Literaturnachweis - Detailanzeige
| Autor/in | Sipple, William L. |
|---|---|
| Titel | A Coherent Pedagogy for Teaching Literature and Writing. |
| Quelle | (1985), (15 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Cognitive Processes; English Instruction; Heuristics; Higher Education; Language Processing; Learning Processes; Literary Criticism; Literature Appreciation; Reading Processes; Reading Strategies; Rhetoric; Tagmemic Analysis; Writing Instruction; Writing Processes Cognitive process; Kognitiver Prozess; English langauage lessons; Englischunterricht; Heuristik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachverarbeitung; Learning process; Lernprozess; Literaturkritik; Literarische Wertung; Leseprozess; Reading strategy; Leselernstufe; Lesetechnik; Rhetorik; Schreibunterricht |
| Abstract | While each English department will establish its own set of assumptions appropriate for its objectives and programs, the new rhetoric can bring some coherence to the teaching of writing and literature by providing students with reliable strategies for reading literature as well as writing. In teaching literature teachers need to demonstrate the relevance of reading literature, show students how to pay attention to their individual reading processes and their active participation in interpretation, and provide students with heuristics for reading complex literary texts and solving problems that come from their reading. A problem solving approach stresses the process of reading literary works, readers' responses to literary works, problem identification and resolution through systematic inquiry procedures, and verification of interpretations of works. Using the tagmemic rhetorical theory, practical strategies can be developed for students to deal with the parts of a work, the dynamic interrelations among parts of a work, the internal arrangement of parts, and the work itself in relation to larger contexts. It is thus possible to conceive of a new literary studies pedagogy that is compatible with the new writing pedagogy, and to draw on the wealth of available research to revitalize literature instruction. (EL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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