Literature Circles In ELF Literature Classroom Settings

2015 ◽  
pp. 197
Author(s):  
Mohammed Yamine Boulenouar
Keyword(s):  
Literature Circles ◽  
Literature Classroom

Writing Rites

2010 ◽  
Vol 39 (4) ◽  
Author(s):  
Frederick Roden
Keyword(s):  
Religious Experience ◽  
Literature Classroom ◽  
Queer Spaces

This experiential essay interrogates the role of the literature classroom for teaching the diversity of religious experience. The secular humanities academy, and the secular humanities classroom, prove to be "queer" spaces for exploring religion: and strategic in demonstrating the breadth of its study.

Literature Circles: Access to Texts

2019 ◽  
Vol 12 (1) ◽  
pp. 88-109
Author(s):  
Ronna J. Levy
Keyword(s):  
Literature Circles

Participating in an international project on readers’ response to Lord of the Flies: insights into undergraduate students’ responses

2020 ◽  
Vol 7 (1) ◽  
pp. 27
Author(s):  
Ghazal Kazim Syed ◽  
Manzoor-ul-Mustafa Panhwar
Keyword(s):  
Undergraduate Students ◽  
International Study ◽  
Literature Circles ◽  
Collaborative Teaching ◽  
International Project ◽  
Teaching Techniques ◽  
Innovative Methods ◽  
Lord Of The Flies ◽  
The Uk ◽  
Teaching Pedagogies

<p>This paper presents the findings of a study based on students’ response to participating in an international project. This international project was a collaboration between Pakistan, the UK and Norway. Collaborative teaching techniques of using literature circles within each class and google circles across the three contexts (online) were used. Twelve participating students from Pakistan were interviewed to explore their reactions to the international study. Students felt that they learnt new things from the use of these innovative methods, were able to learn from foreigners and felt a sense of connectivity to their groups. It is recommended that students from Pakistan be given such exposure to overcome their hesitation. It is recommended that further research be carried out in other contexts as well to determine if the use of such teaching pedagogies can benefit other teachers of literature.</p>

scholarly journals Mobilizing students’ interpretive resources: A novel take on subjective response in the literature classroom

2017 ◽  
Vol 18 (3) ◽  
pp. 50 ◽  
Author(s):  
Amelie Lemieux ◽  
Nathalie Lacelle
Keyword(s):  
Reader Response ◽  
Qualitative Case Study ◽  
Subjective Response ◽  
Literature Classroom ◽  
9Th Grade ◽  
Literature Pedagogy ◽  
Data Point ◽  
Interpretive Strategies

Research on literature pedagogy still refers to traditional, text-oriented methods in practice (Todorov, 1982; Peirce, 1977), with occasional consideration for students’ subjectivity through reader-response exercises involving reading logs, surveys, or journals. When addressing subjectivities in individual and collective classroom contexts, researchers should direct attention towards the strategies students mobilize when reading. Owing to Sauvaire’s (2013) typology of interpretive dimensions in reading, this qualitative case study investigates patterns emerging from students’ written and verbalized expressions of their subjectivities in a 9th-grade literature classroom. The data point to conclusive results explaining pathways for interpretive strategies, which vary in group and individual settings.

scholarly journals A STUDY OF RUSKIN BOND’S “TENACITY OF MOUNTAIN WATER”

2017 ◽  
Vol 4 (1) ◽  
pp. 12-13
Author(s):  
Jayasree A ◽  
Shobha Ramaswamy
Keyword(s):  
Short Story ◽  
Basic Life Support ◽  
Life Support ◽  
Human Perception ◽  
Literature Circles ◽  
English Writing ◽  
Religious Person ◽  
Great Love ◽  
Informed Reader ◽  
Simple Narrative

“I am not a religious person but if I were to say I have a religion then I would say I am a nature worshipper.” Ruskin Bond Ruskin Bond, a prolific writer, is known for his short stories, novellas and poems and is widely popular especially in Children’s Literature Circles. His stories can be likened to an ecological narrativedesigned to spread awareness about the bitter consequences of human actions that damage the planet’s basic life support system. He has received the Sahitya Akademi Award for English writing in India for ‘Our Trees Still grow in Dehra’ in 1992. He was awarded the Padma Shri in 1999 and Padma Bhushan in 2014. Ruskin Bond’s stories breathe his great love and sincere concern for nature which is all encompassing and all pervasive.The prismatic portrayal of nature in Bond’s stories enraptures the soul. He draws our sense towards the natural brilliance manifest all around us by presenting a painstakingly drawn out record of the the natural life around him. The amazingly captured landscapes with its myriad forms of life inked by Bond’s imagination and his inimitable style come with a strong lesson on the need to protect and preserve nature. My paper proposes to study Bond’s short story entitled “Tenacity of Mountain Water” that exploresthe interlinked web of life through a simple narrative. Weaving the threads of eco consciousness through the narrative, he marvels at how a tiny rivulet of water becomes a beautiful roaring cascade nourishing and beautifying the entire landscape. The story offers the informed reader a chance to investigate the  underlying ecological values and also revisit the human perception of natural resources.

scholarly journals The CanLit Dinner Party: Feasting on Books in the Literature Classroom

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Shelley Boyd ◽  
Nicole Hollinson
Keyword(s):  
Experiential Learning ◽  
English Literature ◽  
Literature Classroom ◽  
Writing Assignments ◽  
Essay Writing ◽  
Dinner Party ◽  
Canadian Literature ◽  
Art Installation ◽  
Central Topic ◽  
Classroom Assignment

This article examines the “CanLit Dinner Party”, a multimedia exhibition undertaken in an undergraduate seminar on Canadian literature where food was the central topic. Modelled in part after Judy Chicago’s art installation The Dinner Party, this 24-hour exhibition featured interpretive plates inspired by literary food scenes. As a form of experiential learning, the classroom assignment was designed to enhance the students’ critical appreciation for the art of storytelling through food, to think across disciplines, and to synthesize food-related themes studied over the course of the semester. A departure from essay-writing assignments typically found in English literature courses, the “CanLit Dinner Party” underscored food’s role as a cultural idiom by requiring students to engage with its material dimensions.

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