Language Arts: Reading and Literacy in Adolescence and Young Adulthood

Franzak, Judith

doi:10.4135/9781412964012.n35

Cited by 3 publications

(3 citation statements)

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“…Tyson argues that a new critical reading must, by definition, identify the formal features of a text and describe how they contribute to its ‘organic unity and theme of universal significance’ (1998, p.448). Franzak has argued that the new critical focus on unity and resolution has resulted in the dissemination of the notion that there is ‘a single correct way to the text’ (2008, p. 331). In a diametric contrast to the historicist approach, students practising new criticism must be able to analyse the text on a formal level without appealing to contextual information.…”

Section: Literature Reviewmentioning

confidence: 99%

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Using classical reception to develop students’ engagement with classical literature in translation

Forde¹

2019

J. of Class. Teach.

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While observing A-level students at my PP2 school, I noticed that their responses to classical texts largely consisted of the identification of stylistic tropes. The students could identify a text's stylistic features but they struggled to articulate and develop their own personal reactions to the text. They had been well-trained in this sort of ‘feature-spotting’ and therefore their reading experience was narrowly mechanical rather than genuinely exploratory. Every passage they encountered was put through the same analytical process with the unsurprising result that every classical author ended up sounding much the same. This seemed to me to be fundamentally passive way of engaging with literature. I was struck by Muir's contention that ‘the pupil should not be a passive recipient in the study of literature’ (!974, p.515). Hence, I wanted to devise a teaching strategy that would enable my students to be more active in the formulation of a personal response to the text.

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Section: Literature Reviewmentioning

confidence: 99%

“…Franzak argues that both of these approaches have been profoundly influential on literary pedagogy (2008, p.331) and both arguably inhibit students from developing a personal response to the text. Among my own students, there was a tendency to focus either exclusively on historical or stylistic matters.…”

Section: Literature Reviewmentioning

confidence: 99%

Using classical reception to develop students’ engagement with classical literature in translation

Forde¹

2019

J. of Class. Teach.

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“…In contrast, assumptions about the teaching of literature are related to plot, characterisation, themes, settings, and looking at much broader elements of texts such as their impact on us as readers. A study by Franzak (2008), illustrative of this type of shift, examined the implementation of new literary policies in a secondary setting. The study's findings demonstrated that the shifting paradigms from the traditionally emphasised curriculum of literature and language to a context which acknowledged the importance of strategic reading resulted in a complex and underexplored distinction.…”

Section: Teacher Knowledge Basesmentioning

confidence: 99%

The Teaching of Children's Literature: A Case Study of Primary Teachers' Pedagogical Content Knowledge

Bradfield¹

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Measurement and Evaluation in Turkish Language and Literature Teaching

KARADOĞAN

2023

Sosyal Bilimler Ve Eğitim Dergisi

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It can be said that there are many problems to be solved in the field of Turkish language and literature education and training. One of the most important of these is that Turkish language and literature teaching and education are very close to each other and even confused with each other. This situation reveals its difference more clearly especially during measurement and evaluation practices. When the existing literature is examined, it is seen that there is a very limited number of studies in the field of measurement and evaluation of Turkish language and literature. In this context, in this study, studies on measurement and evaluation in Turkish language and literature teaching were reached. The available studies were analysed by content analysis. As a result, it was found that the majority of the studies were in the scale development style. Based on the studies, it was suggested that some necessary studies should be carried out in the field of measurement and evaluation in teaching Turkish language and literature.

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Language Arts: Reading and Literacy in Adolescence and Young Adulthood

Cited by 3 publications

References 0 publications

Using classical reception to develop students’ engagement with classical literature in translation

Using classical reception to develop students’ engagement with classical literature in translation

The Teaching of Children's Literature: A Case Study of Primary Teachers' Pedagogical Content Knowledge

Measurement and Evaluation in Turkish Language and Literature Teaching

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