LESSON 1: An Overview of Theories, Approaches, Methods, and Techniques of Teaching

Literature

A. Rationale for Teaching and Studying Literature

The value of literature is so enormous that its mention can never be over flogged. For instance
literature;

 Gets one acquainted with the world’s great minds, personalities and great teachers of all
ages.
 Aims at helping one understand oneself as well as others.
 Provides opportunity for development of sensory, affective, social, intellectual and religious
senses or faculties.
 Provides vicarious experiences to those exposed to it
 Trains the mind and equips the child for independent work and unbiased judgment i.e in
analysis and criticism.
 Helps one operate one‟s rationale facilities. It in fact exposes one to healthy human values
and attitudes, character and behavior and to understand the complex nature of human being
(Rees 1973).
 Helps one in analysis, interpreting and dealing with the world of reality.
 Helps in the acquisition and reinforcement of the language skills (Gbenedio 1984).
 Imposes a kind of high discipline on those who are exposed to it.
 Broadens the cultural needs and horizon of the child.
 Exposes the child to the beauty and potentials of language (i.e the aesthetic value of
literature).
 Encourages attempts at creative writing which stems from understanding a creative
processes as well as appreciating the principal of creativity (Lawal 1985).

In fact, the nature of literature makes it so sterile that Moody (1973) says, it offers a vast reservoir of
human experience and judgment of experience, a development of imagination, an entry into human
situations which otherwise might fall outside our ken.

These imply that even though other subjects contribute to the making of the whole man, literature
has a unique effectiveness in opening the mind and illuminating it; also of purging the mind of
prejudices and received ideas and leaves it free and active. In summary literature by its nature moulds
the personality of a child more effectively than other subjects.

B. Theories

1. Transmission Theory
This theory is strict when it comes to the role of teachers and students. Teachers are always the
center of attention and the source of knowledge which their students are supposed to rely on. Students
acquire facts and knowledge about literature but its interpreting is eclipsed. Transmission theories are
rather limiting since student must completely rely on the teachers knowledge about literature, which
could be quite difficult since it does not give them many opportunities to think for themselves and make
up their own mind about the given piece of literature. Thus, the role of students is very passive and
dependent. According to Beach - “One problem with this transmission model is that it focuses on simply

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on a knowing that aspect of learning literature” (Beach 2nd edition). Thus, transmission theories include
facts only and despite the fact that knowledge about the literature can also broaden a student’s mind.

2. Students-Centered Theory
Student centered theories gives freedom to students to learn what and how they want to learn it. Idea
behind is that when students are choice given, they are motivated to learn. This theory believes in
providing students choice with which they are given the motivation. Texts should not be assigned to
students but students should have given the opportunities of choosing which guarantees a certain amount
of engagement. The raising question is whether students should have all the responsibility of learning. A
potential failure would then be a student’s fault and it is questionable whether should teachers allow it.

3. Socio-cultural Learning Theory

This theory based on the assumption that learning is primarily participation in social activity. It
claims that a participation in social groups make students learn to acquire practices which are later
internalized within the group. Teachers should be able to create a social group among their students in
order to form a literary community and then students only need to learn to be a part of such community.
A very key idea in socio-culture learning theory is that learning occurs within certain developmental
boundaries that called as students zone of proximal development. Zone of proximal development is a
concept which could be shortly described as a zone of sophistication within which students will be able
to employ certain practices without undue struggling on their part given the current level, by stretching
to the upper level of the zone, improve on the use of their practices. Therefore, it seems that
sociocultural learning theory blended with student centered theory would be a quite suitable point for
developing literature based lesson plans.

4. Teacher-Centered Theories
a. Teaching as Performance. It believes that performance is inescapable in teaching. This
approach says that teaching is seen as the form of performance. Thus, teacher’s duty is to
choose what type of performance he wants to choose for teaching. It stresses the need of
instructors speaking and acting abilities as well as intellectual ones. Jyl Lynn Felman
believes that performance teaching allows the classroom to become a truly dynamic and
dramatic space. It makes the class a living theatre in which there will be intellectual
eruptions. Performance makes teaching effective and it is because of such performance that
the students attract towards teachers teaching. At the same time, it develops students various
skills of performance (Felman 2001).
b. Teaching as a spiritual journey. Parker J. Palmer discusses about this theory. It is direct
opposite to the performance. He believes that good teaching cannot be reduced to technique.
Good teaching comes from the identity and integrity of the teacher. It emphasizes the teacher
is inner being character and self-knowledge. It says that, the spirituality of education will
destroy the fear that destroys teaching and learning. Palmer (Palmer 10) advocates a
communal pedagogy and a community of learning that includes the teacher and the students.
He recommends the creation of a learning space characterized by openness, boundaries and
air of hospitality. Palmer also recommends that teacher develops the discipline of standing
outside their fields by teaching in general education courses and by becoming students from
time to time themselves (Palmer 1993). Stephen Brookfield produced another version of
spiritual approach that is critically reflective teaching (Brookfield 1995). In it, teacher keeps
logs of their reactions to their lives as teachers. It includes moments when they feel most
connected, engaged or affirmed or conversely disconnected, disengaged or bore, situation
that cause them anxiety or events that surprise them. In the opinion of David Perkins -“to
present literature impersonally and objectively was cardinal point of classroom morality”
(Perkins 112).The above theory is important in the sense that it gives advantages to the

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 students personality and understanding. At the time, it determines teachers role in the
classroom as active participants.

5. Eclectic Theories
Presently most widespread theories of teaching literature are those having no theory at all. In this
connection Gould Axetrod points - “teachers should be pragmatic in what works in class” (Axetrod 74).
It asks for all possible meanings of the texts and does what needed at last in the classroom. It requires
substantial preparation of the topic with all possible interpretation of teachers as well as from author’s
point of view. And finally, what responses we receive in the class matters in this approach.

C. Approaches
Approaches can help us to select and design materials for classroom use as to assess the suitability of
published materials. Approaches are very important in classroom activities for the teacher. It helps to
make classroom teaching effective.

1. Language-Based Approach
Studying the language of the literary text will help to integrate the language and literature syllabi
more closely. Detailed analysis of the literary text will help students to make meaningful interpretations
or informed evaluations of it. At the same time, students will increase their general awareness and
understanding of English. Students are encouraged to draw on their knowledge of familiar grammatical,
lexical or discourse categories to make aesthetic judgments of the texts. Materials are chosen for the way
they illustrate certain stylistic features of the language but also for their literary merit.

This approach is favored because it is believed that students are helped to develop a response to
literature through examining the linguistic evidence in the text. Students are provided with analytic tools
with which to reach their own interpretations. They are encouraged to draw on their knowledge of
English. So, this approach may provide useful exposure to or revision of grammar and vocabulary in
interesting new contexts. It is a way of justifying the inclusion of literature in the language syllabus
since it fulfills student’s main aim to improve their knowledge of the language. According of some
proponents of this approach, literature texts are seen as a resource which provides stimulating language
skills. They are great source for such kind of activities because they offer a wide range of styles and
registers. They are also open to multiple interpretations and hence provide excellent opportunities for
classroom discussions. It focuses on genuinely interesting and motivating topics to explore in the
classroom.

2. Literature as Context
This is most traditional approach, frequently used in tertiary education. Literature itself is the
content of the course. It concentrates on the areas such as history and characteristics of literary
movements, social, political and historical background to a text; literary genres and rhetorical devices
etc. Students acquire English by focusing on course content, particularly through reading set texts and
literary criticism relating to them. The mother tongue of the students may be used to discuss the texts or
students may be asked to translate texts from one language into other.

Texts are selected for their importance as part of a literary canon or tradition. The most important
advantage of adopting this approach in the class is that genuinely educational approach in that
understanding of texts is enhanced by situating students within their literary and historical contexts.
Students are exposed to a wide range of authentic materials.

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 But, some teachers are there who are reluctant about this approach in the classroom because it may
be most appropriate to a fairly select group of literary minded students. Materials may be very difficult
linguistically and that’s why may be de-motivating for average students. This approach may rely too
heavily on the teacher to paraphrase, clarify and explain. It may also result in students less participation.
A large part of the lession may be carried out in the students’ mother-tongue with student’s deponent on
ready-made interpretation from the teacher. In this approach, the background information to be supplied
is very important but how to present it to the students will mainly depend upon the text which will be
used, the time and the student’s interest. It provides following background information:

 Biographical information about the author.

 Historical or mythological events or characters to which it refers.
 Philosophical, religious or political ideas debated or discussed in a text.
 Places, objects or other texts referred to in a text either directly or indirectly.
 Genre of text
 Relationship of the text to the literary movements of its time.
 Historical, political or social background against which the text was written.
 Distinct features of the author’s style.

3. Literature for Personal Enrichment

It believes that literature is a useful tool for encouraging students to draw on their own personal
experiences feelings and opinions. It helps students to become more actively involved both intellectually
and emotionally in learning English and hence aids acquisition. Material is chosen on the basis whether
it is appropriate to student’s interests and will stimulate a high level of involvement. Material is often
organized thematically and may be placed alongside non-literary materials which deal with a similar
theme. One advantage of this approach is that it involves learner as whole person and so is potentially
highly motivating. It demystifies literature by placing it alongside non-literary texts.

Some problems are there in this approach as it demands a personal response from students without
providing sufficient guidance in coping with the linguistic intricacies of the text. Some text may be so
remote from the student’s own experiences that are unable to respond meaningfully to them.
Alternatively, some groups of students may dislike having to discuss personal feelings or reactions. This
approach has got connections with the humanistic approach to language teaching as -

 Involving the whole person in the learning process.

 Engaging feelings and emotions.
 Developing personal identity.
 Encouraging self-knowledge and self-evaluation.
 Establishing a sense of personal value in learners.
 Encouraging creativity

4. Periphrastic Approach
It deals with the surface meaning of the text. Rosli (Rosli 2007) mentions that it allows teachers to
use simpler words and sentence structures compared to the more complicated ones in the texts and
sometimes the teacher can translate it into other languages. He argued further that this approach is
suitable for beginners of the target language as it act as a stepping stone in the formulating original
assumptions of the authors work. It helps-

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  To re-tell the text to students to help them to understand.
 Use simple terms to explain what the story is about to students.
 Discuss what the author says in the text.
 Get students to tell the story telling of the text.

5. Information-Based Approach
It demands a large input from the teacher and closely related to the term literature with learning. It
describes the study of literature as –

“aesthetically patterned artifact endowed with the knowledge potential philosophy, culture, morality
and humanities” (Ganakumaran 92).

Carter and Long argues that it involves critical concepts, literary conventions and metalanguage and the
students should be able to use such terms and concepts in talking and writing about literature (Carter and
Long 1991).

Is sees literature as a source of information. Reading is prominent but its development is seen in close
connection with other communicative skills as writing, speaking and listening. Teacher plays an
important role in this approach. This approach provides teacher-centered activities in the classroom.

6. Reader-Response Approach
The reader response approach has a growing influence on EFL literature classes. Carlisle says- “it
encourages EFL learners to study literature for literature sake rather than for the mere language skills
attainment” (Carlisle 30). It focuses on reader’s response to the text. In it, teacher is looking for a
transactional relationship between the reader’s personal experiences, opinions and feelings and the text.
In it, reading is seemed as a dialogue with the text and with the other or itself. Plural interpretations are
encouraged and the text can be approached from a variety of perspectives. It provides a student-centered
and process orientated classroom. The purposes of literary education are similar. In it, literature is
considered as an authentic medium for introducing students to the specific language and culture. The
potential of literary reading across the language is to compare traditions and gain insights into various
cultural forms and developments.

7. Communicative Language Teaching Approach (CLTA)

Richards and Rogers consider the communicative language teaching approach as “one of the modern
methods of language teaching” (Richards and Rogers 156-157). Its goal is to develop communicative
competence. As a result, it uses activities that engage learners in authentic communication. It maintains
interaction as a means an ultimate goal of learning a language. There are many principles in the
communicative approach that support the class procedures to develop the communicative competence. It
includes attitude of communicative language teacher towards errors. Fluency is more important in it. In
short, its focus is on language learning activities.

8. Three-Phase Approach in Teaching Literature

This approach is explained by Saricoban (2002), maintaining that teacher should follow the three-
phase approach in teaching inside the classroom: pre-reading, while reading and post reading. The aims
of pre-reading are stimulating oral communications, reading for pleasure, to enrich thinking and
focusing on waking the imagination. The aims of while reading phase are clarifying text content which
beings with general understanding of the text and then moves to smaller units such as paragraph,

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sentences and words. The aim of post reading phase are relating the text to the learners own knowledge,
interests or views.

From the above mentioned major approaches it is seen that some of above are considering language
and some are giving importance to literature. As there is no one way to teach literature, Duff and Maley
(1990) have emphasized an integrated approach to teaching of literature. They gave following reasons
for its inclusion (1) Linguistic: Linguistic reasons for adopting an integrational approach are that
learners are exposed to varieties to authentic materials and they come to know about types and
difficulties of English language, (2) Methodological: By means of literary discourse readers come to
know about use of schemes and strategies of intensive as well as extensive readings, and (3)
Motivational: Literary texts make reading enjoyable. It was supported by many scholars as savvidou and
others.

D. Methods and Techniques

Teaching literature is a challenging task for a teacher. Today the study of literature is a profession
and quest of teacher is to introduce higher students the best of his talent. Methods and techniques help us
to make our teaching effective, appealing and substantial. Methods and techniques are the ways that help
teacher’s to provide the intended strategies to his students.

1. Telling Method
It is pedagogical method where teacher makes oral presentation of some fact or topic having educational
significance. It is a method of supplying the students with information about events, incidents with
information about events, incidents and simple facts. It is useful in a) supplementing information
furnished by students and textbooks, b) Developing the work of the class, c) giving inspirational talks, d)
introducing important incidental information.

Telling is an art which every teacher should know. A teacher should have rich information, accurate and
wide knowledge and a rich collection of facts, anecdotes and stories to enable according to the situation.

2. The Lecture Method

In this method, teacher formally delivers a carefully planned expository address on some particular
topic or problem. It can be useful in a) motivating the students by indicating effectively, b) clarifying the
problems, c) reviewing and summarizing main points, and d) it is the best way to expand contents.

This method has advantages like vitalizes ideas and gives teacher chance to maintain contact
immediately with students. It gives chance of listening and taking rapid notes. At the time, it has
limitations as it makes learner passive and does not guaranteed the teachers whether pupils are
understanding the content of teaching or not. It is in the handling of teacher’s ability to make it effective
and profitable for students. Teacher should use his lecture with great care. It should be carefully planned
and teacher should be careful in its delivery.

3. Discussion Method
Discussion is an ordered process of collective decision making. It seeks agreement but if it is not
reached, it has the value of clarifying and sharpening the nature of agreement. It is used for the
following purposes:

 For laying plans of a new work.

 For making decisions concerning future action.

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  For sharing information.
 For obtaining and gaining for various points of view.
 For clarifying ideas.
 For inspiring interest.

Two types of discussions are there i) Formal discussion ii) Informal discussion. In informal
discussion, teacher is a centre and formal discussion takes the shape of debate, symposium, panel etc.
Discussion has a lot of advantages as clarifying and sharpening ideas, developing critical thinking,
tolerance at the same time having limitation as to go from the path etc. However, if proper care is taken
this method is of great value and importance.

4. The Problem Method

Problem solving method is useful, purposeful, developmental, sequential and based on the discovery
of generalizations. It involves the thought process that results from doubts, perplexity of a problem. It
leads to the formalization of generalizations that are useful in future situation involving the solution of
problems. This method is carried out by four steps - inductive, deductive, analytic and synthetic. In
inductive, a student is enabled to arrive at a general conclusion through the observation of particular
facts and concrete examples. This can be applied to grammatical and mathematical principles. Deductive
approach is opposite to inductive. In it, learner proceeds from general to particular. This is short and
time-saving steps. Analytic approach consists of breaking up of the problem in hand so that it ultimately
gets connected with something obvious or already known to us. It is the process of unfolding of the
problems or conducting operations to know its hidden aspects. It is a logical and suitable method for
understanding and discovery. The students in it throughout faced with questions and thus increase his
power at every step. The fourth one is synthetic approach opposite to analytic. Synthetic approach tries
to put together two different things. In it, we proceed from known to unknown.

Thus, problem solving constitutes a realistic method for presenting the type of experience that the
pupil will throughout his career. It furnishes the natural objectives. At the time it provides logical way of
thinking. Although, it is useful but applied too frequently, it becomes monotonous. There is also danger
that the selected problem may be trivial or unimportant or less important. But in all, it covers everything
scientifically. It is not a method of teaching but a method of organization of subject matter in such a way
that it can be dealt with through the study of problems.

5. Supervised Method
This is another method of teaching for promoting optimum learning. Its main aim is the self-effort of
the child carried on independently in learning new things under the supervision and guidance of the
teacher. In fact, it is a process of teaching pupils how to study by studying with them and by giving
individual help in period set apart for study. Different plans are made for supervised study. The double
period plan consists half time to class activity and second half for advanced lesson. The daily extra
period plan took one whole period for especially those students having difficulties. The library study
plan includes teacher’s supervision and students study to the library using reference materials. The
flexible supervised study plan is useful for large number of students. Some activities as memorizing,
guiding to find out materials from text, using books, maps, diagrams, preparation of notes, reading
activity, gathering and organization of data, formation of hypothesis, make conclusions application and
judgement can be carried out in this method. This technique has following advantages-  It provides
considerable help as teacher supervise  Pupils are benefited from individual attention

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 Democratic human relations are encouraged teacher becomes aware of individuals differences
because of teachers presence materials of teaching can be effectively used. Knowledge of pupils is
broadened. Literature and language is closely related. The role of literature in language teaching cannot
be denied. Language and linguistic analysis can also be employed to access literature from learner point
of view. Following are traditional methods and approaches of teaching literature

6. Structural Approach
This approach also believed to represent the old tradition and customs and discredited literature as a
tool in foreign language teaching. In it, literary texts are basically chosen to teach language structures.
So, more preference is given to grammar, vocabulary, syntax rather than the content of literature. The
functional notional method ignored literature, because in this method the importance lies on
communication function or to be the authentic examples of language use. Nonetheless, in the last decade
the interest in literature as one of the most valuable language teaching resources available has been
revived to a great extent. (Duff and Maley 1993)

7. Communicative Approach
It lays stress on communicative abilities of students and mastery to skills. It realizes that literature is the
source of providing communication skills to students. Thus, communicative approach perceive that
reading literature to make students to communicate in the second language and taking responsibility for
real, authentic communicative situations. It also perceives that literature teaching nowadays is a
communicative activity and literary texts are authentic examples of language use. However, Brumfit and
Carter (1980) discarded the existence of special literary language. Nowadays, literature plays a
paramount role in ELT and different scholars in the field have highlighted this importance.

Hereunder are some strategies of teaching literature:

1. Making First Encounter to a Text Memorable and Meaningful
The first time students come in contact with a written text that they will be required to read in class or
at home, there is an opportunity for rich input in the teaching literature that will motivate students to
read the texts. With planning, teacher can instill an enthusiasm for the reading, the result of which may
be that learners actually do the reading assignment and learn something from what they read. This
section describes the nine ways teachers can make the first encounter with a text memorable and
meaningful. The key to learner’s first encounter with a text memorable is to plan activities that ensure
that all learners are actively involved and participated in the classroom.

a. Using a Title and Cover Design of a Book

The teacher could display the title of the books and ask students to speculate in writing what they
expect the themes of the text to be based solely on its title. It would be compared with classmate group
speculation. The teacher would record student responses to follow-up activity after students have read
part of the text or the entire text and compare their responses with the actual text. The teacher would also
ask background information and explain what its origin and meaning is. Students are also asked to
speculate how the title might tie in to the story. Using a cover design, teacher would ask guiding
questions to have students to speculate about the books, its content, plot, characters and mood etc. In a
large class, teacher could give different questions to tell the plot of the book. An example is Raymond
Brigg’s book When the Winds Blow which portrays the effects upon an elderly couple of a nuclear
attack near their home. The teacher shows the cartoon cover design of the book for easier viewing to the
whole class. To view easily, drawing can be transferred to an overhead projector transparency. The title
is withheld or covered up in this first stage. Working with the whole class, the teacher asks them to
describe the couple, What kind of people do they seem to be? Urban or country folk? Simple or
Teaching and Assessment of Literature Studies 8
Sophisticated? Rich? etc. Then, students are asked to speculate on the light behind couple, What could it
be? What feeling do students get about it? Is it something good? Happy? Dangerous? In the second
stage, teacher explains that the title of the book is taken from a very well-known English lullaby or
nursery rhyme. He or she sings for the class- “Hush-a-bye baby, on the tree top when the wind blows,
the cradle will rock when the bough breaks, the cradle will fall down will come baby, craddle and
all”( Hush-a-bye baby India Parenting) The students are asked to guess which four words constitute the
play’s title. What do they feel about this lullaby? Is its mood peaceful? Happy? Ominous? How could it
relate to the elderly couple on the cover? With this, teacher can handout book with reading. It is useful
to keep a record of the speculations made about the title of these later help to exemplify the irony of the
play.

b. Getting the Mood

This is the activity which guided students. A teacher could ask students to imagine picture of the
literary text by first setting scene for them. It would be followed by asking to write as much about the
scene. It can be followed by reading activity. An alternative activity by asking students to talk with
different classmates and ask volunteers to share what they learned from their classmate’s ideas. Another
activity is that after reading first sentence, ask students to imagine a picture. He could proceeds
questions of imaginary pictures as is it bright? Dark? Big?. While students answered it, teacher would
ask students to read the first two paragraphs of the story aloud. Then ask students about the mood of the
opening paragraph. The teacher can follow up by having students read what they wrote in small groups
or a class. Then ask students if they think this mood will continues throughout the story and why they
feel that way.

c. Using Visual Prompts

Photos or magazines pictures can be used to elicit student’s responses to the central situations or
theme they encounter in a literary work. This activity can be applied to learners of all levels. For
beginners, learners could be asked to describe pictures in terms of colors, emotional state, clothing,
profession, location etc. For intermediates and advanced learners, an example of this approach could be
in introducing the short story by Roald Dah ‘The Hitchhiker’. Students might see photos of several
different people and asked if they would give a ride to this person, if he or she were hitchhiking. This
activity allows students to consider their own attitude towards hitchhiking and prepares them with
interest and anticipation. By providing historical context of when the story was originally published
(1977), the teacher can explain how hitchhiking was viewed then and compare it how it is viewed now
and can lead a lively discussion about why or why not someone should be picked up while hitchhiking.

d. Using the Theme

Teacher can take major theme from the text and explore it with the class. An example of Somerest
Maugham’s novel ‘The Moon and Six-pence’ where the main character suddenly and without
explanation walks out on his wife, children, home and job ask students to imagine that they have
decided to abandon their current life. It can also extend to talk about situation and write a few sentences
about situations addressing these questions. How would they do this? Would they plan it in advance?
What preparation would they take? Where would they go? What kind of new life would they take?
Where would they go? What kind of new life would they try to build? Teacher would suggest students to

Teaching and Assessment of Literature Studies 9

write a short note on they would leave someone whom they would never see again. Then teacher collects
the notes and ask students to choose a different note to read. The teacher would then follow up with a
general discussion about how students fell when they were writing and reading the notes then student are
given the book to start reading the first section at home.

e. Keywords and Sentences

The teacher would select a few key words from the first part of a story that are integral to the
introduction. He or she would introduce these words to students then ask them to write about a possible
beginning to the story using words. A related idea is to select a few key sentences from the opening part
of a text instead of words and ask students to use the sentences to create an image of a central character,
his or her personality, habits etc. Then share their images with the class. Students written work for this
activity would be saved and read again after the first part of a story has been read and discussed in class.
So students could compare their ideas prior to reading to the opening section to their ideas after reading.

f. Questionnaires
A teacher could give questionnaire to students to fill in to determine their attitudes to the issues
raised by the book’s central theme. For example in Kafka’s Die Verwandlung, students would be asked
to consider what they would do if they we told that they were dying and had one day to live. Students
would compare questionnaire that would focus on what they would eat their last day, whomthey would
contact, what they would do, what the topic of their final words of wisdom would be, how they would
change their will etc. After students completion of questionnaire on their own, it would be compared
notes with other students and try to convince the students that their answers were best. The entire class
would then present their ideas and they discussed and attempt to come to a consensus about what might
be most logical for each topic represented on the questionnaire.

g. Biographical Information
Some teachers prefer to talk about the author before starting the text, using some background
knowledge as a way in to the work. He or she could ask to present photos, objects, place names and
anything that is relevant to the author’s life. Then, the class is invited to speculate about the meaning of
the items in the montage, either in groups or a whole class. It would be follow-up with writing activity
as reconstructing missing entries from the author’s diaries, using the visual prompts on the montage,
writing sub-titles or a short-text about each of the item. This makes montage an illustrated biography. It
would lead students interest to read it. Sealing the Time Capsule Assuming that all students have read
the opening section of the work together, the teacher would give each student a small piece of card on
which he or she would record predications about likely events that will occur as the story unfolds. He or
she would then collect, seal them in a time capsule and open after reading and discussing the entire text
to how accurate their predications were.

h. Writing Chapter Zero (0)

Students are asked to write paragraphs that come immediately before the first section of the work
which they have just encountered. Students would share them in small groups and choose one student in
the groups to read his or her prequel to the class.

i. Maintaining Momentum
These activities can be used at almost any point in a literary work and can be applied to the various
genres. If the work chosen is not a very long one (a short story, single-act play or short poem), the

Teaching and Assessment of Literature Studies 10

teacher can usually present it with one activity, carefully selected to help learners understand, enjoy and
appreciate the work. Once students have begun reading a text and have a good grasp of the first part of
the plot and characters, the following activities assigned by the teacher should encourage students to
continue reading. Students often lose interest if they are only assigned to read and have no guidance to
assist them in making meaning of what they are reading. This section will discuss ways teachers can
guide student comprehension and make the most of highlights in a literary work to hold students interest
while reading.

j. Aids to Student Comprehension

Once students start comprehending a story, the teacher could send comprehension questions and
activities home with students to complete while reading the next section. Then review answers in class
to ensure that all students understand what they are reading and are able to follow the plot. If students do
not understand what they are reading, they will most have little desire to continue reading. Students
could write on-going diaries in which they could record a summary of what they read and their reactions
to what they read. Teacher would read these entries during the reading process. Activities can be asked
to read for the main idea, read for specific details, draw interference, use synthetic and lexical clues to
assist in making meaning.

k. Choosing a Moral
Sometimes teacher would ask students questions related to the moral of the short story. He could
ask-‘what would you say is he moral to this story?’ students usually come up with better ideas if they
have time to think over the question. 2.9 Exploiting Highlights. After developing progress through home
reading and snowball activities, teacher can select from an additional range of imaginative activities in
order to exploit the highlights of the work. One such example is to imagine that the text is being made
into a TV serial. These activities would encourage the students to explore their own responses. Another
authentic format is to use exploit highlights in newspaper articles. The teacher would provide samples of
articles from two or three well-known newspapers in the TL and talk about news writing. Students
would then be asked to write about the events of the text in article form. Again many cultures have some
type of advice columnist, such as Dear Abby. The teacher could display a couple of examples in English
and introduce students to one in the TL and explain that people who are seeking advice send an e-mail to
the person in hopes of a reply to solve their problem. Students would write a letter asking advice from
the perspective of the character in the story. Teacher would collect letter and ask students to read
responses. Following this activity, the teacher would return the letter and response to the original writer.
Again if a character in the story dies, a teacher introduces student’s epitaphs, eulogies or obituaries etc.
And then, ask students to write a thank you card, get well card, sympathy card, birthday card etc. to a
character in the story from perspectives of another character.

l. Endings
Coming to the ending of a literary work is really only a staging point, a temporary distancing from a
continuing process of appreciation and understanding. Here, teacher can perform various activities
regarding themes, characters, plot etc. Students could be asked to create a cover design for the book’s
paper back cover. It is a way of eliciting and crystallizing their overall response to the work they have
been reading. Along these lines, students could be asked to design a book jacket for the book which
would include a blurb about the text, a short biography of the author’s life quotes from famous authors
and a cover design. Another activity might be to have students to prepare descriptions about the plot

Teaching and Assessment of Literature Studies 11

character, major themes, setting and their feeling about a story and present it to the class. Unsealing the
time capsule that was started after reading the first section and reading students predications about what
would happen in the story. Compare their predications with what actually took place. Again students
could be asked to write and produce a short movie trailer to advertise an upcoming movie version of the
book rewritten for screen. They would also create an IMDB (International Movie Database) web page
for this movie. Students should include the title, the year, the producer, actors, composer of the score, a
brief summary of the movie and how it differs from the book, a spoiler alert, a rating out of five stars
and a movie setting. First show students two IMDB entries of popular movies or TV series and ask
students to work together in pairs to create the web page.

Teaching and Assessment of Literature Studies 12