Improving Student Performance and Teacher Confidence

English 600 – Spring 2008

1. Does teaching literary theory in secondary education

increase a student's reading and composition skills and better

prepare the student for an undergraduate education?

2. Are Kentucky literature and language arts teachers

adequately prepared to introduce a broad spectrum of

literary theory into the literature/language arts classroom?

3. Should colleges develop a course in literary theory which is

tailored for English educators, as opposed to courses for B.A./M.A.

English students? This former would introduce educators to literary

theory; however, the primary focus would be on pedagogy and

connecting reading and writing strategies to literary theory.

Review Literature

Does teaching literary theory in secondary education increase

a student's reading and composition skills and better prepare

the student for an undergraduate education?

Literary theory in secondary English classes will better

prepare adolescent readers to respond reflectively and

analytically to literary texts, both “canonical” and multicultural.

Appleman, Deborah. Critical Encounter in High School English. Urbana:NCTE Press, 2000.

When students think critically, they interact with the text by

skillfully analyzing the message, comparing that message with

their previous knowledge, considering alternate positions, and

synthesizing the information gained into a richer knowledge

base. Pescatore, Christine. “Current events as empowering literacy: For English and social studies teachers.”

Journal of Adolescent & Adult Literacy. 5 1 : 4 December 2007 / January 2008.

Q.1

Since literary criticism is “a predisposition for making certain uses

of certain classes of [textual] evidence, it appears to be a natural

tool for helping students to practice meaning making in reading and

writing.

Literary criticism as a discipline continues to accumulate

fascinating means of guiding students’ reading and writing. Its

positive impact on the development of students’ ability to engage in

writing about literature is evident in the increased level of students’

participation in classroom discussions and in their increased

enthusiasm about writing.

Smolova, Alona A. "Using Literary Criticism as a Strategy of Rhetorical Invention: A

Practical Guide to Writing about Literature." Online Submission (01 Jan. 2004). ERIC.

EBSCO. Camden-Carroll, Morehead, KY. 23 Apr. 2008

AP Literature seniors matched or surpassed the national

statistics on all counts (percentage passing as well as

achievement of the top scores of 4 or 5). I attribute their

success in interpreting the "close readings" of Part One,

as well as in writing critical essays responding to the

poetry and prose readings of Part Two, in large part to

these short research exercises, which encouraged

attention to the text itself and creative/divergent thinking.

Sagan, Catherine. “Sing a New Song: A Fresh Look at Literary Criticism.” The

English Journal, 92.6, (2003): 40-46

EBSCO. Camden-Carroll, Morehead, KY. 23 Apr. 2008

This study's findings suggest that introducing students to literary

criticism in introductory literature courses will make for more

enthusiastic students and more exciting learning environments. If

students are more confident in their interpretive skills, they are

more apt to take an active role in the classroom and to spend their

energy making literature meaningful.

Such enthusiasm may encourage more students to pursue

literature as a major, or even to consider teaching literature as a

career. At the very least, the findings indicate that instruction about

literary criticism begins to repair the "strained relationships"

students have with literature (Dillon 9) by strengthening their

appreciation for literary works.

Remler, Nancy L. "Using "The Giving Tree’ To Teach Literary Criticism." Teaching

English in the Two-Year College 28.1(2000): 60-64.

Students will be able to understand why and how texts have been

constructed.

Students will be able to think more widely about the texts they

encounter, rather than to be locked into one interpretation.

Students will be able to use their own prior knowledge to make

meaning from the texts they read.

Students will be able to justify why they have constructed texts the way

they have constructed them.

Students will be able to appreciate others' points of view about texts.

Students will become more independent learners and thinkers, and

hopefully, this independence will be transferred to other subject areas.

Jones, Gary. “Literary theory in the middle years classroom: Challenges for students

and teachers. “Primary & Middle Years Educator. 3:1 (2005)

Are Kentucky literature and language arts teachers

adequately prepared to introduce a broad spectrum

of literary theory to the literature/language arts

classroom?

Q.2

1. Anecdotal evidence seems to indicate that many of

Kentucky’s teachers are not prepared to do this, so further

research is needed. To conduct such research, I will email

a survey to secondary educators over the summer.

2. After gathering textbook information from the survey, I will

then review the most commonly used textbooks to

determine each textbook’s orientation toward literary

theory.

Third, I will create a survey for students enrolling in first

year English and composition classes to determine their

familiarity with literary theory.

I then hope to teach a 3 to 4 class unit in literary theory in

these same classes. At the conclusion of this unit, I will

conduct an exit survey to ascertain if the students are

more confident in their interpretive skills and more willing

to participate in literary discussions.

Face-to-face interviews with students will yield other

important information.

Q.1

Should colleges develop a course in literary theory

tailored for English educators, as opposed to MA English

students. A course that is weighted more toward pedagogy than theory?

Q.3

This question is best answered by college educators from the

departments of Humanities and Education. Over the summer, I

hope determine if there are any institutions who have such a

model for teaching literary theory in place and I will be asking

for comments and syllabi from these institutions as well.