Apple: Joyce C. Comar

APPLE
J OYC E C . C O M A R
Cisneros use the present tense to recount her story
Saroyan uses the past tense
“ELEVEN” “OUT OF ORDER”
“Whose is this?” Mrs. Price says, and she Miss Shenstone flung herself at me with
holds the red sweater up in the air for all such speed that I was scarcely able to get
the class to see. “Whose?” It’s been sitting away. For half a moment she clung to my
in the coatroom for a month.” home-knit sweater, and damaged it
before I got away.
EXAMPLE
In “Eleven” the red sweater is

introduced in the story when
Mrs. Price “holds the sweater up
in the air for the class to see.”
Later she takes the “ugly sweater
with red plastic buttons and a
collar and sleeves all stretched
out like you could use it for jump
SPATIO rope” and puts it on Rachel’s This leads Rachel to “move
the red sweater to the
desk.
POINT OF corner of my desk” until
eventually she shoves “the
VIEW
It addresses how objects, red sweater to the tippy-tip
corner” of her desk and “it’s
buildings, and landscapes are
hanging all over the edge
described. like a waterfall.”
More..
Temporal Point of
Story time and View
It involves the order in which the events
real time are
identical. of a story is told.
In some instances,
the author uses
flashbacks so that
the story time and
real time differ.
Ideological Point of View
According to Kress (1985), readers should approach all texts
with three questions in mind:
What other ways

Why is the topic being How is the topic being
could the topic have
written about? written about?
been written about?
(Fowler, 1986)
Ideological point of view is closely related to critical literacy or critical reading and in
critical reading, readers are encouraged to examine the values and belief systems that
underlie a text.
The narrator or characters in literary texts frequently rely on modal structures to convey
their beliefs and attitudes. This includes:
Modal Auxiliaries e.g., may, might, should
Modal Adverbs or e.g., surely, perhaps, It is certain

Sentence Adverbs
that
Evaluative Adjectives
and Adverbs e.g., lucky, fortunate, regrettably
Verbs of Knowledge,
Prediction and e.g., seem, believe, foresee, dislike
Evaluation
Using Literary Texts to
Integrate Skills
READING LISTENING SPEAKING WRITING

READING
94%
Becoming engaged with a
80%
piece of literature will
certainly increase students’
interest in reading often and
widely in English
LISTENING
One clear advantage of encouraging students to

listen to literature read by professionals is that
such material exposes students to a variety of
dialects and voice qualities.
Read Storytelling
Aloud Vs.
Audiotape
SPEAKING
The greatest benefit of using literature in the
language classroom lies in its potential for
developing students’ speaking skills, particularly
their sociolinguistic and pragmatic competence.
94%
Writing own Plays –
dialogue (Out of characters with
80%
Order: Saroyan background,
leaves untold hypothesis, guess
what Williams who is speaking,
uncle actually then sequence
says to the the conversation
principal)
WRITING
Literature can be used to develop students’ writing
abilities.
Personal
journals and Rewriting
essays about stories
the story or from
literature different
then point of
justifying the views
conclusion
Writing a
Creating poem in
own poems the shape
of an object
Using Literary
Texts to Develop Using literary texts in the
language classroom rests in
Cultural their potential for
developing cross-cultural
Awareness awareness
In order to discuss benefits
of using literary texts to
develop cultural awareness,
it is useful to distinguish
various dimensions of
culture.
The aesthetic
Language is associated with the
sense literature, film, and music of a
particular country.
Language is linked to the

The sociological customs and institutions of
sense
a country.
The semantic A culture’s conceptual system

sense is embodied in the language.
The pragmatic Culture norms influence

sense what language is
appropriate for what
context.
Using literature as content in ESL EFL
classes has a variety of benefits.
Perhaps the greatest benefit of using
literature as content in an era of
increasing globalization is that
literary text provide an ideal context
of examining cross-cultural
differences.
CONCLUSION
T Y
H
A
N O
K U

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APPLE

“ELEVEN” “OUT OF ORDER”

In “Eleven” the red sweater is

What other ways

Modal Adverbs or e.g., surely, perhaps, It is certain

READING LISTENING SPEAKING WRITING

One clear advantage of encouraging students to

Language is linked to the

The semantic A culture’s conceptual system

The pragmatic Culture norms influence

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