Reading and Teaching Reading and Teaching FictionFiction

Key IdeasKey Ideas

Everyone is interested to know Everyone is interested to know something about someoneand about something about someoneand about the experiences of other people. the experiences of other people. Whenever we hear story that is all Whenever we hear story that is all made-up and is not presented as made-up and is not presented as objectively as possibloe, it is called objectively as possibloe, it is called fiction.fiction.

Key IdeaKey Idea Because fiction is not factual, we are transported Because fiction is not factual, we are transported

to a make-believe world. The world of fiction, to a make-believe world. The world of fiction, however, resembles our world for we can see however, resembles our world for we can see real-life characters that play roles in situations real-life characters that play roles in situations and places almost similar to our conditions and and places almost similar to our conditions and surroundings. Sometimes, we even see ourselves surroundings. Sometimes, we even see ourselves in the characters or we relate them to some real-in the characters or we relate them to some real-life people we know.life people we know.

Since the beginning of time, human beings have Since the beginning of time, human beings have taken pleasure in following and participating in taken pleasure in following and participating in the imaginary adventures and experience of the imaginary adventures and experience of imaginary people.imaginary people.

Key IdeasKey Ideas The first stories belong to the realm of myth and legend – of The first stories belong to the realm of myth and legend – of

origins and extraordinary events as our ancestors told origins and extraordinary events as our ancestors told about their wars, conquests, births, deaths, as well as the about their wars, conquests, births, deaths, as well as the phenomena of nature. Thus, even before the invention of phenomena of nature. Thus, even before the invention of the printed page in the middle of the 15the printed page in the middle of the 15thth century, oral century, oral literature, which included epics, myths, legends, and fables literature, which included epics, myths, legends, and fables had been circulating by word-of-mouth for centuries.had been circulating by word-of-mouth for centuries.

The elements of oral storytelling became the bases for all The elements of oral storytelling became the bases for all later narratives but with the invention of writing the basic later narratives but with the invention of writing the basic form of the story changed.form of the story changed.

Fiction is any imaginative recreation and reconstruction of Fiction is any imaginative recreation and reconstruction of life. It includes short stories and novels. The novel and short life. It includes short stories and novels. The novel and short story differ from each other only in length and complexity. story differ from each other only in length and complexity. The novel is made longer because of several complications The novel is made longer because of several complications and twists to its plot.and twists to its plot.

Fiction as a literary form is distinguishable because of its Fiction as a literary form is distinguishable because of its elements, which are as follows:elements, which are as follows:

Setting is the time and location in which the story takes Setting is the time and location in which the story takes place. This also consists of the use of local colar that is place. This also consists of the use of local colar that is defined as the superficial elements of setting, dialects and defined as the superficial elements of setting, dialects and customs.customs.

Characters are the representations of a human being – the Characters are the representations of a human being – the complex combination of both inner and outer self. There complex combination of both inner and outer self. There are five ways of revealing lietrary characters:are five ways of revealing lietrary characters:

1. what the characters do along with the circumstances 1. what the characters do along with the circumstances

in which the do it.in which the do it.

2. how the characters are described – both by their 2. how the characters are described – both by their

persons and their environment.persons and their environment.

3. What the characters say and think3. What the characters say and think

4. What other characters say about them4. What other characters say about them

5. What the author says about them5. What the author says about them

In addition fictional characters are classified ito two In addition fictional characters are classified ito two types namely: types namely:

The round and flat characters. The round character is a The round and flat characters. The round character is a dynamic, dynamic,

fully developed character that recognizes chnages with fully developed character that recognizes chnages with or adjusts to circumstances. or adjusts to circumstances.

The flat character does not grow and remains the same. The flat character does not grow and remains the same. This type of character exhibits conventional traits and is This type of character exhibits conventional traits and is known as the stock or stereotype.known as the stock or stereotype.

PlotPlot is the way the actions are arranged in the is the way the actions are arranged in the story. The following are examples of plotted story. The following are examples of plotted stories:stories:

Linear Linear actions or events arranged actions or events arranged chronologically. This is the most common plot chronologically. This is the most common plot because it follows the natural order of events.because it follows the natural order of events.

CircularCircular – this type of development combines – this type of development combines linear with flasback. The opening scene will be linear with flasback. The opening scene will be repeated in the series toward or at the end.repeated in the series toward or at the end.

En medias resEn medias res – the story begins in the middle – the story begins in the middle part of the action.part of the action.

Point of view Point of view determines who tells determines who tells the story. the story.

OmniscientOmniscient point of view delves into point of view delves into the minds of the characters at any the minds of the characters at any point in the story.point in the story.

First personFirst person point of view, the point of view, the narrator may be the protagonist, an narrator may be the protagonist, an observer, a minor character, or the observer, a minor character, or the writer him/himself.writer him/himself.

These three types of plots are called closed plots because These three types of plots are called closed plots because they normally follow the pyramid pattern of devlopment. they normally follow the pyramid pattern of devlopment. The following aspects form the skeletal pattern of closed The following aspects form the skeletal pattern of closed plots:plots:

Exposition lays out the main characters, their backgrounds, Exposition lays out the main characters, their backgrounds, characteristics, interests, goals and limitations, potentials, characteristics, interests, goals and limitations, potentials, and basic assumptions.and basic assumptions.

Complication is the onset of the major conflict in the plot.Complication is the onset of the major conflict in the plot. Crisis is the point in which curiosity, uncertainty, and Crisis is the point in which curiosity, uncertainty, and

tension are greatest.tension are greatest. Climax is the story’s highest point which may take the Climax is the story’s highest point which may take the

shape of a decision, an action, an affirmation, or a shape of a decision, an action, an affirmation, or a realization.realization.

Denoument is the finishing of things right after the climax.Denoument is the finishing of things right after the climax.

ThemeTheme is described as a significant truth about is described as a significant truth about life and human nature that is illustrated in the life and human nature that is illustrated in the actions, preoccupations, and decisions of the actions, preoccupations, and decisions of the characters. Some principles in stating the theme characters. Some principles in stating the theme of the story have to be observed:of the story have to be observed:

1. It should be expressed in complete 1. It should be expressed in complete

statements.statements.

2. It must be stated as a generalization about 2. It must be stated as a generalization about

life.life.

3. It must account for all major details of the 3. It must account for all major details of the

story.story.

4. It may be stated in more than one way.4. It may be stated in more than one way.

5. It should avoid statements that reduce the 5. It should avoid statements that reduce the

theme to some familiar saying or moral.theme to some familiar saying or moral.

Fiction follows a complex design. The narrative technique, Fiction follows a complex design. The narrative technique, point of view, and plot contribute to form patterns. Other point of view, and plot contribute to form patterns. Other elements like setting, characters, theme and conflict help elements like setting, characters, theme and conflict help develop a certain effect or unity.develop a certain effect or unity.

The language of fiction, which is as important as patterns The language of fiction, which is as important as patterns and structures, relies on images and symbols. These and structures, relies on images and symbols. These images and symbols convey meaning that appeal to the images and symbols convey meaning that appeal to the senses, emotions, imagination and intellect.senses, emotions, imagination and intellect.

ImagesImages are usually characterized by concrete qualities are usually characterized by concrete qualities rather than abstract meanings. They appeal to the senses rather than abstract meanings. They appeal to the senses of tastes, smell, feel, sound or sight.of tastes, smell, feel, sound or sight.

SymbolismSymbolism can appear almost anywhere in fiction, in can appear almost anywhere in fiction, in characters, plots, objects and situations. characters, plots, objects and situations.

SymbolsSymbols stand for something other than themselves. They stand for something other than themselves. They bring to mind not their own concrete qualities but the idea bring to mind not their own concrete qualities but the idea or abstraction that is associated with them.or abstraction that is associated with them.

EnjoymentEnjoyment is the first aim and justification of is the first aim and justification of reading fiction. Unless fiction gives something reading fiction. Unless fiction gives something more than pleasure, it hardly justifies itself as a more than pleasure, it hardly justifies itself as a subject of study. If fiction does not expand or subject of study. If fiction does not expand or refine our minds or quicken our sense of life, its refine our minds or quicken our sense of life, its value is not greater than watching a movie or value is not greater than watching a movie or playing basketball. Therefore, the reading and playing basketball. Therefore, the reading and teaching of fiction must yield not only enjoyment teaching of fiction must yield not only enjoyment but also understanding.but also understanding.

The following strategies proposed by Purves and beach The following strategies proposed by Purves and beach (1987) point out five basic categories of response (1987) point out five basic categories of response strategies, for literature assignments that would contribute strategies, for literature assignments that would contribute to student’s appreciations and understanding of short to student’s appreciations and understanding of short stories:stories:

EngagingEngaging: defining one’s emotional experience or : defining one’s emotional experience or relationship with a text.relationship with a text.

ConnectingConnecting: relating similar experiences, attitudes, : relating similar experiences, attitudes, knowledge of other texts to the texts.knowledge of other texts to the texts.

DescribingDescribing: describing the nature of a charactre’s acts, : describing the nature of a charactre’s acts, traits, beliefs, plans, goals or an author’s use of language.traits, beliefs, plans, goals or an author’s use of language.

InterpretingInterpreting: inferring, explaining or interpreting the : inferring, explaining or interpreting the symbolic meaning of acts, author’s intentions, character’s symbolic meaning of acts, author’s intentions, character’s perspectives, themes, social norms, predictions, or perspectives, themes, social norms, predictions, or difficulties in understanding the text.difficulties in understanding the text.

JudgingJudging: judging the characters ot the quality of the text.: judging the characters ot the quality of the text.

It is important to establish a number of ways in It is important to establish a number of ways in which a text can be explored. Role play, which a text can be explored. Role play, improvisation, creative writing, discussion, improvisation, creative writing, discussion, questionnaires, visuals and many other activities questionnaires, visuals and many other activities can help encourage and sustain the students’ can help encourage and sustain the students’ interest in reading fiction specially the longer interest in reading fiction specially the longer type of narrative which is the novel. Studen-type of narrative which is the novel. Studen-centered activities are particularly important centered activities are particularly important when working with students who are not when working with students who are not literature speacialists and who may not as yet literature speacialists and who may not as yet have developed the desire to read literature on have developed the desire to read literature on their own initiative.their own initiative.

Journal writing is a good example of an engaging Journal writing is a good example of an engaging task. The recording of experiences, ideas, task. The recording of experiences, ideas, insights, or reflections on a regular basis insights, or reflections on a regular basis encourages students to articulate their ideas than encourages students to articulate their ideas than merely restating or recasting information. In a merely restating or recasting information. In a study by Newell and Weingart (1986), students study by Newell and Weingart (1986), students who were asked to write their own opinion about who were asked to write their own opinion about a text wrote significantly longer essays at a a text wrote significantly longer essays at a higher level of interpretation than did students higher level of interpretation than did students who were assigned a definite topic.who were assigned a definite topic.

The more involved the students are in narrative The more involved the students are in narrative writing, the better able they are to write. In the writing, the better able they are to write. In the process of writing their journals, students become process of writing their journals, students become more aware of and begin to trust their own more aware of and begin to trust their own thinking processes. As their self-esteem thinking processes. As their self-esteem increases, more students, including those increases, more students, including those reluctant writers, compose with passion and reluctant writers, compose with passion and genuine interest.genuine interest.

Alice Stalker Alice Stalker suggests five ways to help first-suggests five ways to help first-time journal users:time journal users:

• Explain the journal assignment in detail by Explain the journal assignment in detail by using students’ examples as much as possible.using students’ examples as much as possible.

• Set aside regular class time for journal writing Set aside regular class time for journal writing as a way of establishing routine.as a way of establishing routine.

• Stimulate journal writing through quotations , Stimulate journal writing through quotations , songs, poems, stories, etc.songs, poems, stories, etc.

• Encourage disgressions in the entries.Encourage disgressions in the entries.• Enclose clippings and cartoons and other trivia Enclose clippings and cartoons and other trivia

that the students may be familiar with.that the students may be familiar with.

A show-and-tell activity provides A show-and-tell activity provides opportunity for students to talk about opportunity for students to talk about their choice readings and share their their choice readings and share their journal entries on a vocabulary basis.journal entries on a vocabulary basis.

Movie poster making Movie poster making is a novel way of is a novel way of discussing the important elements of fiction. discussing the important elements of fiction. Instead of the typical question and answer Instead of the typical question and answer discussion, the students present their arguments discussion, the students present their arguments with regard to their ‘production’ that is, their with regard to their ‘production’ that is, their choice of performers, setting, costumes, and choice of performers, setting, costumes, and highlighting of events. In addition, their choice of highlighting of events. In addition, their choice of illustration and ad blurb induicate their illustration and ad blurb induicate their understanding of the theme. Overall, the students understanding of the theme. Overall, the students are more involved and interested.are more involved and interested.

Overall, the reading and teaching of fiction or Overall, the reading and teaching of fiction or literature for that matter must take into literature for that matter must take into consideration the following reasons:consideration the following reasons:

• Maintain interest and involvement by using a Maintain interest and involvement by using a variety of student-centered activities.variety of student-centered activities.

• Tap the resources of knowledge and Tap the resources of knowledge and experience of the students.experience of the students.

• Help students explore their own responses.Help students explore their own responses.