What Is Literature

She had barely uttered the word

And I was gone with the wind

Attired in the costly clothing of my colonial master

Enduring the  ruthless pains of my mothers past

Clad in nothing but heavy, clanky chains, relentless fear and hunger

My tears quenching my thirst every now and again

A baton, my only form of reinforcement

Entertainment, the rhythmic whipping of my sisters

My brothers being torn hardheartedly by the guard dogs

If only the words could escape their lips

Just to feel the sting of the cut to the flesh, almost to the bone wounds

To feel the branding of the whip

That Sic Solomon arrogantly held.

For you see

I was born into slavery

In Black River, Louisiana

‘And life with Massa Kilpatrick

Were some of the worst days

Was ever seed in the world

You tink I lie

I got the scars on my old body to show to this day

I even seed them put the men and women in the stock

With they hands screwed down through holes in the board

And they feets tied together'

And they naked behinds to the world’

And then I heard her say

You are on the right track Mark

Literature does allow for freedom of thought and expression

It is indeed an exploration of the works of history, culture and different periods,

making provision for imagination and creative writing

allowing you to travel through ages and periods

with the magic of figurative language and literary devices

And then I sat on the sunset

My thoughts entertaining the queen

If I failed to win this bet

To me she’ll be so mean.

Very good Judea

I like the rhythm of your last piece,

a perfect demonstration of rhyming couplets in poetry

a very artistic form of literature.

So then class

Having said all this,

What then is literature?

Yes Lily

I can see you bubbling

Lets hear you

Researchers have admitted...

Researchers?

oh i see we're delving deep

Researchers you say Lily?

Tell me more my child

Oh yes Teacher

haven't you read at all?

Moore et al, Bleich etc.

Need i say more?

Seems like I need to do some research

Go on my Dear.

There is no one way to define literature

But…

I think it is a rather complex, sophisticated way of putting words into sound, rhyme and rhythm

But teacher!

What about the novels?

They don’t have any rhythm

Teacher may I continue?

As I was saying Judea

TO BE CONTINUED>>>……

Stages of Literary Appreciation

Sometimes we as teachers and or parents wonder, why doesn’t she want to read this book or why does he prefer reading secret seven series as opposed to one of his literature text. The only explanation that can sufficiently take into consideration the preferences of the students, are the different stages of development and their level of literary appreciation`. Literary appreciation is the ability to gain pleasure and understanding for literature, Donelson and Nielsen (2001). An individual will not gain any pleasure from a text which does not make accommodations for their interests and appeal.  Considering the fact that students graduate from various levels based on their age, selecting books for the readers have to be done paying close attention to not only their age but their ability to read and make sense of what they read. These, according to Donelson and Nielsen (2001) are the various stages of development

Level 1: Understanding that Pleasure and Profit Come from Literature (Ages 0-5)

At this stage, the focus relies heavily on oral manifestations. Children take pleasure in listening to and singing nursery rhymes, songs and trying to make sense out of the depictions in the children’s books. Often they prefer being read to and watching their favourite television shows in the company of an adult who sings along and reads to them. The main concept in this stage is that of interaction. It is important that adults and teachers are aware of the need for communication and collaboration as children are introduced to the pleasures of reading and formulate literary meaning through social interaction.

Level 2: Learning to Read (Decode)
(Ages 6-8)

As children develop and graduate to this level, they learn to make sense and attach meaning to the content that they read. They continue to find pleasure and enjoyment in reading as they are now in a state of unconscious enjoyment. (Margaret Early). In addition to that, the child is now able to make sense of the different codes, symbols and conventions that are used in the literature for the sole purpose of putting ideas together. If however the child fails to understand these elements, they will not gain any pleasure from the book. It is of great importance during this stage that the teacher does not neglect a student who is struggling to understand and attach meaning to the literature.

Level 3: Losing Oneself in a Story
(Ages 9-11)

At the third level of development, the child is able to loose himself or herself in reading. They are able to imagine and be creative in their reading. Most importantly is the fact that reading is not confined to the classroom or the school. Students become interested in reading material that appeals to them, almost anywhere that they can find it. Additionally, reading becomes an escape for the student and they eventually begin to model their actions based on the characters in the story.

Level 4: Finding Oneself in a Story
(Ages 12-14)

At this level and the preceding level, students are egocentric. This level marks the beginning of adolescence and the student interest in adolescent literature. They read to escape experiences through the literature of other people. In addition to that, they search for a sense of identity and begin to discriminate in choosing the books that they like. At this stage, the story has to be authentic, plausible, and realistic. Of importance is the fact that they are not satisfied with stereotypes and prefer believable characters with different dimensions. (Rounded characters, real characters). Moreover, they begin to question character moves and are more interested in characters that have a similar experience with them.

Level 5: Venturing Beyond Self (Ages 15-18)

Students at this level begin to look at the bigger picture and examine other emerging ideas. The focus is no longer on learning to read but on responding and talking about what they read, assessing and going beyond the text. Furthermore, they try to make sense of the social structure and ‘explore issues surrounding conformity, social pressures, justice and other human frailties and strength’

The avid reader who has developed skills and attitudes necessary to enjoy literature at all these stages and or levels can certainly embark upon reading for pleasure and efferent reading

From my experiences, I am not convinced that teachers pay attention to these stages, rather, I think focus is placed on getting students to read books that are more education rather than getting them to read for just the pleasure of doing so. Teachers in particular need to pay close attention to the selections and the stages of development that they students are in  it is also important that the teacher remembers that the development of literary appreciation begins long before the child can learn to read and continues throughout adulthood therefore, the first experience creates a lasting impression on the individual.

useful links"

http://www.pucpr.edu/facultad/ssantiago/english326/326-Stages%20of%20Literary%20Appreciation%203.pdf

Literature Circles in the Classroom

Literature affords an opportunity for students to engage in discussion on the writer’s craft and providing insights based on their reading. The big idea is to have students take ownership of their learning and engage in critical thinking. A teacher may employ numerous strategies from which students can engage in discussion. One such method is effectively using literature circles in the classroom.

Literature circles are formed on the basis of student choice which is why the books must be reflective of their interest and make accommodations for their age and backgrounds. The main aim in a literature circle is to get students to read and make judgements based on their understanding of the text. Employing literature circles in the classroom helps the student develop a personal response to the text and involves students in discussions and arguments within their respective groups.

Not only does it highlight discussion, but also the literature circle provides an opportunity for collaboration and a way for students to engage in critical thinking and reflection. (Shlick Noe, 2004)

Additionally, literature circles are not limited to combining collaborative learning and student directed learning, the peer collaboration also has a positive effect on their learning and performance in language arts (Fall et al., 2000) student comprehension and content knowledge is dramatically increased as they engage in discussion and exchanges based on a particular text ( klinger, Vaugn, Schumm , 1998)

Literature circles are

·        Reader response centred; discussions are based on the readers understanding of the text

·        Guided primarily by student insight

·        Groups formed by group choice

·        Different groups read different books

·        Teacher serves as a facilitator and not an instructor

·        Structured for independence, responsibility and ownership

·        Discussion topics come from students

·        Intended as a content in which to apply reading and writing skills

In addition to that students in the various groups are given specific roles to fulfill, for example a group may be comprised of a discussion facilitator, illustrator, connector and summariser. Each individual at the end of the allotted time has to present to the class based on their specific duty. In applying the above stated strategy, the teacher would have found a way to engage students in reading both aesthetically and efferently.

http://www1.teachertube.com/viewVideo.php?video_id=145
http://www.youtube.com/watch?v=HEjQ_zcqJi8&feature=related
literature circle in action:
http://www.youtube.com/watch?v=F-W46ApUVDo&feature=related

Is the Novel Annie John Suitable For Adolescent Literature

When one considers a text to engage adolescents in reading, the question of how much does it reflect and pertain to the adolescent arises. Is the text considered appropriate for the adolescent, taking into consideration the age, economic background and the students’ interest?

In order for a text to be considered fit for the adolescent, it has to portray certain key elements that will not only interest the adolescent readers but elements that relate directly to situations adolescents face, moreover it must contain believable, emphatic characters and a setting that is realistic. With knowledge of these, can one safely say that Annie John is quite suitable for an adolescent?

Annie John is a somewhat refreshing, enthralling novel that captures the reader from the onset. It is centered upon the growth and development of the protagonist Annie John and explores such themes as gender relations, Family relationships and a little colonialism. However, one may ask, how does the novel reflect adolescent literature?

There are certain key characteristics associated with Adolescent Literature that are depicted in the novel; for instance, the novel is multi themed. It explores issues such as mother daughter relationship, education, depression and to some extent racism. It focuses primarily on the tensions between the mother daughter relationship and Annie trying to identify herself. I remember reading the novel and thinking, I am just like Annie, I yearn to be understood but nobody understands me. It was like reading my life story from Annie’s point of view. Not only that, but at that level of development, it was difficult to accept being away from my mother for extended periods and feeling a sense of jealousy when attention was not directed toward me, and that is exactly how Annie felt. In so doing the novel presented characteristics and issues that young adults are able to identify with and thus created in me, a sense of security knowing that I was not alone in my experiences.

During that stage of development, adolescents are headstrong and openly defy their parents. We see that defiance in Annie in chapter three of the novel where she secretly hides stolen objects and blatantly lies to her mother to gain freedom to be with friends. Not only that but she maintains “a deceptive secret life” and presents a rebellious attitude toward her mother. These are things that all adolescents go through during that stage of development, therefore they would be able to connect with the novel and understand it.

In addition to that, the language used in the novel was rather simple and very effective and the imagery presented was genuine. Through this I was able to experience her emotions and situations and in some instances was able feel Annie’s state of predicament, identify with her squabbles against her parents and even imagine her and feel her pain during her illness.

Indeed, it may be safe to conclude that Jamaica Kincaid’s Annie John is an appropriate genre for adolescents. Not only does it focus on the development of a girl through her adolescence but it also provides great detail on her experiences which are similar to that of young adults. In addition, it does possess some of the key attributes of adolescent literature; it is multi-themed, written in simple language, told from a first person narrative with the protagonist being the narrator, it is written for an audience of young adults and does have characteristics that young adults can identify with.

Strategies to Integrate literature into other parts of the Curriculum

Many times we question the usefulness of literature to us as students. How will Knowledge of Shakespeare and Derek Walcott assist us in our future endeavours? Moreover, how does the continuous reading, analysing and sharing of ideas from our perspective broaden our knowledge? And most importantly, how is literature linked to any other aspect of the curriculum. Research supports the idea that just as there are links between certain subjects in the curriculum, so to can literature be integrated into other areas of the curriculum.

One such method is employing the Teaching Literature through Grammar Approach. Richard Ohmann asserted that each writer tends to exploit deep linguistic resources in characteristic ways, his style rests on syntactic options within sentences. Literature involves an analysis and understanding of the language and phrases that the writer uses, therefore, a student has to employ prior knowledge of the structure and rules governing the language in order to understand and engage in an active discussion about the text. If however the student has difficulty understanding the text, the teacher then uses the literature text to reinforce and emphasize on the areas of weakness and as well illustrate its relevance to the text. In so doing the teacher would have provided an example of the concept and thus increased the students’ level of retention, as they learn better through examples as opposed to discussion; Roger Fowler. In addition, Skjelbred asserted that students do not learn to diagram someone else’s writing, rather they use grammatical and syntactical principles in their own writing to construct more effective sentences. Students, when engaged in reading, read as writers, thereby paying close attention the structure of the words and sentences used. Once they have grasped the key concepts they are able to write as readers and construct sentences, paying close attention to using words and grammatical structure that appeals to the reader’s senses. If this is done effectively, students do not only acknowledge the writer’s style, however, in practise, they are able to practice these skills and “keep using it because the effects are powerful.”

In addition to that, the teacher must pay close attention to the theme upon which the text is surrounded. In order to maintain student interest, a teacher may suggest books that students are interested in and make them widely available. Restrepo believes that in studying different genres, students are able to compare and contrast books and engage in higher and lower order thinking skills, however, of great importance is that, all the genres being read should focus on one central theme, allowing students to make connections within the genres. Additionally, the material, in some way should appeal to the student and allow them to respond in ways pertinent to their experiences and their perception of the text. A teacher may use a question answer approach or engage them in discussions or even more effective allowing them to write their ideas in response journals.
If these are taken into consideration and employed in the literature class, the outcomes for both the teacher and the student would be immeasurable. For not only would literature be enjoyed, other aspects of the curriculum such as language arts, would be enforced.

Link: Using Literature to teach reading

Role of Literature in the Curriculum

Up till recently, the relentless debate surrounding the idea of integrating literature and language arts as a joint field never stimulated any interest in me. For all I cared, literature could have been permanently erased from the curriculum, for it served no  definite purpose… my thoughts, till my journey and in depth study into the subject began. Literature, I have learnt, serves great purpose, not only within its field, but as well within other aspects of the curriculum.

Regardless of the fact that literature is being taught as a subject with very little concern or priority, it must be made known that literature serves to enhance students’ reading and writing skills as well as their critical thinking and listening skills. When students engage in or listen to literature it aids in developing their imagination and imaginative skills. They are able to transcend to different époques, times and generations. Additionally, it creates a consciousness of the differences and similarities that exists between cultures and about the generations that preceded them. Literature, whether it be directly or indirectly (use of figurative speech), goes beyond just providing slight titbits on our ancestors and their “olden times,” it details all the important events during the historical period upon which the text is based and as well provides  a more comprehensible outlook on the goings on within each historical era. Moreover this assists students in understanding and making sense of their lives and the traditions that are handed down from generation to generation.

 Furthermore the student’s articulation, writing and oral skills are developed as they voice their emotional responses to the text.  Students write as readers and read as writers whether it be efferently or aesthetically. Constant exposure to reading material that pays attention to grammar, sentence structure and the mechanics allows the reader to communicate more, share responses, not in the vernacular but in the standard form of the language. Simply put, it creates in the student an awareness of the accepted standards of reading and writing which they eventually will reproduce in everyday speech and writings and as well will demonstrate an enhancement in their vocabulary.

Surprising though it may seem, literature has been used as an aid in teaching difficult concepts in other parts of the curriculum. Literature is performance based and can be used to make any subject one of interest only if used effectively, through dance, drama, recitations and of course singing. From grammar to mathematics literature helps convey meaning and understanding from the least challenging to the somewhat more difficult task in any subject. “THE POWER OF THE ARTS.”

Useful link: 

http://docs.google.com/viewer?a=v&q=cache:sn0pHkRVfn8J:math.unipa.it/~grim/SiLipsey.PDF+literature+in+math&hl=en&gl=vc&pid=bl&srcid=ADGEESi3DYjn6muNOxjSJUmyqLxkZfzURX96-3gJVs0cRf1pJ1dNh7my2y0bZZvdb4mzVFFDjKVdL6Fy1v0kTc1y1AiECwAz5nfmeQJuk-0FN4enPwn4mXNVdB5EiVOsXxJlPPbYS_Ko&sig=AHIEtbTetgJxc0fIbtaQ917g_QnaFQ6S1g&pli=1

Selecting Adolescent Literature

Taken at face value, the selection of literary text for the adolescent may seem like a grab off the bookshelf, relatively simple task.  On the contrary, a teacher and or curriculum specialist, in an effort to ensure that the goals of literature are met, has to ensure adherence to certain principles in the selection of the adolescent literature.

Frank Smith (1989) asserted that it is the teacher’s responsibility to select literature that interests the diverse group of students in the classroom. One of the major aims of literature is to encourage literacy however, acquired literacy is highly dependent on factors such as the individual’s interest and how much the selection appeals to the student. Being literate does not mean students have read a particular list of titles, but rather, that interest and understanding were generated when students read literature they could relate to. Frank Smith (1989).

In addition to that, the literature must portray a realistic plot. Adolescence is a critical stage where students examine their ideas and beliefs, therefore the literature has to portray and reflect their concerns of appearance, family relationships and sexual experiences as well as an authentic and realistic setting. In so doing the adolescent is made aware that their concerns are not limited to them and as well helps them understand their lives and circumstances. It is easier for a child to gain interest in literature where the story is told from the point of view of a child, particularly within their age group and a theme that surrounds childhood experiences and encounters. Furthermore a child protagonist elicits interest and allows them to “experience the social and personal connections between the text and meaning.”  Jeffrey Wilhelm ((2007). If they are able to associate with the text then the learning outcomes are more than likely to be achieved, however if the opposite occurs a lackadaisical and uninterested attitude toward the whole idea of reading may develop.

Considerable emphasis should be placed on the vocabulary used in the selection as it plays an integral role in the comprehension and analytical literary judgment of the material. It should not be taken for granted that the words in the literary piece should be easily understood. A text with simple vocabulary helps students better associate with the characters, moreover, it helps them get beyond the surface elements of the text. If the vocabulary is foreign, eventually the child develops a negative attitude toward reading.

Link: selecting the right young adult literature

http://www.musicphobia.com/books/selecting-the-right-young-adult-literature-fiction

Link: Young Adult Literature in the English Curriculum Today:

http://scholar.lib.vt.edu/ejournals/ALAN/v33n3/gibbons.pdf

Integrating the Literature Based Approach in the Classroom

Ever wondered how effective it would be to explore the strategies for effectively integrating literature and language arts as a combined field of study in the classroom? Moreover, how beneficial would the employment of that strategy be to the instructor and the student? Questions concerning the success and efficiency in the amalgamation of the two fields continue to plague the education system. It must be noted however, that there are various strategies for implementing the literature based approach and with careful adherence, success will be achieved.

Within the language arts classroom, a teacher aims to maintain student interest and as well ensure cognitive development as it pertains to historical context amongst her students. This is confirmed and evaluated through the development of the students' reading and writing processes, which occur interchangeably and enforce cognitive and effective growth in literature. Additionally, focus is placed on the students' fluency, comprehension and development of critical thinking skills. In an effort to ensure the accomplishment of these outcomes, a teacher, as asserted by Smith (1989), has to select literature that interests the diverse group of students in the classroom. Being literate he continued, does not mean that students have to read a particular list of titles, but rather interests and understanding were generated when students read the literature they could relate to. Moore etal (1999) provides support for this stance in his assertion 'adolescents deserve instruction that will both build the desire and ability to read from increasingly complex texts’.

Not only should a teacher consider student interest in the text selection but attention should be paid to the student's level of development and select materials and methods that support them Herz (1996). Employing this method ensures a common ground for building conversation surrounding the elements of the text, additionally, since students respond to the text based on how they perceive and or internalize it, this would be a perfect method for initiating discussions and encouraging critical thinking within the classroom.

Another strategy which may prove advantageous to the success of using the literature based approach is to allow students some ownership of the reading and writing process. Allowing students some input in the text selection would assist the teacher in finding out what students identify with and what would lure independent thinking and encourage facilitated discussions. In so doing, students are encouraged to become active participants in the learning process which will ultimately lead to active participation, motivation and more successful pedagogy. Literary responses and articulations as well as expression are developed. As postulated by Bleich (1975), in order to examine and sharpen the responses to literature, the response must be expressed in words thereby enhancing the child's social, cognitive and affective development.