The Use of Literature in Teaching English as a Foreign Language

To read like a writer means knowing in advanced type of writing will be assigned. This is beneficial, Bunn argues, because when reading like a writer, knowing the style assigned, allows one to look for specific techniques in writing that they could adopt in their own work. To understand how piece was written, or to look back on his architect analogy, it is important to ask questions, assessing what “construction” techniques were effective in building a text. Before reading, one should ask himself who the audience is and the author's purpose in writing. While reading the texts itself, Bunn recommends looking at the style of language used and the effectiveness of evidence as well as the parts that don’t work or are confusing. While reading like a writer and asking these questions, Bunn encourages students to look for whether aspects are appropriate and effective as well as the positive or negative effect they have on readers. Bunn, in recognizing that every word choice made in a text has a certain effect, encourages readers to look critically at that effect in order to decide what strategies work should be adopted in their own

Christina Haas and Linda Flower both make contributions to writing in their studies about the writing process. They have collaborated on one work, Rhetorical Reading Strategies and the Construction of Meaning, to comment on a growing notion in the writing field about the reading process. They discuss findings on how rhetorical reading strategies work and why teachers should begin to influence their students with them. The main audience are other teachers. Haas and Flower’s primarily argue that the process of shaping students into literal and receptive readers should switch to shaping students into rhetorical readers, using strategies like trying to account four author’s purpose and context, for more in depth construction of meaning. Haas and

I exploring in rhetorical situation. I learned to know more in detail of rhetorical terms such as audience, exigence, intertexuality, kairos to apply in writing situation. These rhetorical terms help I guide my writing situation for example: I am using exigence in writing to persuade audience to believe in the existing problem. Also, rhetorical situation applied to Aristotle’s description rhetoric; logos, ethos, pathos. Author should apply Aristotle’s rhetoric to get audience’s attention. What I learned from Writing about writing book is rhetorical situations and their constituents is rhetorical situations may help students better understand and response to their rhetoric. There are so many languages are using to communicate, it could be how we use the language to response

Authors have different ways to convey the emotions from their work to the reader. Diction and sentence structure is one of the many components authors use to create the tone of the story, also known as the author’s attitude towards the subject. But with the use of figurative language it helps express the meaning of a line without using its literal definition. Homer, the author of The Odyssey, used figurative language to express the tone by using personification and similes to help the reader picture and sense his words.

particular feature of language or could be authentic texts "adapted" to contain or highlight certain features of language. However, Johns and Davies argue that learning should contain a purpose and that texts in the language classroom should act as “vehicles for social and economic contacts and for the transmission of ideas”. Consequently, they propose an alternative to TALO which looks at a Text as a Vehicle for Information, or TAVI. This is where understanding the text is the main priority and the text should have some relevance to the students. As a result, cognitive strategies are reinforced. Because of this, Johns and Davies (1983: 4) add that where “where possible the texts will be selected not by the language teacher but by the students

The understanding of the literacy for the reader is important so they become aware of the relationship between language and power. The reader must be able to evaluate what they had read and reflect on what they’ve learned from it. As for the awareness of the rhetorical situation for the the composer of the writing is important as well so they are able to to write in a manner that is unique to them and is also an effective way of conveying their message to their audience.

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.

Language can change the way we read a passage. Authors write in a way that the reader can feel a certain way. If authors didn’t write their books like this reading would be boring. In “Romeo and Juliet” Shakespeare wrote so that you could feel the love between them. In John Green’s “The fault in our stars” he uses metaphors. Martin Luther King, jr` a strong persuasive voice, he could use this to make his speeches even stronger than they already were.

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.

A growing body of researchers claim that if students are not motivated and engaged in reading, they will not achieve their full literacy potential (Gambrell, 2011; Serravallo 2015; Warner, 2014; Irvin et al., 2007; Parsons et al., 2015). How and why would they read a “broad range of high-quality, increasingly challenging” texts if they are not interested? Research now shows that engagement and reading achievement actually have a symbiotic relationship, such that they must exist simultaneously (Guthrie & Wigfield, 2000, as cited in Springer, Harris, & Dole, 2017). As students become more engaged in reading, they develop an increased level of competence, which supports their literacy achievement (Irvin et al., 2007; Springer, Harris, & Dole, 2017). As students’ reading abilities increase, they hold a greater desire to continue reading, along

Literature if used correctly can enhance a child’s life. It can become a valuable tool in helping children to understand their home, communities and the world in which they live. Through literature children’s vocabulary, imaginations, and self understanding is built. Children should be exposed to literature that is age appropriate and within the context of learning respect for themselves and others by the diversity of the books. My literature plan is based upon multicultural diversity which reinforces reading readiness, read-along that emphasis multicultural songs and rhymes, build self esteem through art, music and movement and responses to literature.

I observed a fourth grade, English Language Arts lesson titled Literary Elements. The students were to review literary elements while whole group reading the class novel. Using their writing journals students wrote about characters, the setting, the conflict and the events. After the reading, students created questions for the anchor chart to be used at a later date. Developing the questions allowed the teacher to better check for understanding.

The summary of the first four chapters in, “The Real World Reader”, was very informing. It was the desire to reach the reader and the writer and influence the person that is reading and a writer through different types of strategies of rhetorical reading and writing. Rhetorical literature is strategizing to create the best piece of literature for the reader through the steps of focusing on the writer’s plans and goals.

I believe that it has not suffered few alterations during the last six years when I took this subject, and it is extremely significant since in that time this subject was seen and treated as separately fields. According to Louise M. Rosenblatt the relationship between reading and writing is demonstrated in all linguistic activities we can think. To illustrate the previous thought, teaching grammar, phonology, composition, literature and other fields involves an enormous relationship which goes in both ways reading-writing and writing-reading

Students make personal and critical responses to texts which show insight into the ways in which meaning is conveyed. They refer to aspects of language, structure and themes to support their views. Students develop a perceptive personal response which shows analytical skills when exploring texts. There is understanding of the techniques by which meaning is conveyed and of ways in which readers may respond. They support their responses with detailed references to language, theme and structure. Students show analytical and interpretative skill when evaluating texts, making cross-references where appropriate. They develop their ideas and refer in detail to aspects of language and structure making apt and careful comparison, where appropriate, within and between texts. Students show originality of analysis and interpretation when evaluating texts. They make cogent and critical responses to texts in which they explore and evaluate alternative and original interpretations. They show flair and precision in developing ideas with reference to structure. Students make subtle and discriminating comparisons, where appropriate, within and between texts. No rewardable material. Students make a limited response to texts.