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,
• it is aesthetic
characters, events, details of the form that provides
pleasure
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 • it is true
and probable actions
It expresses the writer’s personality, emotions,
beliefs • 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
 Important literary concepts
The Basics
• Plot
• Setting Other key concepts
• Narration/point • Historical context
of view • Social, political,
economic contexts
• Characterization
• Ideology
• Symbol • Multiple voices
• Metaphor • Various critical
• Genre orientations
• Literary theory
• Irony/ambiguity
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
 HOW TO READ LITERATURE

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
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 how 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, 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
 Show and Tell and Blurb Writing–
using the title and cover design
 Movie Poster and Movie Trailer –
transforming a literary piece into film
 Writing Chapter Zero / Epilogue –
writing a prequel or sequel
 Mock Author Interview – assigning
a student to play the role of the
author
 Biographical Montage – compiling
authentic materials about the author
Strategies and Techniques
in Teaching Literature
 Graphic Representations – using
sketching or other visual
representations
 Sculpting – making a tableau or
montage
 Creative Conversation, Speech
Balloons, or Thought Bubbles –
supplying dialogues
 Transforms – translating or turning a
piece into another genre
Reading Approach
TEACHER RESPONSIBILITIES

 Know contemporary Philippine and world

literature.
 Provide students with access to a wide
variety of literary selections.
 Provide time for students to read.

 Be sure to read the books or selections.

Reading Approach
TEACHER RESPONSIBILITIES
 Identify themes in the book or literary
piece.
 Plan activities for three stages of
exploration: before, during, and after
reading.
 Establish an atmosphere of trust.
 Prereading Activities
 Should spark students curiosity.

 Set the stage for aesthetic responses.

 Activate relevant background knowledge.

 During-reading
Activities
 Promote comprehension.

 Support evolving interpretation of the text.

 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
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
after-reading activity.
 21 Century Literature
st

New literary works created within the

last decade
Written by contemporary authors
 21 Century Literature
st

Deals with current themes/issues and

reflects a technological culture
Often breaks traditional writing rules
 21 Century Literature
st

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
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-
coming-of-age-novel.html
Teaching Strategies For Analyzing Text: Text Ta
lk Time
https://www.teachingchannel.org/videos/analy
zing-text-as-a-group
 Other Genres
Chick lit – addresses
issues of modern
womanhood, often
humorously and light-
heartedly.
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 KURAKOT
short traditional
formal verses like
tanaga which has a Inumit na salapi
Walang makapagsabi
7777 syllable count
Kahit na piping saksi
with rhyme scheme
Naitago na kasi.
aabb, abab, abba.
 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 Century Literature
st

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