adminTHIS article is in response to questions from a number of learners of Literature. I believe they have felt left out since I had not answered their questions on time. At times this is caused by the learners themselves as they present their problems at short notice. “Please, help me with these notes, I have homework which is due tomorrow.”
Progressive learners will agree with me that such requests are impossible to meet. This is part of feedback I get from learners at times. But, generally, I get constructive comments and questions which inspire me to keep on researching to assist needy learners. To cover a lot of ground to help those who asked questions on Literature I will try and explore ways of responding to poetry, prose and drama. I shall consider areas like developing skills needed by learners to respond sensitively to topics suggested.
Just like in other forms of Literature mentioned here, as learners study poems they need to have close reading and analysis skills. They need to read the poem carefully. They should get into the habit of sounding out the words in their heads, emphasising each word. In addition they should take the opportunity to read the poems aloud. Before proceeding learners should borrow ideas from poems they do in local languages. The approach is the same though, understandably when learners come to Literature in English they are faced with language restrictions.
Learners need to pay attention not only to the sounds of words but also to the rhythm of lines and stanzas. No wonder some teachers avoid poetry, because it has a lot of unfamiliar words and to conquer that hurdle learners need to befriend the dictionary. Learners need to understand these terms. Analysis — this is an important skill in Literature. There is little point in being able to describe what happens in the texts learners study. Far more important is their ability to analyse or explore closely the words writers use and the effects these words create for the reader.
The rhythm of a poem is created by the sound and the length of words or lines. Stanza is the name given to a group of lines within a poem. Learners need to analyse the ways poets use language and structure and they should use appropriate terminology when responding to poetry. In poetry learners use terms such as; metaphor, viewpoint and words specific to poetry like sonnet. But, learners should remember that it is never enough to say the writer used metaphor or personification; more important is the reason why a writer uses these devices.
Responding to prose: In the same vein with poetry, learners need to analyse the ways prose writers use form, structure to create shape and meanings, use appropriate terminology when responding to prose texts. Use of dictionaries is encouraged for students to understand unfamiliar terms. This is a critical stage in developing a detailed understanding of literary texts. If learners do not look up the meanings of unfamiliar words, their understanding would be incomplete.
In their course work learners need to practice reading the given extracts aloud in order to get the pronunciation of words correct. Just to digress a bit, correct pronunciation of words is essential to learners’ understanding of what they read. I am glad that among a whole lot of other areas teaching of the pronunciation of words is emphasised. I know there was some kind of neglect in this area. As learners read the words they need to think about what the words mean.
Are they, for example, sad, joyful, angry, or frightening? Experts are of the view that active learners write as well as read. They give learners the following strategies that will help them to acquire a detailed understanding of the texts they study: annotating copies of the extracts, making lists, and recording information in tables. It is also important in prose to consider the ways in which the writers write as well as what they write. Learners need to consider the ways in which prose writers: begin their novels, develop plots, present characters, explore themes, create settings, convey mood, sequence events, and use narrative viewpoint to tell their story.
Due to time and space limits allow me to skip other parts and end by responding to characters. As learners study prose they should consider the following questions which will enable them to acquire a detailed knowledge of the characters in the prose texts: What does a character look like? What does the character do? What does the character say or think? What do the other characters say and think about the character? How does the character develop as the text progresses?
Some features of characterisation to explore: What does the character add to the plot? How big a role does the character play in the text? How does the writer describe the character’s appearance? How does the writer describe the character’s personal qualities? Are there deliberate contrasts or conflicts with other characters? Is the character at odds with the society in which they live? There is nothing strange about this. The new curriculum is on track with its requirements on the different subjects.
Learners while relaxing during the holidays study this expert advice from various educationists, come next term you will shine in class.
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