Task 4

Think about a group of students you are teaching now, or have taught in the past.
Perhaps you have used some literature with them already or perhaps you are planning
to do so. Do any of the thoughts or ideas mentioned in the previous three activities
seem relevant to your teaching of these students? If so, why? If not, why not? Are
there any other implications arising from the various definitions of literature which
you think should be considered with regard to these students?
Relevance of Previous Ideas
In my teaching experience with intermediate-level English learners, the ideas
mentioned in the previous three activities resonate deeply, particularly in terms of:
Engagement through Literature:
Using literature as a way to motivate students and create emotional connections to the
language. For instance, I introduced short stories such as The Gift of the Magi by O.
Henry, which evoked both curiosity and empathy among the students. The emotional
resonance of the story helped them engage more deeply with the text and its language
features.
Cultural Awareness:
Literature serves as a window into different cultures and perspectives. This aligns
well with my goal of fostering cultural competence. For example, using excerpts from
To Kill a Mockingbird allowed students to explore themes of justice and racial
equality, which encouraged not only linguistic but also critical thinking skills.
Developing Analytical Skills:
Teaching literature inherently promotes critical analysis and interpretation. Activities
like identifying themes, character motivations, or figurative language enhance
students' higher-order thinking. This was evident when I used poetry, such as Maya
Angelou's Still I Rise, to teach symbolism and tone.
Relevance to Current Students
For my current group, who are advanced-level learners preparing for academic study
abroad, these ideas remain relevant but require adaptation. The focus shifts towards
academic literacy, such as interpreting complex texts and integrating ideas into essays
or discussions. Incorporating literature that mirrors their future academic needs—such
as essays, speeches, and even literature-based case studies—would provide both
linguistic practice and preparation for real-world academic tasks.
Implications of Definitions of Literature
Broad Definitions of Literature:
Adopting a broader definition of literature, including non-fiction, drama, and digital
narratives, is vital for engaging modern learners. For this group, introducing TED
Talks or reflective essays (e.g., A Room of One’s Own by Virginia Woolf) alongside
traditional literary texts would cater to their diverse interests and academic goals.
Student-Centered Approach:
Understanding that literature can be "any written or spoken text of cultural
significance" ensures that I select materials aligned with students' backgrounds and
goals. For example, incorporating contemporary short stories or articles from their
home countries can make the material feel more relevant and relatable.
Scaffolding Literary Understanding:
Considering that students might have varying levels of familiarity with literary genres
and devices, scaffolding their learning by providing context and pre-reading activities
is crucial. This would help them navigate more complex works like Shakespeare or
modernist texts.
Additional Considerations
Language Proficiency:
The choice of literature must align with the students' proficiency to avoid frustration
and encourage participation. Graded readers or abridged versions of classics can serve
as stepping stones to more complex literature.
Incorporating Student Preferences:
Surveys or informal discussions can guide the selection of texts, ensuring they
resonate with students' interests and motivations.
Interdisciplinary Connections:
Literature can be tied to other disciplines, such as history or science, to make it more
appealing and applicable to real-world contexts.
By considering these aspects, I can design a literature-based curriculum that is not
only linguistically enriching but also personally and academically meaningful for my
students.
Task 5
Figure 1.1 is a diagram which recaps and sums up some of the questions and
thoughts raised about literature in Tasks 1 to 3. Look at it and then decide if
there are any more ideas you want to add. Then think back to your original
definition of literature in Task 1. Do you still agree with it or would you like to
change it in some way? Why?
Figure 1.1 offers a comprehensive overview of different perspectives on literature,
centering on type of language, function, and the interplay between the text and the
reader. This prompts further exploration of literature’s multi-faceted nature and its
impact on readers.
Additional Ideas to Add to the Diagram
Literature as a Cultural Mirror:
Literature often reflects the values, beliefs, and societal structures of its time. This
cultural dimension enriches readers’ understanding of diverse human experiences.
Adding this perspective emphasizes how literature serves as a bridge between eras,
cultures, and individual worldviews.
Literature as a Cognitive Tool:
Reading literature can improve cognitive skills such as empathy, problem-solving,
and critical thinking. This idea aligns with modern psychological research on how
literary reading enhances theory of mind and fosters deeper understanding of complex
situations.
Literature and Intertextuality:
Highlighting the connections between texts through intertextual references or shared
themes could expand the diagram. This demonstrates how literature is part of an
ongoing dialogue across time and genres.
Reflection on My Original Definition
Initially, I defined literature as “written works, especially those with artistic or
intellectual merit, that provoke thought, elicit emotion, and reflect cultural or human
truths.” While this definition still resonates, Figure 1.1 encourages me to refine it
further:
Broader Scope:
My original definition focuses primarily on written texts, but I would now include
oral traditions and digital narratives as forms of literature, recognizing their cultural
and emotional value.
Reader’s Role:
I underestimated the active role of the reader in shaping the meaning of literature.
Literature does not merely convey static truths; it invites readers to interpret, question,
and engage with the text.
Literature’s Ethical Dimensions:
Figure 1.1 highlights how literature can challenge ideologies and align with justice
(Paley). Incorporating this idea, I would emphasize literature’s potential to inspire
social change and ethical reflection.
Revised Definition of Literature
Literature encompasses written, oral, and digital works that employ artistic and
disciplined language to evoke emotion, provoke thought, and reflect human or
cultural truths. Its meaning is co-constructed by the reader and shaped by the text’s
function, context, and ideological underpinnings. Literature not only entertains but
also asks questions, challenges perceptions, and has the potential to inspire personal
and societal transformation.
This revised definition accounts for the complexity of literature, acknowledging its
dynamic relationship with readers and its broader societal implications.
Task 6
Here are a number of different texts. Read through each one and decide whether
or not you think it is a literary text. If not, then think about where the text might
have come from. Note down any language in the text which helped you to make
your decision.
Text A:
Decision: Not a literary text.
Reason: This text appears to come from a home décor guide or design magazine. The
language is functional and descriptive, with a practical purpose to inform or suggest
design choices. Phrases like “adds to the impression of space” and “Curtains in deep
coral would have looked heavy” indicate a focus on utility rather than artistic
expression or emotional depth.
Text B:
Decision: Literary text.
Reason: This text is rich in imagery, metaphor, and sensory language, making it
evocative and emotionally engaging. The description of the curtains as “pale flags”
and the rug’s shadow “as the wind does at sea” adds layers of meaning and artistic
depth. This type of descriptive writing aligns with prose found in novels, likely from a
work of fiction.
Text C:
Decision: Not a literary text.
Reason: While the language is vivid and descriptive, it serves a different purpose—
culinary appreciation. The text likely comes from a restaurant review or cookbook.
Words like “odoriferously swathed” and “gleam of varnished wood” highlight the
dish’s appeal but lack the narrative or emotional engagement characteristic of literary
texts.
Text D:
Decision: Not a literary text.
Reason: This text is a slogan or statement advocating for awareness about deaf
individuals. While impactful, it serves a rhetorical or persuasive purpose rather than
an artistic or narrative one. Its simplicity and directness lack the layered meaning
typically found in literature.
Text E:
Decision: Literary text.
Reason: The narrative style, humor, and rich cultural references suggest this is an
excerpt from a short story or novel. Phrases like “delicious crunchiness in 'Nwan-ke-
chu-ku-ke-re’” and “redolent of fried corn and groundnuts” highlight the use of vivid
imagery and cultural depth, hallmarks of literary writing.
Text F:
Decision: Literary text.
Reason: This text employs poetic techniques such as alliteration (“grey geese”),
rhythm, and a playful structure. Its focus on sound and form over direct meaning
aligns with characteristics of poetry, making it a literary text.
Text G:
Decision: Not a literary text.
Reason: This appears to be a fragment of informal communication, possibly from a
personal email or note. The incomplete sentence and casual tone (“she's starting to run
out of stam”) suggest it is not intended as a crafted literary work.
Summary
Literary texts: B, E, F.
Non-literary texts: A, C, D, G.
The key distinctions lie in the purpose of the text (e.g., practical, rhetorical, artistic)
and the language used (e.g., functional, evocative, layered with meaning). Literary
texts often aim to evoke emotions, provoke thought, or explore human experiences, as
seen in texts B, E, and F.
Task 11
What different views of Mrs Ramsay are being expressed by the two reviewers?
Can you suggest any reasons for this? Do you think this has any implications for
using hterature with the language learner? In both of the examples above, it was
implied that the meaning of a text can never be fixed or frozen, but that different
readers of a text make sense of it in their own way. As Selden (1989, p. 79) puts
it, readers can
be free to enter a text from any direction, but there is no correct route.
Below are a few factors which may be important in influencing, or even
determining, the interpretation that readers make of a literary text:4
- the historical period in which the reader is living;
- the class/social position of the reader;
- the reader's religious beliefs.
Views Expressed by the Reviewers:
The two reviewers present contrasting perspectives on Mrs. Ramsay’s character,
likely reflecting their individual interpretations, shaped by their own backgrounds,
values, and historical or social contexts.
Reviewer 1:
This reviewer may see Mrs. Ramsay as a nurturing, compassionate figure, embodying
traditional feminine virtues like self-sacrifice and caregiving. They might admire her
dedication to her family and household, interpreting her as a symbol of stability and
moral strength.
Reviewer 2:
The second reviewer may critique Mrs. Ramsay’s conformity to societal expectations,
viewing her as a character constrained by patriarchal norms. This interpretation might
emphasize the limitations placed on her by her role as a wife and mother, questioning
whether her actions are genuinely altruistic or simply a product of cultural
conditioning.
Reasons for the Differences in Interpretation:
Historical Period:
A reviewer from a time when traditional gender roles were widely accepted may view
Mrs. Ramsay more positively, as an ideal of womanhood. Conversely, a reviewer
from a more contemporary or feminist era may critique these roles and highlight the
constraints they impose.
Class/Social Position:
A reviewer from an upper-class background may sympathize with Mrs. Ramsay’s
focus on preserving social harmony, while a working-class reviewer might focus on
the lack of agency or labor dynamics in her portrayal.
Religious Beliefs:
A reviewer with strong religious values may interpret Mrs. Ramsay’s self-sacrifice as
virtuous and aligned with moral teachings. In contrast, a secular or critical reader
might see these traits as indicative of societal oppression.
Implications for Using Literature with Language Learners
Encouraging Multiple Interpretations:
Literature’s openness to varied interpretations allows language learners to explore
texts from their unique perspectives, fostering critical thinking and personal
engagement. Teachers can highlight this diversity to encourage students to develop
their analytical skills.
Cultural and Historical Awareness:
Discussing factors like historical context or social class can help learners appreciate
how interpretations vary across time and cultures. This can also deepen their
understanding of the cultural nuances embedded in a text.
Reader-Response Activities:
Teachers can use activities that ask students to share their interpretations and consider
how their own backgrounds influence their views. This can lead to richer discussions
and an appreciation for literature as a dynamic, interactive experience.
Avoiding "Correct" Interpretations:
Emphasizing that there is no single correct way to interpret a literary text can reduce
learners’ anxiety about “getting it right” and promote confidence in expressing their
thoughts.
By recognizing that meaning is shaped by the interplay between text and reader,
language teachers can use literature as a powerful tool to build not only language
skills but also critical and reflective thinking.
Task 15
a) In what contexts/where would you expect to find Text A and Text B?
b) Do you think there is any difference in meaning between the texts?
Analysis of Text A and Text B
a) In what contexts/where would you expect to find Text A and Text B?
Text A:
This version is more narrative and descriptive, with a flowing sentence structure. It is
likely to be found in:
A novel or short story where the scene is being set or described.
A feature article in a magazine or journalistic piece that uses descriptive language for
dramatic effect.
Text B:
This version is formatted with ellipses and capitalized words for emphasis, giving it a
fragmented and formal tone. It might appear in:
A script or transcript, such as for a news broadcast or documentary narration.
A military or government report documenting events in chronological order.
b) Do you think there is any difference in meaning between the texts?
While both texts describe the same sequence of events, there are subtle differences in
tone, style, and focus that affect their interpretation:
Text A:
The language is more fluid and less formal, creating a vivid and immersive picture for
the reader.
The use of adjectives like "American" and "Presidential" suggests a narrative
emphasis on authority and power, but it does so in a descriptive, almost cinematic
manner.
It feels less technical, focusing on the atmospheric setting rather than strict factual
reporting.
Text B:
The fragmented structure with ellipses emphasizes the sequence and timing of events.
It reads like a list or a log, reflecting a more factual or procedural tone.
The use of capital letters ("DEPOSITING THE PRESIDENT") draws attention to
specific actions or moments, making it more declarative and formal.
It lacks the narrative cohesion of Text A, leaning more toward documentation or
instruction.
Key Differences in Meaning:
Narrative vs. Procedural:
Text A reads like a story, while Text B focuses on the sequence of events in a more
detached manner.
Engagement vs. Information:
Text A engages the reader’s imagination, creating a scene with visual and emotional
undertones. Text B prioritizes clarity and factual emphasis.
Contextual Usage:
The differences suggest that Text A is designed to evoke a response or immerse the
reader, whereas Text B aims to convey precise details, likely for an audience seeking
factual or operational understanding.
Implications for Language Teaching
These differences can be used to teach students about:
Style and Purpose: How context and intended audience influence the style and
presentation of a text.
Tone Analysis: Identifying how structural choices (e.g., ellipses, capital letters)
convey tone and emphasis.
Functional Language Skills: Comparing texts for different purposes (e.g., narrative vs.
procedural) can help learners recognize and produce diverse text types.
Task 18
Below is a list of reasons for using literature with the language learner. Think
about which reasons are the most important. List your reasons in order of
importance.
Ranking of Reasons for Using Literature with Language Learners
Here is an ordered list of the reasons for using literature, ranked by importance, along
with justifications for each ranking:
1. It is a stimulus for language acquisition
Literature offers rich, varied, and authentic language input, which helps students
develop vocabulary, grammar, and comprehension skills. Exposure to idiomatic
expressions, figurative language, and diverse sentence structures fosters deeper
linguistic competence.
2. It expands students' language awareness
Through literature, learners encounter different registers, styles, and genres of
language, which enhances their understanding of how language functions in various
contexts. This deeper awareness aids both comprehension and production.
3. It develops students' interpretative abilities
Engaging with literature encourages critical thinking and analytical skills. Students
learn to interpret themes, symbolism, and subtext, which fosters a deeper engagement
with language and meaning.
4. It helps students to understand another culture
Literature is a gateway to cultural understanding, offering insights into the values,
beliefs, and customs of other societies. This intercultural competence is essential in a
globalized world.
5. It is authentic material
Literature provides learners with real-world language use as it is intended for native
speakers. Authentic materials help bridge the gap between classroom learning and
real-world application.
6. It encourages students to talk about their opinions and feelings
Literature often touches on universal themes and personal experiences, which
stimulates discussions and allows learners to express themselves more freely. This can
improve speaking and writing fluency.
7. It is very motivating
A well-chosen literary text can capture students' interest and imagination, encouraging
them to engage with language more enthusiastically.
8. It is found in many syllabuses
Literature is often a key component of language syllabuses, aligning with institutional
goals and curriculum requirements. Its inclusion ensures students meet academic
standards while enhancing language skills.
9. Students enjoy it and it is fun
Engaging stories, relatable characters, and creative narratives make literature
enjoyable. When students have fun, they are more likely to retain what they learn.
10. It has general educational value
Literature helps learners develop empathy, broaden their worldview, and explore
philosophical and ethical questions, contributing to their holistic development.
11. It is highly valued and has a high status
Studying literature is often associated with intellectual and cultural enrichment, which
can enhance the perceived value of language learning.
Additional Reasons to Consider
It fosters creativity: Literature can inspire students to write their own stories or
poems, enhancing their creative use of language.
It improves listening skills: Reading plays or performing scripts can provide a
dynamic way to practice listening and pronunciation skills.
It builds empathy: By stepping into the shoes of characters from diverse
backgrounds, students develop emotional intelligence and understanding.
This ranking reflects a balance between linguistic, cultural, and personal development
goals, ensuring literature is a comprehensive tool for language learning.