Critical Book Review: Literature
Critical Book Review: Literature
Critical Book Review: Literature
LITERATURE
“MATERIALS DESIGN AND LESSON PLANNING: POETRY”
ARRANGED BY:
Title : Literature and Language Teaching: A Guide for Teachers and Trainers
Publisher : Cambridge University Press
Date of published : First published 1993
19th printing 2009
Writer : Lazar Gillian
Series editor : Marion Williams and Tony Wright
Place : Cambridge
CHAPTER II
DISCUSSION
We saw that poetry reorganizes syntax, invents its own vocabulary, freely mixes registers
and creates its own punctuation. Poetry draws creatively on a full range of archaisms and
dialects, and generates vivid new metaphors. It patterns sounds and orders rhythms.
Advertisements, nursery rhymes, jokes, riddles, political slogans, hymns and songs may also use
such linguistic devices. But it is probably true to say that poetry employs a higher concentration
of such devices or effects than other forms of discourse. For this reason, poetry has been
described as deviating from the norms of language (Leech, 1988, p. 5).
6.3 Why use poetry with the language learner?
Poetry has been characterized as deviating from the norms of language (Widdowson,
1984, p. 146). It has been argued that poetry frequently breaks the 'rules' of language, but by so
doing it communicates with us in a fresh, original way. For the language teacher, this poses two
questions. Firstly, in order to make sense of what is a new, original use of language the student
needs some familiarity with the norms or rules from which this use deviates. Teachers may feel
that the knowledge of norms or 'correct' language is not yet sufficiently well-established by
students for them to appreciate when the norms are being stretched. Secondly, teachers might
worry that exposing students to more creative uses of language could, in fact, legitimize the use
of deviant or 'incorrect' language in the classroom.
An important point to bear in mind is that language may not be quite as rigidly governed
by rules as we think. On the other hand, most teachers would agree that it is pedagogically useful
and necessary to provide students with idealized language rules. When using poetry in the
classroom, we could therefore exploit the more 'deviant' or unusual use of language we find in it
as a basis for expanding the student's language awareness and interpretative abilities.
Making the language of a poem the basis of classroom study is also a way of integrating
poetry into the syllabus. Using poetry is not then seen simply as an activity done for its own
sake, but as a way of improving language knowledge. The occasional use of a poem linked
linguistically to a lexical or grammatical area being taught in a particular lesson is often an
enjoyable way of reinforcing or revising that area. Similarly, if we can identify certain linguistic
features in a poem which mesh with areas specified in the syllabus, then the poem could be used
as the basis for a lesson which increases student awareness of those features.
Making the language of the poem the basis for classroom study is a helpful first step
towards enabling students to make confident interpretations of a poem. Finally, placing the
language of the poem at the center of classroom activities should never degenerate into a sterile
linguistic exercise. This can only be avoided if the students' own interests and experience are
drawn on fully at all stages of the lesson, and if we accept that the interpretation of a poem varies
from reader to reader.
Post-reading activities
HELPING STUDENTS TOWARDS AN INTERPRETATION OF THE POEM
1. Students are given a series of statements about the possible underlying meanings of the
poem, and they decide which ones are true or false.
2. Students are given two or three brief interpretations of a poem (possibly from critics) and
they decide which one they think is the most plausible or appropriate.
Strength:
The book’s chapters are written concisely, mostly in a bullet point format and with critical points
emphasized in bolded font. The format is clear and easy to follow, with good quality tables and
explanation. Each chapter has their own tasks. The formatting of each chapter is consistent and
concise. This book is most appropriate for teachers and trainers.
Weakness:
The font in this book is too small and the space is too tight, so it makes difficult to read the book.
The explanation in this book is too short, too many tasks to do. There is an unclear text (for
example page 11), scratch in some text attachment in this book (for example page 33).
CHAPTER III
CLOSING
This chapter discusses the place of poetry in the language classroom. It begins by
focusing on those aspects of poetry which are linguistically distinctive and then asks teachers to
examine their own beliefs about the relevance of poetry in the language classroom. Activities for
use with students at both lower and upper levels of language competence are presented for
discussion. Finally teachers have an opportunity to plan learning material for use with their own
students.
Chapter discussion:
Putting a poem back together again
What is distinctive about poetry?
Why use poetry with the language learner?
Exploiting unusual language features
Helping students with figurative meanings
Using poetry with lower levels
Using poetry to develop oral skills
Using a poem with students at higher levels
Anticipating student problems
Further tasks and activities
REFERENCE
Lazar, G. 2009. Literature and Language Teaching: A Guide for Teachers and Trainers.
Cambridge: Cambridge University Press