SEM119 - TEACHING AND ASSESSMENT OF

LITERATURE STUDIES

Lesson 7 students mainly focus on the comprehension of the

Reader-centered Approach VS Language-based literature. They employ techniques and other necessary
Approach 1.1 procedures to extract the meaning of the text. When
Reader-centered Approach reading literature, they must interpret and make a critical
According to Chen (2009), one of the best judgment of the text in order to understand the whole
methodologies used to teach English literature in ESL context. Generally, Language-based approach helps
classrooms is the reader-centered approach. This approach students broaden their knowledge and awareness of the
is based on reader-response criticism, and emphasizes the English language through stylistics.
individual as a reader-responder. It argues that reading a
literary text is part of a complex process that includes Stylistic analysis can also provide a way of
collaboration between the writer, the text, and the reader. It comparing different types of texts (literary or non-literary)
is undeniable that every student has different taste in in order to ascertain how they fulfill different social
reading. Some may like reading financial books while functions.
some others prefer reading novels or fictions. In my
opinion when it comes to reading literature, it is not all Paraphrastic approach that deals with the
about the quality of the literature itself but the student’s apparent meaning of the text. For students to understand
reading experience. Some literature texts appear to be too especially the difficult words in the text, the teacher can
hard for students to grab the meaning while some other use simple words.
students may find them too easy.
Therefore, it is best that an ESL teacher knows the Information-based approach is another one. This
students’ current abilities before deciding to pick which approach involves the teaching of literature concepts.
literature materials to be used. Besides, not all students Students in this approach are expected to make use of
prefer to read the same literature of the same title. To solve literature knowledge in their reading and writing of
the problem, the teacher may offer students some different literature.
literature of different titles as long as it is within the scope
of the curriculum, and allow them to pick one of their Moral philosophy is the branch of philosophy
interests. Only then are they able to free themselves from that contemplates what is right and wrong. It explores the
pressure and integrate their feelings and emotions in the nature of morality and examines how people should live
literature while reading. They will collaborate more their lives in relation to others.
effectively between the writer and the text, thus boosting
their understanding. Moral philosophy has three branches.
One branch, meta-ethics , investigates big picture
Language-based approach is quite different questions such as, “What is morality?” “What is justice?”
from the reader-centered approach. A language-based “Is there truth?” and “How can I justify my beliefs as
approach is a broad approach which covers a range of better than conflicting beliefs held by others?”
different goals and procedures. Generally speaking, this Another branch of moral philosophy is normative
approach focuses on a closer integration of language and ethics. It answers the question of what we ought to do.
literature in the classroom, since this will help the students Normative ethics focuses on providing a framework for
achieve their main aim which is to improve their deciding what is right and wrong. Three common
knowledge and proficiency in English (Bose, n.d.). In frameworks are deontology, utilitarianism, and virtue
other words, using a Language-based Approach, ESL ethics.
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LITERATURE STUDIES

The last branch is applied ethics . It addresses ❖ Imagery: Scenes set or items shown with
specific, practical issues of moral importance such as war descriptive words
and capital punishment. Applied ethics also tackles ❖ Irony: An occurrence that's the opposite
specific moral challenges that people face daily, such as of what's expected
whether they should lie to help a friend or co-worker. ❖ Juxtaposition: Putting two elements
So, whether our moral focus is big picture questions, a together to compare or contrast them
practical framework, or applied to specific dilemmas, ❖ Mood: The atmosphere of a work, the
moral philosophy can provide the tools we need to attitude of the narrator
examine and live an ethical life. ❖ Pacing: How quickly the narration
unfolds
Stylistics is a branch of applied linguistics ❖ Point of view: The narrator's perspective;
concerned with the study of style in texts, especially, but first person (I) or third person (he or she)
not exclusively, in literary works. Also called literary ❖ Structure: How a story is told (beginning,
linguistics, stylistics focuses on the figures, tropes, and action, climax, denouement) or how a
other rhetorical devices used to provide variety and a piece is organized (introduction, main
distinctness to someone's writing. It is linguistic analysis body, conclusion vs. reverse-pyramid
plus literary criticism. journalistic style)
According to Katie Wales in "A Dictionary of ❖ Symbolism: Using an element of the story
Stylistics," the goal of "most stylistics is not simply to to represent something else
describe the formal features of texts for their own sake, but ❖ Theme: A message delivered by or shown
in order to show their functional significance for the in a work; its central topic or big idea
interpretation of the text; or in order to relate literary ❖ Tone: The writer's attitude toward the
effects to linguistic 'causes' where these are felt to be subject or manner with choosing
relevant." vocabulary and presenting information,
Studying a text closely helps to unearth layers of such as informal or formal
meaning that run deeper than just the basic plot, which
happens on the surface level. Line-by-Line Elements
❖ Alliteration: Close repetition of
Elements of Style in Literature consonants, used for effect
Elements of style studied in literary works are ❖ Assonance: Close repetition of vowels,
what is up for discussion in any literature or writing class, used for effect
such as: ❖ Colloquialisms: Informal words, such as
Big-Picture Elements slang and regional terms
❖ Character development: How a ❖ Diction: The correctness of the overall
character changes throughout the story grammar (big picture) or how characters
❖ Dialogue: Lines spoken or internal speak, such as with an accent or with poor
thoughts grammar
❖ Foreshadowing: Hints dropped about ❖ Jargon: Terms specific to a certain field
what's going to happen later ❖ Metaphor: A means to compare two
❖ Form: Whether something is poetry, elements (Can also be big-picture if an
prose, drama, a short story, a sonnet, etc.
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LITERATURE STUDIES

entire story or scene is laid out to show a Literary stylistics: Studying forms, such as poetry, drama,
parallel with something else) and prose
❖ Repetition: Using the same words or Interpretive stylistics: How the linguistic elements work
phrases in a short amount of time for to create meaningful art
emphasis Evaluative stylistics: How an author's style works—or
❖ Rhyme: When the same sounds appear in doesn't—in the work
two or more words Corpus stylistics: Studying the frequency of various
❖ Rhythm: having a musicality to the elements in a text, such as to determine the authenticity of
writing such as by using stressed and a manuscript
unstressed syllables in a line of poetry or Discourse stylistics: How language in use creates
sentence variety or repetition in a meaning, such as studying parallelism, assonance,
paragraph alliteration, and rhyme
❖ Sentence variety: Variation in the
structure and length of consecutive Modern Understanding of Rhetoric
sentences As far back as ancient Greece and philosophers
❖ Syntax: The arrangement of words in a like Aristotle, the study of rhetoric has been an important
sentence part of human communication and evolution as a result.
It's no wonder, then, that author Peter Barry uses rhetoric
Elements of style are the characteristics of the to define stylistics as "the modern version of the ancient
language used in the written work, and stylistics is their discipline known as rhetoric," in his book "Beginning
study. How an author uses them is what makes one writer's Theory."
work distinct from another, from Henry James to Mark Barry goes on to say that rhetoric teaches "its
Twain to Virginia Woolf. An author's way of using the students how to structure an argument, how to make
elements creates their distinct writing voice. effective use of figures of speech, and generally how to
pattern and vary a speech or a piece of writing so as to
Why Studying Literature Is Useful produce maximum impact."
Just as a baseball pitcher studies how to properly He says that stylistics' analysis of these similar
grip and throw a type of pitch a certain way, to make the qualities—or rather how they are utilized—would,
ball go in a certain location, and to create a game plan therefore, entail that stylistics is a modern interpretation of
based on a lineup of specific hitters, studying writing and the ancient study.
literature helps people to learn how to improve their However, he also notes that stylistics differs from
writing (and thus communication skills) as well as to learn simple close reading in the following ways:
empathy and the human condition.
By becoming wrapped up in a character's thoughts "1. Close reading emphasizes differences between literary
and actions in a book, story, or poem, people experience language and that of the general speech
that narrator's point of view and can draw on that community. ...Stylistics, by contrast, emphasizes
knowledge and those feelings when interacting with others connections between literary language and everyday
in real life who might have similar thought processes or language.
actions.
"2. Stylistics uses specialized technical terms and
concepts which derive from the science of linguistics,
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LITERATURE STUDIES

terms like 'transitivity,' 'under-lexicalisation,' 'collocation,' For Essay: Find quote/s that supports why you
and 'cohesion'. guessed/predicted what you did and why you concluded
what you did.
"3. Stylistics makes greater claims to scientific
objectivity than does close reading, stressing that its APPRECIATIVE - Write questions and answers that
methods and procedures can be learned and applied by require the reader to make a personal response to a
all. Hence, its aim is partly the 'demystification' of both character or situation in the story or to the author’s
literature and criticism." purpose.
Example: How would you feel if you were sent off into
Lesson 8 the woods alone?
Comprehension questions in prepared texts often EXPLAIN your answer.
target the factual details of a text (L1 type of questions) For Essay: Find quote/s that supports or led you to why
without considering the other levels of comprehension you thought what you did.
which are equally important (particularly at the higher
levels). CRITIQUE - Write questions and answers that require the
There are 3 main levels of comprehension in reader to make a judgment about the author’s use of
understanding, listening, or reading language, style of writing, execution of the text, or the
text which are: author’s ideas in the
➢ Literal: This involves understanding the specific text.
information in the text. Example: Did the author write the story so that it is
➢ Interpretive: This involves integrating information and relatable for kids/adults? What style or form did the author
making inferences. write in, was the language authentic, and was the
At the interpretive level, readers/listeners make description rich? EXPLAIN your answer.
connections between ideas found at the literal level. They For Essay: Find quote/s that demonstrates and supports
also make inferences. what you describe (good or bad) about the authors writing,
➢ Applied: This involves using information from the text style, use of language, or authenticity.
to construct knowledge.
EVALUATIVE - Write questions and answers that
LITERAL - Write questions that have correct answers, require the reader to make a judgment about an aspect of
which may be found in the text. Write down all the facts, the story such as a character’s actions.
characters, locations and sequential events. Example: Do you think it was right for Little Red Riding
Example: Whom did Little Red Riding Hood’s mother Hood’s mother to send her off into the woods alone? Why
send her to meet? or why not?
For Essay: Find quote/s that proves your response. For Essay: Find quote/s that demonstrates or supports the
judgment, what a
INFERENTIAL - Write questions and answers, which character/s said or did that made you judge them however
require the reader to make an “educated guess” or you did.
prediction/s about what is going to happen in the story or
why something is so. ESSENTIAL - Write questions and answers that requires
Example: Do you think Little Red Riding Hood will make the reader to consider an issue that is addressed in the story
it to her grandmother’s house safely? Why, or why not? “outside” of the story.
 SEM119 - TEACHING AND ASSESSMENT OF
LITERATURE STUDIES

Example: How old should a child be before he or she is Donuts and Krispy Kreme. You’re more likely to
allowed to go out alone? What parameters would you set remember them, which only recalls your fantasised image
for the child? Explain your answer. of those delicious jam doughnuts.
For Essay: Find quote/s from text or possibly outside
sources that demonstrate and support your statements – A Caesura is the Latin word, literally meaning “a
link the concepts of the story to the world today and cutting”. This is as if someone were to say, “Stop!” in the
situations happening today (or that could happen). middle of their sentence. By disrupting the rhythm of the
poem, you pay the line more attention due to the dramatic,
VOCABULARY BUILDING - Find definitions and staccato effect.
synonyms for ALL uncertain, unclear, or unknown words.
Use the word in a sentence that allows the sentence to Enjambment is of French origin and means “to
explain the words meaning. stride over”. It means to continue sentences beyond the
Example: Today I felt such a catharsis after watching that end of one line. Think of the way we text. If the sender
movie, my tension was breaks up their complete sentences, the receiver might sit
released and I had a good cry as I went from watching the there, eyes glued to the phone, and wait in anticipation for
couple on screen to remembering my own situation. It was the coming texts.
liberating.
Juxtaposition comes from the Latin “iuxta”
DEFINITION - means “cleansing” or “purging”. which means to be beside or very near. Like its namesake,
Synonyms: it’s when two contrasting ideas are placed closely together,
purification, elimination, renewal. (Also rewrite in original such as light and darkness, life and death, or savoury
context and create graphics). ketchup and sweet vanilla ice cream. It creates tension and
contrast, and can also be a powerful way to express an idea
Literal - Which involves understanding the specific as you can compare it to something else.
information in the text
Applied - Which involves using information from the text Personification is what it sounds like: a figurative
to construct knowledge language tool that gives ideas, objects or animals human
Cultural Value Cultures are built on stories— histories, characteristics.
myths and legends, fables, religions, and so on.
Building Vocabulary Having a large and wide-ranging Kigo Traditional haiku contains a kigo, a word
vocabulary is essential for a number of reasons or phrase that places it in a particular season. Signaling a
ASSESSMENT Act of gathering information daily to season with only one word lends haiku its economy of
understand individual student’s learning and needs expression. Some of the most classic kigo are sakura
MEASUREMENT More broadly includes testing and (cherry blossoms) for spring, fuji (wisteria) for summer,
other types of measurement, as well as other types of tsuki (moon) for fall, and samushi (cold) for winter.
information

Lesson 9
Alliteration comes from the Latin phrase littera,
meaning “letter of the alphabet”. It‘s the repeated sound
at the beginning of a string of words. Think of Dunkin’
 SEM119 - TEACHING AND ASSESSMENT OF
LITERATURE STUDIES

WEEK 7: MORAL-PHILOSOPHICAL APPROACH

Language-based approach (Hwang & Embi 2007) This is an approach that
According to its name, this approach primarily incorporates moral values across the curriculum. The focus
focuses on how language is used and thought. It also of this approach is to discover moral values while reading
emphasizes the significance of language awareness and a particular literary text.
how it helps students engage with language and respond to This is defined as an approach that suggests that
literature. A language-based approach offers a wide range the larger purpose of literature is to teach morality and to
of activities that students can utilize to further develop probe philosophical questions.
their higher-order thinking skills. For instance, The moral-philosophical approach is concerned
brainstorming is one such activity that can be used in this with principles and ideas. The concern is not only to
approach. This activity helps the student to activate their discover meaning but also to determine whether works of
prior knowledge to support their newly acquired literature are both factual and significant.
knowledge. It also helps create predictions, rewrite the
endings of stories or summarize plots, incorporating Moral/Moralism - The way someone determines their
jigsaw reading to allow students to collaborate with others, ideas of what is acceptable and unacceptable, simply
form opinions, and engage in intense debate. knowing what is right and what is wrong.
In conclusion, the language-based approach caters Philosophy - The word philosophy is much more
to the needs of students in terms of studying literature and complicated, this is how we think throughout our whole
how the students can effectively use the language in their lives. In other words, having a philosophy in literature, we
daily and academic life. want to know the meaning of life or the deepest
understanding of it. This is where questions are asked with
PARAPHRASTIC APPROACH other questions.
The paraphrastic approach is primarily
paraphrasing and rewording the text to simpler language or STYLISTIC APPROACH
use other languages to translate it. Teachers use simple Stylistic functions as a tool to study various
words or less complex sentence structures to make the perspectives of the author and analyzes the features of
original text easy to understand (Divsar, 2014). literary language to develop students’ sensitivity to
This approach deals with the surface meaning of literature. Stylistics is concerned with the choices that are
the text (Diana Hwang & Amin Embi, 2007). available to a writer, and the reasons why particular forms
Rosli (1995) asserts that it allows teachers to use and expressions are used rather than others (Tungesh,
simple words and sentence structures compared to the 2011).
more complicated ones in the texts and sometimes the Stylistic is a language-based approach. Stylistics is
teachers can translate them into another language. The part of a language-based approach to using literature to
paraphrastic approach is suited to beginners of the target make meaningful interpretations. Roshan stated that
language. Stylistics, having to do largely with style, is a discipline
This approach uses the literary text as a stepping concerned with the study of the language of literature. It is
stone in learning the target language. the study of language as art. As the study of style, it seeks
to examine the expressive and suggestive devices which
have been invented in order to enforce the power and
penetration of speech.
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LITERATURE STUDIES

In the words of Shibu Simon, Stylistics by of a particular language to be their own which was the
defining literary studies as a linguistic subject provides a aim of teaching literature.
way of integrating the two subjects, the English Language
and English Literature which are commonly taught in Stylistics as Applied Linguistics
isolation from each other. It studies literary works as kinds As learners are experiencing the language of
of discourse and inquires into the communicative potential literature themselves it opens a path for new
of the language concerned. understanding or interpretation such as hypotheses that
are based on certain facts or features of literature. Here
Pedagogical Aspects of Stylistics the language compliments literature as it was interpreted
A Stylistics approach teaches students how to look and analyzed through its stylistic feature and how well the
for and interpret the stylistic dimensions of a text. Students language made the message to be conveyed by literature.
are made to learn how what is said is said and how The literary work becomes the only object to experiment
meanings are made. They are taught to know what makes with and find out more than one meaning using their own
the language of literature different from everyday language intuition. The benefit of this approach is that the teacher
if it really is. becomes a facilitator whereas the text and the students
become the prominent elements of research/analysis
Advantages of Stylistic approach which provides new results.
● It will help the students understand the role of
language in literature. Stylistics offers some critical Week 8
and creative ways of looking at a work under study Levels of Comprehension Questions: Assessment
where the students will develop a sense of Strategies in Teaching Literature
appreciation as well as acumen.
● The stylistic approach will make the learning of Levels of Comprehension Questions
language an interesting task as students work upon What are the levels of comprehension questions?
their own intuition, background knowledge, and ➢The levels of comprehension are a device that aids in
experience of the language. They will learn to literature analysis. One way to conduct this literature
appreciate the artistic use of language and enhance analysis is using a system called the Levels of
Comprehension.
T.S. Eliot advocated that the ‘form’ of the literary Activating Prior Knowledge (is important) - actively
text should itself interpret its ‘content’. Following this read but you need toconsider what you already know
view, one could interpret the content without any about a subject or a novel or film.
reference or context. This can only be achieved if the
students are taught how to study the ‘form’ of the literary Levels of Questioning
text. A study of the ‘form’ of the literary text would 1. LITERAL - Write questions that have correct answers,
intimate the student about the diction of the author. The which may be found in the text. Write down all the facts,
knowledge of the selection of words, punctuation, characters, locations and sequential events.
parenthesis, or metrical patterns would enable students to Example: Whom did Little Red Riding Hood’s mother
study the work in depth and give an individual send her to meet?
interpretation. In addition, as the learners are exposed to For Essay: Find quote/s that proves your response.
the language used in particular literature it may serve as
their own experience and may bring them the knowledge
 SEM119 - TEACHING AND ASSESSMENT OF
LITERATURE STUDIES

2. INFERENTIAL - Write questions and answers, which 6. ESSENTIAL - Write questions and answers that
require the reader to make an “educated guess” or requires the reader to consider an issue that is addressed
prediction/s about what is going to happen in the story or in the story “outside” of the story.
why something is so Example: How old should a child be before he or she is
Example: Do you think Little Red Riding Hood will allowed to go out alone? What parameters would you set
make it to her grandmother’s house safely? Why, or why for the child? Explain your answer.
not? For Essay: Find quote/s from text or possibly outside
For Essay: Find quote/s that supports why you sources that demonstrates and support your statements –
guessed/predicted what you did and why you concluded link the concepts of the story to the world today and
what you did. situations happening today (or that could happen).

3. APPRECIATIVE - Write questions and answers that 7. VOCABULARY BUILDING - Find definitions and
require the reader to make a personal response to a synonyms for ALL uncertain, unclear, or unknown
character or situation in the story or to the author’s words. Use the word in a sentence that allows the
purpose. sentence to explain the words meaning.
Example: How would you feel if you were sent off into Example: Today I felt such a catharsis after watching
the woods alone? EXPLAIN your answer. that movie, my tension was released and I had a good cry
For Essay: Find quote/s that supports or led you to why as I went from watching the couple on screen to
you thought what you did. remembering my own situation it was liberating.

4. CRITIQUE - Write questions and answers that require 8. DEFINITION - means “cleansing” or “purging”.
the reader to make a judgment about the author’s use of Synonyms: purification, elimination, renewal. (Also
language, style of writing, execution of the text, or the rewrite in original context and create graphic).
author’s ideas in the text.
Example: Did the author write the story so that it is Standard Outer Line
relatable for kids/adults? What style or form did the 1. Intro Paragraph
author write in, was the language authentic, and was the 2. Inferential Paragraph
description rich? EXPLAIN your answer. 3. Appreciative Paragraph
For Essay: Find quote/s that demonstrates and supports 4. Critique Paragraph
what you describe (good or bad) about the authors 5. Evaluative Paragraph
writing, style, use of language, or authenticity. 6. Essential Paragraph
7. Conclusion Paragraph
5. EVALUATIVE - Write questions and answers that
require the reader to make a judgment about an aspect of How to build a paper from the levels
the story such as a character’s actions. Each level, with the exception of literal, becomes a
Example: Do you think it was right for Little Red Riding paragraph. You open your paper with an intro
Hood’s mother to send her off into the woods alone? Why paragraph that introduces the title, author and
or why not? summary of the story as well as introduces your
For Essay: Find quote/s that demonstrates or supports the readers to an overview of the levels that you will
judgment, what a character/s said or did that made you be discussing.
judge them however you did.
 SEM119 - TEACHING AND ASSESSMENT OF
LITERATURE STUDIES

LEVEL OF COMPREHENSION AND QUESTION Evaluation and Assessment

TYPES 1.ASSESSMENT - Act of gathering information daily
1. LITERAL - Which involves understanding the to understand an individual student’s learning and
specific information in the text. needs.
2. INTERPRETIVE - Which involves integrating 2. LANGUAGE TESTING - “The practical and study
information and making inferences. of evaluating the proficiency of an individual in using a
Readers/listeners make connections between ideas particular language effectively.” (Priscilla Allen)
found at the literal level. 3. MEASUREMENT - More broadly includes testing
3. APPLIED - Which involves using information from and other types of measurement, as well as other types
the text to construct knowledge. of information.
4. REMEMBER - It is important to make sure that there 4. EVALUATION - The culminating act of
is a match between the indicators of ability/criteria interpreting the information gathered for the purpose of
and the actual question asked. making decisions or judgments about students’ learning
and needs.
Assessment Strategies in Teaching Literature
This topic explores how principles of language Assessment Strategies
assessment can and should be applied to formal test, Authentic assessment strategies or, more neutrally,
butwith the ultimate recognition that these principles as “alternative assessment.”, such as portfolios,
also apply to assessments of all kinds. Principles will be performances, and exhibitions, allow students to
used to evaluate an existing, previously published, or showcase their talents and what they have learned in a
created test. course in a creative manner.
The following two best practices should guide all
The Importance and Aims of Literature among instructors’ assessment strategies.
students • First, instructors must create unambiguous
Cultural Value - Cultures are built on stories— expectations.
histories, myths and legends, fables, religions, and so • Second, instructors should be open to employing a
on. wide range of assessment strategies.
Expanding Horizon - It’s a goal of education to
expose them to ideas from other cultures, to teach them WEEK 9
about the histories and peoples of other times and Literary Devices - Literary devices are elements that
places. add to the beauty of poetry. Literary devices do not add
Building Vocabulary - Having a large and Wide- anything to the overall meaning of the poem, but they
ranging vocabulary is essential for a number of reasons enhance it. These devices allow the poet to present it in
Improve Writing Skills. - Students who are a new way and a delightful surprise to the readers.
encouraged to read have a more intimate knowledge of
the ways in which language works, and so have an FIVE TYPES OF COMMON POETIC DEVICES
advantage when it comes time for them to write. AND THEIR USES
Teaching Critical Thinking.- Literature serves this 1.Alliteration - Alliteration comes from the Latin
goal in a couple of ways. Many novels encourage phrase littera, meaning “letter of the alphabet”. It‘s the
critical thinking on their own, due to the issues and repeated sound at the beginning of a string of words.
themes they explore. Think of Dunkin’ Donuts and Krispy Kreme. You’re
 SEM119 - TEACHING AND ASSESSMENT OF
LITERATURE STUDIES

more likely to remember them, which only recalls your especially with the Grim Reaper. It adds a human
fantasized image of those delicious jam doughnuts. element, communicates ideas more vividly, and
2. Caesura and enjambment - A Caesura is the Latin connects us to things we can’t normally relate to.
word, literally meaning “a cutting”. This is as if 8. Pathetic fallacy - Pathetic fallacy was coined to
someone were to say, “Stop!” in the middle of their originally mean “emotional falseness”. In fact, it is a
sentence. By disrupting the rhythm of the poem, you type of personification where nature is given human
pay the line more attention due to the dramatic, staccato attributes, such as leaves “dancing” in the wind. It’s
effect. usually done to evoke emotions from the audience or
3. ENJAMBMENT - Enjambment is of French origin project the emotions of the speaker. Imagine stormy
and means “to stride over”. It means to continue clouds on a bad day —you might describe them as
sentences beyond the end of one line. Think of the way “sullen” to reflect your mood.
we text. If the sender breaks up their complete
sentences, the receiver might sit there, eyes glued to the Fun/ Funny Poetry
phone, and wait in anticipation for the coming texts. “Funny poetry can exist in any form or measure of
4. Imagery - Imagery literally means language that poetry, granted that the topic or tone of the poem is
produces images. I could tell you that it’s raining humorous. Funny messages employ a variety of devices
outside, or instead, describe heavy rain hitting the metal to produce humor.”
rooftop and the smell of damp earth. Not only does this
create a more striking image of the scene, but it also Types of funny poetry
evokes certain emotions attached to what your senses 1.Riddles - A riddle is a question which requires the
imagine. person being asked the riddle to use their intelligence
5. Juxtaposition - Juxtaposition comes from the Latin and thinking skills to answer it. Riddles have been
“iuxta” which means to be beside or very near. Like its shown to improve children's comprehension and
namesake, it’s when two contrasting ideas are placed creativity. It can be thought-provoking or funny brain
closely together, such as light and darkness, life and busters. It is like a puzzle that you are trying to solve.
death, or savoury ketchup and sweet vanilla ice cream. Usually in order to answer a riddle, the person must
It creates tension and contrast, and can also be a think "outside of the box" to get the answer.
powerful way to express an idea as you can compare it 2. Haikus - Haiku is a form of Japanese poetry made of
to something else. short, unrhymed lines that evoke natural imagery.
6. Oxymoron - Oxymoron is a type of juxtaposition, Haiku can come in various formats of short verses,
and it’s really more of a direct, paradoxical though the most common is a three-line poem with a
comparison. This makes sense when you consider its five-seven-five syllable pattern.
Greek origin, “oxumōron” which means “pointedly 3 rules of Haiku Poetry
foolish”. Some oxymorons include the living dead and There is a typical structure that most English-language
deafening silence. It’s provocative and engaging in that haiku poems follow. It is the five-seven-five structure,
we seek to understand what the oxymoron could where:
possibly mean 1. The entire poem consists of just three lines, with
7. Personification - Personification is what it sounds seventeen syllables in total.
like: a figurative language tool that gives ideas, objects 2. The first line and third line are five syllables.
or animals human characteristics. Death is often 3. The second line is seven syllables.
personified as a malevolent and destructive force,
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4 characteristics of Haiku five lines. These silly rhymes were made famous by a
Nature themes and imagery evoking a specific season man named Edward Leer, an Englishman who wrote
are the traditional focus of haiku poetry. Haiku poems The Book of Nonsense in the 1800s. The book is filled
often feature the juxtaposition of two images. Here’s with over 200 nonsensical limericks written and
what else to look for in haiku writing: illustrated by the author himself. While Edward brought
1. Kigo these short poems into the spotlight, it is believed that
Traditional haiku contains a kigo, a word or phrase that they originated in the 1400s in the town of Limerick,
places it in a particular season. Signaling a season with Ireland.
only one word lends haiku its economy of expression.
Some of the most classic kigo are sakura (cherry Shape Poems
blossoms) for spring, fuji (wisteria) for summer, tsuki A shape poem, or concrete poem, is an arrangement of
(moon) for fall, and samushi (cold) for winter. words on a page into shapes or patterns that reveal an
2. Kireji image, such as in a calligram. These visual poems are
Known in English as the “cutting word, ” kireji creates an artistic blend of the literary and the visual arts.
a pause or a break in the poem’s rhythm. The kireji Readers experience a shape poem via its words,
often works to juxtapose two images. Contemporary typography, and the visual representation of the poem’s
haiku may not always use a kireji, but juxtaposition subject. In this type of visual poetry, the meaning of the
remains a common feature of haiku. poem is enhanced by the shape of the poem itself,
3. Nature and the seasons: rather than the actual words used.
Describing the season was the original purpose of
haiku, and to this day, poets often focus on the natural The Origins of Shape Poems
world and how it changes throughout the year. ● Ancient letter arrangements:
4. On Shape poems were already a popular literary form in
A Japanese haiku contains seventeen on, or sounds. On Ancient Greece as early as 2 BC.
are counted differently than syllables in English, which ● Early pattern poetry in the early
leads to translators’ lack of consensus on whether twentieth century:
seventeen English syllables truly capture the spirit of The American poet E. E. Cummings and the French
haiku. poet Guillaume Apollinaire wrote pattern poems in the
first half of the twentieth century, spacing out and
Limericks styling words on the page for poetic expression.
The limerick is the most well-recognized type of ● Mid-twentieth century:
funny poetry, due to both the sheer number of poems Poetry as a form was evolving; Dada artists explored
produced in the form and its unique structure. sound poetry, introducing new, aural ways to
Limericks are a fun and timeless way to tell short, silly experience poems, primarily via performances that
stories. They can be about anything, as long as they blended music and text.
follow their single stanza structure that dates back to ● Development as a visual art form:
the early 14th century. While relatively short little In 1950s Brazil, writers affiliated with the São Paulo
poems, they provide an enormous amount of magazine Noigandres experimented with visualizing
entertainment and fun for the entire family. words on a page. Members of the Noigandres group—
A limerick consists of five lines with an A-A-B-B- including Brazilian writers Augusto de Campos, Décio
A rhyme pattern. It is a humorous poem consisting of Pignatari, and Haroldo de Campos—showed their work
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at an art exhibit. These avant-garde artists carved a new ● Listen for rhythm as you read the poem
path, blazing a trail for an art movement that was also a aloud.
literary movement. ● Pause where punctuation marks appear,
● Anthology: not where the line ends. Stopping at
This artistic medium flourished throughout the appropriate spots helps clarify meaning.
twentieth century. In 1968, Mary Ellen Solt published 2. Pay attention to sound devices. Skilled poets use
Concrete Poetry: A World View, a definitive collection sound devices for a reason, usually to draw attention to
of the concrete poetry movement. major points.
● Read the poem aloud several times.
WEEK 10 ● Identify the sound devices and determine
The poem that is chosen is a big factor in teaching why the poet chose them.
poetry. Any simple poem appropriate for the student's ● Determine the rhyme scheme.
age should be chosen by the instructor. The teacher ● Look for near rhyme. Poets often use near
ought to pick a well-known poem by a well- known rhyme to make the reader focus on an
poet with a well-known background. The children important word.
should be interested in the subject matter. The language ● Determine the purpose of the sound.
and rhythm should be appropriate for the child. The 3. Look for figurative language. Because poets have
teacher should use nursery rhymes and story-type fewer words with which to work, they must use them
poems because young children enjoy rhythm and sparingly. Figurative language allows them to cover
rhyme. The poems should be narrative in higher much with little.
classes, but they can also be descriptive and reflective. ● Visualize figurative language.
● Analyze the meaning of each metaphor or
STRATEGIES IN TEACHING POETRY simile.
“Teaching poetry goes beyond being a valuable 4. Look at the title. Determine if the title contributes
English language arts experience.” ~Christopher any special meaning to the poem.
Wisniewski~ 5. Make connections. Personalizing poetry makes it
meaningful.
We could say that knowing the meaning of poetry 6. Summarize the poem’s meaning.
increases reading comprehension and enables students
to develop critical thinking skills, and that they should Here, discover another five strategies for teaching
listen to me because I will share some strategies for poetry to your students.
teaching poetry really well.
Reset Expectations of What Poetry Is
1. Pay attention to form. The form of a poem is the
physical arrangement of the words on a page. This “I love to teach poetry, because students often have
includes the way lines are placed, their grouping, and misconceptions about what it is, ” says Kelsey
their length. Zeilinger, a fourth-grade teacher in Virginia. “They
● Look at the poem before you read it. often think that it is just rhyming words, so I love to
● Examine whether the lines and stanzas introduce them to the many styles.
form a regular pattern. If not, determine
why.
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To help demystify poetry for students, Wisniewski Delve Into the Rich Diversity of Voices
recommends showing students how integrated poetry is “Poetry is a great way to open students’ eyes and minds
in everyday life. “Students are surrounded by poetry to various cultures and viewpoints from people around
every day—most prominently in the music they listen the world.”
to and also in spoken word performances,” he says, There are many bold and diverse voices that reflect the
referring to hip hop music, comedy routines, and vibrancy of contemporary poetry. Two titles with
monologues. “It's truly magical when young people diverse perspectives that poets recommends are
realize that poetry is already a part of their culture.” Looking Like Me, a splashy, rhythmic celebration of
One class activity Wisniewski suggests: Have students the wonders of life, and The Dreamer, a biographical
create poems from larger texts. By erasing words or and literary fiction story that weaves poems and
highlighting those that are meaningful to them, a class thought-provoking questions together exquisitely.
of 30 students can create 30 unique poems working
from the same source material. Encourage Students to Find Their Own Voice
Helping students find their own poetic voice is not only
Explore the Wide Breadth of Poetry Styles beneficial for their literacy skills, but for their social-
Jenna Papotto, a second-grade teacher from emotional skills, too. I believe that poetry has endless
Massachusetts, likes to explore a new poem every day possibilities for students of all ages.
with her young learners. “Poetry is a way for people to express their feelings and
“Start out by introducing basic poetry and identify emotions. Students who may not be able to speak their
different grammar elements, such as nouns, verbs, and feelings may feel more comfortable putting it on paper
adjectives, after reading our daily poem, ” she says. “It in a poem.”
is a great introduction to writing and helps with
grammar. Therefore, let us keep in our minds that “Poetry creates
Meanwhile, to help students understand the great a space for emotional expression and human
breadth of poetry styles, Zeilinger sets up “pattern connection. There's a freedom to the writing—even to
hunts” for her class to find rhyming schemes. the point that students who have trouble writing can be
Once students have background on multiple types of encouraged to express themselves poetically.
poems, give them a ‘translator’ that has examples of
many types of poems: couplets, free verse, bio poem, LESSON DESIGN IN TEACHING POETRY
acrostics, and so forth. “They then ‘travel’ around the Poetry is the best way to encourage children's love of
classroom identifying like poems in order to earn their language and has a lot of appeal to them. It lays the
poetry ‘passport.’ It is a class favorite!” groundwork for an appreciation of language's beauty. It
improves their ability to imagine and educates their
Bring Poetry to Life in Interactive Ways emotions. Poetry's rhythm helps students develop
Adding an element of performance can help students natural speech rhythm. "Poetry leads an all-round
get excited about poetry. One of the best way for us to development of the whole personality of the pupils,
assess our students is by asking them to break down a particularly the emotional, imaginative, intellectual
poem to act out physically. aesthetic, and intuitive sides," says Prof. S.
“The act of translating a poet's words into physical Subrahamanyam.
actions often serves as a fresh way to analyze the
language and to think about its meaning and impact.”
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AIMS OF TEACHING OF POETRY 3. Procedure of Poetry Teaching

Poetry is taught for sheer pleasure and enjoyment. It Procedure of poetry teaching involves the following
further lays the foundation for an adequate appreciation steps:
of English poetry. Therefore, theaims of teaching of (a) Preparation
poetry should be different for different levels. The (b) Presentation
general aims of teaching English poetry are as follows: c) Comprehension/Appreciation
1.General Aims At Primary Level (d) Home Assignment
(i) To enable the students to recite the poem with
proper rhythm and intonation. 4. Preparation
(ii) To enable the students to enjoy the recitation of the Under preparation following points are to be
poem. considered:
(iii) To develop the students' power of imagination. I. General Aims (already discussed)
(iv) To train the emotions of the students II. Specific Aims (already discussed)
(v) To develop love for poetry reading and writing. III. Material Aids
A suitable material aid can be used depending on the
At Secondary /Higher Secondary Level theme and content of the poem.
(i) To enable the students to appreciate the poem.
(ii) To enable them to understand the thought and INTRODUCTION
imagination contained in the poem. When teaching anything it always starts with the
(iii) To appreciate the rhyme & rhythm and style of the introduction, same goes with teaching poetry. The
poem. introduction must be done in a way that can catch the
(iv) To train the emotions, feelings, and imagination of interest of the learners and can create an environment
the students. suitable for teaching.
(v) To develop their aesthetic sense. Introduction of the poem can be done in different
(vi) To create love for English poetry. ways:
(i)Parallel poem that describes the similar theme or
2. Specific Aims similar emotion may be read.
The specific aims of teaching poetry differ from poem (ii) By giving a brief summary of the poem pertaining
to poem. They depend largely on situation, scene, to the back ground and general theme of the poem and
feeling and thought depicted in the poem. The specific then asking few questions on it.
aims of teaching English poetry are as follows: (iii) By giving a life - sketch, poetic style and
(i) To enable the students to recite the poem namely characteristics of the poet.
'-----------------' with proper rhyme and rhythm. (iv)If the poem is descriptive, a picture can be shown.
(ii) To enable the students to enjoy the recitation of the Two or three questions on the picture can be asked
poem '-------------'
(iii) To understand the central idea of the poem. Statement aim
(iv) To communicate the exclusive message of the After the introduction o f the poem and its author, the
poem to the students. instructor shall announce the aim of teaching the said
(v) To enable them to appreciate the beauty and images lesson.
depicted in the poem.
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Presentation (vi)Chorus Recitation

According to Ryburn," A good poem is a complete At the primary stage, the students enjoy the recitation of
whole." Therefore poetry should be taught in one unit, the poem in chorus. It helps them in overcoming their
but in condition that the poem is too long, it must be shyness. At this stage the teacher can read the poem
divided in units in such a way, so that it may not lose its line by line which shall be followed by the students
rhythm, music and emotional effect. The presentation collectively.
stage consists of the following points:
Comprehension / Appreciation
(i) 1st Model Recitation by the teacher After several readings of the poem, the teacher puts
Recitation is the soul of poetry. Reading a poem with some questions to test their comprehension of the theme
proper rhythm, stress and intonation is of vital of the poem. These questions should be simple and
significance. The model recitation by the teacher helps short. Appreciation questions are asked on the
the students to experience or feel the poem in its totality appreciation of beauty of language, thought, emotions
without going into other detail. Therefore the teacher and images of the poem. The students may be asked to:
should recite the poem with proper rhythm, stress and ● Pick out the rhyming words,
intonation. ● To complete the lines.
● To explain the central idea of the poem.
(ii) 2nd Model Recitation by the Teacher
According to Ryburn, "One reading, of course, is not WEEK 11
enough. It must be read twice or thrice. " To have Materials and Resources in Teaching Poetry and
greater effect, the teacher recites the poem once again AssessmenT in Teaching Poetry
with proper rhyme and rhythm. This time the students
are asked to open their books and follow in it. Introduction
Creative expression offers many academic benefits for
(iii) Imitation Reading by the Students students. In addition to art and music, writing provides
The teacher asks two or three students one by one to the perfect opportunity for student creativity, and poetry
recite the poem in the same manner, he has recited is one particularly important outlet.
Whether teaching about famous poets or encouraging
(iv) Meaning of Difficult Words kids to try their hand at generating original works, the
The expositions of words are not done in detail while Web offers an abundance of resources for teachers to
teaching poetry. Only those difficult words or phrases use when teaching poetry in the classroom.
which create hindrance in the comprehension of the
poem should be explained. 5 different Websites can that enhance our
knowledge about poetry:
(v)Silent Reading of the poem by the students 1. Poetry Foundation - This site, the source of Poetry
During this step, the students may be asked to read the magazine, is dedicated to discovering, sharing, and
poem silently and grasp the theme of the poem. At the celebrating the best poetry has to offer. The site also
primary stage silent reading can be avoided features up-and-coming poets as well as current news
and events.
2. Poetry Out loud - Access plenty of teaching
resources such as lesson plans, tips, class
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schedules, and guides. Watch videos of poets reading 1. Content/subject and themes:
their poetry, find advice on reciting poems, and more. ● Does the title give you an idea of what the
3. Poetry Teachers - Find tips on teaching students poem may be about?
how to write and perform poetry and get excited about ● What is the poem about? What concepts
the art form. The site offers books on poetry teachers and ideas are the poems exploring?
can purchase at a low price, and educators also can get ● What is the writer’s view on this subject?
help bringing authors to their classrooms. Can you summarize the main idea of the
4. The Poetry Archive - This site aims to make a wide poem or paraphrase it in a few sentences?
assortment of poetry accessible to a large audience. 2. Speaker, tone, and voice:
Users can find funny, sad, inspirational, and other types ● Who is the speaker of the poem?
of poems here. Teachers can play audio of poems, study ● To whom is the speaker speaking?
poetry, and get teaching guides on all types of poetry ● Can any of the adjectives of feelings and
5. Shmoop - Explore resources on a number of emotions listed below describe the tone
subjects, including poetry. The site helps teachers and
effectively define poetry and offers hundreds of poems 3. Setting and Atmosphere:
that come fully equipped with an introduction as well as ● Where and when is the poem set? Does
a “Why Should I Care?” section. the setting create any prevailing feeling in
the poem?
3 top tier apps that could also hone our skills in ● Does the setting affect the mood of the
writing poetry: speaker?
Shakespeare - William Shakespeare is considered one ● Can any of the adjectives listed below
of the best poets of all time. With this app, users can describe the mood and atmosphere of the
explore all of his works while learning the definitions Poem?
of unknown words and getting help with unfamiliar 4. Form and Structure:
passages. ● Does the poem follow a regular poetic
Quill - It lets you explore new poems from thousands form (e.g., sonnets, ballads, haiku) or
of world-class poets from all around the world. Simply stanza Form (e.g., quatrains)?
launch the app and get reading! You can read your ● Is there regularity in the form and
Poem of the Day, as well as an unlimited number of structure broken in any part of the poem?
free poems. How and why?
Poesie - It's just one poem a day if you'd like. If you 5. Poetic Devices:
want to delve into more there is a vast library of poems ● Does the poet use imagery in the poem?
and programs to explore What senses (i.e., sight, hearing, smell,
taste, touch) are appealed to?
After forming a general impression of the poem, it is ● Does the poet use poetic techniques such
necessary to progress from comprehension to as similes, metaphors, personification,
appreciation level. For a more in-depth analysis of a Metonymy, or another figurative language
poem, you should examine the following seven aspects such as symbolism in the poem?
in greater detail. Some guiding questions are provided ● What effects do the devices create and
below to guide you to notice and identify the features how do they help to present the themes of
under each aspect. the poem?
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Assessment in Teaching Poetry 3. It is primarily paraphrasing and rewording the text to

Due to the subjective nature of poetry, many teachers simpler language or use other languages to translate it. -
find assessing their students’ personal work Paraphrastic approach
challenging. A variety of assessment methods exists,
each offering a different purpose and meeting differing 4. According to her, paraphrastic approach • This
objectives approach deals with the surface meaning of the Text. -
Diana Hwang
Different Ways to Assess Poetry
1. Poetry Portfolios 5. Thi approach will make learning of language an
·Portfolios are a good way to assess poetry in the interesting task as students work upon their own
middle school classroom if the process is as important intuition, background knowledge and experience of the
as the final product. Portfolios allow room for language. - Stylistic
creativity, process, and mechanics while representing
the student’ s whole body of work. 6. The word _____________ is much more
2. Teacher and Peer Conferences complicated, this is how we think through our whole
Conferencing is another method used to evaluate lives. - Philosophy
student poetry. Whether peer-to-peer or teacher-to-
student, conferencing provides a window of insight into 7. It will help the students understand the role of
the intention of the student poet. language in literature. - Advantage of Stylistic
3. Journaling approach
Journaling serves several purposes: reflection, critical
thinking, and connection. When completed as a 8. It seeks to examine the expressive and suggestive
reflection of progress, journaling allows students to devices which have been invented in order to enforce
review where they started and track their the power and penetration of speech. - Stylistic
improvements. Approach
4. Rubrics and Assessment Lists
Rubrics, a type of rating scale, are a structured 9. It is used to create a connection between the reader or
approach to assessing students poetry and focus on viewer in television news and the person of interest in
assessing a predetermined set of criteria. an article. - Personality Profiles

MIDTERM EXAM QUESTIONS: WEEK 12 10. It gives the reader someone to relate to and taps into
1. This approach caters to the need of students in terms our natural curiosity about the lives of Others. - Human
of studying literature and how the students can Interest Stories
effectively use the language in their daily and academic
life. - Language based approach 11. This help to catch up with viewers and readers who
are just finding out about a news story. -
2. The way someone determine their ideas of what is Backgrounders
acceptable and unacceptable, simply knowing what is
right and what is wrong? - Moralism 12. One of the newspaper sections through which mass
media functions are performed. In general, the content
 SEM119 - TEACHING AND ASSESSMENT OF
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of print media can be divided into four categories. - 23. Focuses on the work as a whole, provided that
feature mistakes in part may exist without compromising the
overall integrity of the piece - Holistic Rubrics
13. It comes from the Latin phrase littera, meaning
“letter of the alphabet - Alliteration 24. It include the elements that will be assessed or the
steps necessary to complete a task. - checklist
14. It creates tension and contrast, and can also be a
powerful way to express an idea as you can compare it 25. It is generally more specific and contain several
to something else. - Juxtaposition criteria that are being rated simultaneously. -
Analytical rubrics
15. It is a word or phrase that places it in a particular
season. - Kigo

16. It is the most well-recognized type of funny poetry,

due to both the sheer number of poems produced in the
form and its unique structure. - limerick

17. “Funny poetry can exist in any form or measure of

poetry, granted that the topic or tone of the poem is
humorous. Funny messages employ a variety of devices
to produce? - Humor

18. This is to consider your own thoughts and feelings

on the subject. - Examine your attitudes toward
poetry.

19. Finding the right poems for a lesson is a bit of a

treasure hunt. - Select the poems

20. Have fun with the rhythm of the words, look for
intriguing images, and find poems with inspiring
messages and? - Themes

21. The emphasis is on identifying literary techniques

like simile and metaphor and evaluating their
Effectiveness. Literary Analysis

22. A type of rating scale, are a structured approach to

assessing students’ poetry and focus on assessing a pre-
determined set of criteria - Rubric