century Literature New literary works created within the last decade Written by contemporary authors

21 st Century Literature Deals with current themes/issues and reflects a technological culture Often breaks traditional writing rules

21 st Century Literature Emerging genres like IM and blog format books, digi-fiction, doodle

Blog vs IM BLOG – is a Web site on which someone writes about personal opinions, activities, and experiences. IM - Instant messaging is a type of online chat which offers real-time text transmission over the Internet.

Illustrated Novels Story through text and illustrated images Generally, 50% of the narrative is presented without words. The reader must interpret the images in order to comprehend the complete story.

Trese 5: Midnight Tribunal

Illustrated Novels Carlo Vergara’s “Zsazsa Zaturnnah sa Kalakhang Maynila ”

Digi-Fiction is a literary experience that combines three media: book, movie/video, and Internet website. In order to get the full story, students must engage in navigation, reading, viewing, in all three formats.

Digi-Fiction

Graphic Novels A graphic novel is a narrative work in which the story is conveyed to the reader using comic form. The term is employed in a broad manner, encompassing non-fiction works and thematically linked short stories as well as fictional stories across a number of genres.

Graphic Novels

Manga is the Japanese word for comics. It is used in the English-speaking world as a generic term for all comic books and graphic novels originally published in Japan

Manga

Doodle Fiction Drawings enhance the story, often adding humorous elements that would be missing if the illustrations were omitted.

Blog, E-mail, and IM Novels Text-Talk Novels Blog, e-mail, & IM format narratives - Stories told almost completely in dialogue simulating social network exchanges.

Text-Talk Novels http: //teentexttalk. blogspot. com/2012/12/the-comingof-age-novel. html Teaching Strategies For Analyzing Text: Text Talk Time https: //www. teachingchannel. org/videos/analyzingtext-as-a-group

Other Genres Chick lit – addresses issues of modern womanhood, often humorously and lightheartedly. Creative non-fiction – literary nonfiction or narrative nonfiction

Other Genres Flash Fiction – fictional literature or fiction of extreme brevity.

Other Genres Text tula – mobile phone poetry, using short traditional formal verses like tanaga which has a 7777 syllable count with rhyme scheme aabb, abab, abba. KURAKOT Inumit na salapi Walang makapagsabi Kahit na piping saksi Naitago na kasi.

Other Genres Hyperpoetry – digital poetry that uses links using hypertext mark-up. It is a very visual form, and is related to hypertext fiction and visual arts.

21 st Century Literature Speculative Fiction – an umbrella term which encompasses the more fantastical fiction genre. Science fiction , fantasy, horror, weird fiction, supernatural fiction, superhero fiction, utopian and dystopian fiction, apocalyptic fiction, alternate history, etc.

Speculative Fiction