Advantages And Disadvantages Of Teaching English Literature

I sit in this AP Language and Composition class trying to decipher the essence of the unending annotations and floods of random texts for the past quarter. Little did I know that I would be taking flight and soaring through the smallest details and threads of literary devices and techniques of analyzing language. Before this class, I looked at a book, aware that it was filled with potential symbolism and crucial themes that were definitely worth considering. Yet, I often paid far less attention to the way words are crafted in efforts to create a beautiful masterpiece. Who knew that the jargon used in Snow Falling on Cedars could significantly shape the overall tone of the book? From the years leading up to this class, the main goal I had

Throughout this course, I have discovered that literature is more than just words being brought together by an author to form an emotionally charged story. Literature provides an engaging outlet into an imaginary realm to its audience. As the reader is captivated by the story, poem or play, a, emotional connection is established.

While reading a variety of stories, I am able to point out literary elements to my students. I know reading to my students can teach my students about good writing (Bruning, 2011, p. 295). I also

According to (),“English language learners face many obstacles when reading literature in English. Most literature is culture bound. We expect students to have prior knowledge of literary genres such as fairy tales, myths, legends, and tall tales. If the teacher has not activated prior knowledge or built background information, knowing the vocabulary will not solve the problem. ELLs may be able to read the words but it doesn 't mean they will understand the text. They are not aware of information that the author left unsaid; the information that "everyone knows."

AP Literature has changed the way I analyze works of literature by widening the amount of ‘tools’ I have to interpret the work and my ability to clearly explain my interpretations. I have learned new vocabulary, literary devices primarily used in poetry, and I’ve paid much more attention to syntax and sentence structures more than I ever have before. The vocabulary ranges from the description of genres such as bildungsroman to poetry terminology such as enjambment. I view these types of words to be identifiers in poetry and literature; they help to build an initial understanding of a piece of literature without going too in depth. I learned all of the vocabulary terms during class, but they were really ingrained into me during the poetry responses and and discussion board assignments. I’d go through the list of words and structures that you provided us with and I identified the terms I could use for the poetry responses and discussion board posts that were germane to assignment. Sentence structure and variety is something that I never really gave thought to and never considered how it can keep the attention of the reader and also emphasize what is occurring in the text. I

However, new language learners most face some difficult and boredom in reading, so teachers should try to give students books that can attract students interest and curiosity. Reading stories and novels can create great interest and suspense that ELL student’s need. Through my reading to this book ‘Their Eyes Were Watching God’ I strongly recommend it as one of these books that can benefit ELS students. According to Krashen (1993) reading is an effective way to increasing and improving improve spelling, grammar, and writing for ELL students, especially reading for pleasure. Krashen also said that students who read for pleasure have better reading comprehension, writing style, and increasing vocabulary. The author also emphasized that the best way to develop Vocabulary is through real encounters words within context (Krashen,

Prior to high school, my experience of literature was limited to comics and short stories. I had never read a play or even come across the concept of literary devices. It was only recently that I encountered several ideas on the nature of literature. Specifically, the essay “The Ideal English Major” by Mark Edmundson brings up the intriguing idea that “some of us speak, others are spoken [by language].” It seemed obvious at first, but I now begin to understand how this could make the difference between a good book and a timeless classic, between an amazing author and a legend. There are different elements that separate those who speak from those who are spoken and the effect works that speak to us is much different. I came to the conclusion that what makes the difference between speaking and being spoken is one’s ability to use language creatively. Those who speak literature produce art. Their works are able to entertain educate and inspire us.

The two articles that I chose both went hand in hand with the struggle of learning and teaching literature. I chose the article “One High School English Teacher” because it complements my first article, “Death to High School English”. In this essay, I will summarize and interpret the first article to show the deeper meaning of it. Then I will research my second article and show the author 's credibility to help prove my argument, and finally I will tie together all my main points of my essay.

How can literature be used to support and develop language and literacy for students in the primary years? Rationalise the use of the text (chosen literature) and literature more generally for developing language and literacy in relation to the target year level and give examples from your text.

The first practice I am going to discuss is creating a classroom community of writers. Writing is often ignored, and when it is brought up in the classroom the students view it as a daunting task. Therefore, it is up to the teacher to change this environment into a positive experience. In the article, Writing in the ESL Classroom:

In the duration of this course, I was more informed on how English literature was started. I became more educated on how the styles and tones the authors utilize have an affect on the readers. Although I had already read many of the stories we studied, I became more enlightened on the background history of the authors of those stories. Becoming more cultivated on the authors enabled me to view their accounts in ways that I wouldn’t have usually considered.

An article published by the International Literacy Association, “Implementing the Writing Process” gives a strategy guide for K-5 graders explains the writing process and offers practical methods that can be applied to students to help them become proficient writers. This article shows some similarity to the Bromley chapters. The article shows from research that students who learn the writing process score better on state tests compared to those who receive instructions in the skills assessed on the test. These students become writers who can apply their skill to all subjects. The writing process takes students’attitude, motivation, and engagement into account, as it allows them to plan their writing and come up with a final publishable draft they can be proud of. The writing process involves teaching students to write in a variety of genres that apply to different

As one may be aware, a typical English class, at least that of which I am aware of, consists primarily of two of the fundamental functions of widely accepted language skills: reading and writing. This common theme unifying the English education of students worldwide, as a basic expectation, constructs the curriculum of the AP English Literature class. In effect, students of the class, not limited to but including me, can expect a selection of novels, plays, and other mediums of language that will range from the most interesting to the greatest degree of banality possible. As a result, the natural progression of skill development, in terms of reading and writing, proves to be an inherent process, not necessarily in aim, with considerations of

will face in college and in the workplace. He states that reading classic literature expands and strengthens students’ vocabulary skills and helps them to gain cultural literacy by recognising the relevancy of quotes. Many experts believe that classic literature has the text complexity that is described in and needed to accomplish the goals of the Common Core Standards.

Our lives often depend on literature to assist us with our daily activities. Whether you are deep into a novel about a man embarking on an adventurous trip or simply reading the newspaper on Sunday morning, it is difficult to comprehend what you see in front of you without sufficient knowledge and skill in English. Many individuals misinterpret literature for something simple as carrying the ability to fluently read a fairytale and writing about their day in a diary. Although literature offers one the ability to read, write, and voice opinions, it also allows the reader to develop useful skills throughout the process of analyzing written work, while gaining a better understanding of humanity. This is supported in Michael Meyer’s article “The