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Charles Dube
Today we shall consider the subject, responding to prose. But before that we will briefly focus on poetry which is related to prose. Studying poetry for the examinations. There are steps to follow when you try to uncover the surface and deeper meanings in the poem. Read the poem carefully. Avoid distractions as you cannot concentrate on the poet’s words if you also listening to your friend cracking jokes, or if you are listening to music. Look for unfamiliar words and make use of a dictionary to get correct meanings of the words used by the poet.
You can also write a summary of the poem which means you outline concisely in each stanza or section of the poem. Experts suggest you think of the following as you study poetry: what happens? What is being described in the poem – a person, place, thing or event? What are the feelings in the poem? What are the ideas in the poem? Who is the poem from and who is it addressed to? Highlight clues about the poet’s deeper meanings.
What are the poet’s main feelings and ideas? Consider what the poet’s attitude is towards the subject. Students can also list the poem’s deeper meanings and the main feelings and ideas in the poem. At face value students might dismiss suggestions proffered here as irrelevant to them because they opted not to study poetry for their O –Level examinations. Most forget that they do Literature in local languages. The poetry they are afraid of in the Literature in English examinations is the same poetry they do in local languages.
The steps and methods of analysing poetry are the same. Those doing poetry in local languages will have gained as much if the go over this column and pick points to improve their quality of answers. Success of the students be it in poetry, drama, and prose depends more on the detailed and thorough revision of their set texts, development and practice of key skills. How can you acquire these skills?
Students need to be encouraged to read texts, such as the drama and prose texts before lessons. I believe this is key as it helps them become active participants in class. One enjoys Literature if s/he takes part in the discussion. Students of Literature should be discouraged from being passive recipients of information. After lessons, they should find time when they can re-read closely the sections of texts they would have covered in class. Read with a dictionary nearby. Meanings of words cannot become clearer unless students use dictionaries.
This is a valid point and applicable to most students today. Today’s students are not keen on using dictionaries as they prefer just to read through a text not bothering to find meanings of unfamiliar terms. Most of the time they read texts without taking any notes. Our reputable sources encourage students to be active readers and make notes – lots of them. They should add to their notes as they re-read them. Students might find out that a note book is a very useful addition to their learning.
Students are encouraged to annotate copies of poems or pages from longer texts. Annotate means to make notes providing brief explanations or comments. This can be helpful particularly if you annotate key words to show how the writers achieve their effects. Use of study guides – is it wise for students of Literature to use study guides? I know that many students are of the view that study guides should be used so that they understand the texts better, I am of a different view.
Student tend to rely on those notes which in turn influence their thinking and responses. These guides should not be used as a substitute for their own informed personal responses to texts. As students carry out their Literature studies, they should have an idea of what the expectations of the examinations are. They should show detailed knowledge of the content of literary texts they are studying whether it is prose, poetry or drama. They should understand meanings of literary texts and their contexts.
They should explore texts beyond surface meanings to show deeper awareness of ideas and attitudes.
Close reading of texts, together with written analysis, strengthens students’ appreciation of the themes and ideas. In poetry and in other forms literature such as prose and drama, it is vital that students go beyond the simple re-telling of the story, describing of characters or the content of a poem. Students need to recognise ways in which writers use language, structure and form to create and shape meanings and effects.
In their plays, poems, short stories and novels, writers make careful choices about language and structure in order to achieve the particular effects they desire. Students are expected to give genuine and considered responses to questions they are asked and to answer questions that have been asked rather than one they wish had been asked. Here is an interesting fact about Literature, I quote: “This is not a subject where answers can be learned or model answers given.
“You certainly should not expect your teacher to provide you with ready-made views and opinions”. Use appropriate terminology when responding to prose texts as well. As with poetry it is never enough simply to identify devices used by prose writers like imagery, similes, metaphors, personification to name but a few. Analysis means that students should consider the effects of the words chosen by the writers. This is more important than using the terms themselves.
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derick.khumalo
Online Reporter