Blog Five

The Literature Based Approach (contd.)

            The following strategies for teaching Literature can all be found within the Literature Based Approach. They are the Use of Grammar, the Thematic Approach and the Genre Approach.

The Use of Grammar

Article: Grammar as a Tool for the Teaching of Literature. By Paul E. Doniger (2003)

            Doniger (2003) noted that students encounter problems in comprehending and gaining meaning of text because of their inability to understand the grammatical content found within the text. He proposed the solution of teaching the grammar content they are missing, as well as demonstrating its relevance to the text. The text is used as the lesson material and extra examples are used to ensure that students have understood the grammar point. By using the text, the grammar rules demonstrated through the use of the examples has meaning. This is so because it is learned in context rather than in isolation. The students also get to understand the writer’s craft and decisions to include or exclude various grammatical points that can bring various themes within the novel to the forefront. Students also get to see how literature differs from formal, academic writing and the writer’s freedom to manipulate the language in literature. Grammar can also be used by students to make interpretive decisions about what meaning the literature may be trying to convey to them, the readers.

Thematic Approach

Article: What’s the Big Idea? Integrating Young Adult Literature in the Middle School.

              Marshall A. George (2001)

The ‘Big Idea’ deals with the planning of the literature curriculum around a certain theme (George,2001). The themes are chosen in such a manner that issues which are relevant to the lives of students are addressed through the literature. These Thematic units are made up of literature from multiple genres but all deal with the same ‘Big Idea’ or theme. Focusing on themes that students are interested in acts as a motivation for them to read and write, and provide them with a meaningful learning experiences. This is due to the fact that students can get to bring their personal experiences to the discussions being held and make personal connections to the literature.  Students also get to see the same theme across different genres of literature and to form links between the literature.

The effectiveness of the Thematic unit is heightened when students are allowed to choose what they would like to read under the theme in focus. Students get more opportunities to understand the intertextuality of literature when placed into groups to discuss the readings. Appealing to students’ emotions about books only makes them more dedicated, not only to reading, but to discussing elements of the literature they have read with passion when placed into groups. Students also gain the opportunity to be engaged in critical thinking and to make critical analyses of literature. Young Adult Literature chosen within thematic units may also be use as an introduction to more complex literature. This in turn arms the students with the background knowledge necessary to understand the complex texts they will do in the future. Within Thematic units, students also get to see how their disciplines or subject areas are not fragmented, but rather are all related (e.g. the way elements of History or Social studies can be found in Literature). Whole class discussions, small group discussions, journals, core texts, text sets, book clubs, literature circles and Jigsaw are all used in the Thematic Approach.

Genre Approach

Article: Integrating Literature into Middle School and Reading Classrooms. Jerry Johns and

              Susan Davis (1990).

            The Genre Approach involves the studying of one kind of literature at a time to be compared later on with other kinds of literature. Literature of the same kind is compiled (e.g. folktales) and then classified by students according to themes and types (e.g. myths). The genres used under this approach include biography, realistic fiction, poetry, folktales, and drama. In responding to literature, teachers may have students write in response journals or listening logs. By writing their personal responses to the literature, it is believed that students will learn more about the literature and why they respond a certain way to it. This also helps them to critically analyze the literature and make use of higher level thinking skills.

Sources:
Doniger, P. (2003). Language Matters: Grammar as a Tool in the Teaching of Literature. English Journal. 92, (3)

George, M. (2001). What’s the Big Idea? Integrating Young Adult Literature in the Middle School. English Journal. 

Johns, J.Davis, S. (1990). Integrating Literature in Middle School Reading Clasrooms.