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LAE 6389.001 Practice Teaching Literature


Class 3: Organizing your course


Reading Assignment:

Showalter, chapter 4-7
Assignment: draft course description-theme
Post #2 Group A

Class Objectives:

    Exchange Anthologies - again
    Meet with McGraw Hill - Lunch provided
    Peer review assignment: course description-theme- discuss themes - background research
    Form groups- select class text -sign up for presentation dates
    Discuss Posts

Notes and Discussion Questions:

Showalter divides the practical sections of her book by genre. How useful is this organization? What alternatives might you envision? What are the pros and cons of this presentation of teaching literature?

Why is beginning with poetry a good idea?

Showalter surveys several methods of organizing a course on poetry: poetics, metaphors, genres, background, as well as methods such as reading aloud, lecturing, memorizing, recitation, the commonplace book, writing poetry, writing about poetry (portfolio), comparison and contrast, and working from what students already know.

What methods or strategies strike you as interesting, compelling and worth trying? Obversely, which do not?

Regarding metaphors, she tells about the example of flowers as a controlling metaphor for a poetry course. What metaphors might you like to try? What poems would be included?

What are some of the ways a student can learn to "possess" a poem? How will you evaluate this?

How useful is performance theory in teaching? Should we do a session on dramatic training in this class? Who will volunteer?

What might you take from performance/drama to the teaching of other types of literature? How would you envision this pedagogy?

In teaching fiction, is accessibility a greater boon or bust?

What is the problem with close reading in fiction? What are the benefits? (Evaluate Showalter's instructions on close reading, p. 98-99.)

Obviously the length of fiction needs to be managed by the teacher. What are some ways of managing the length of reading assignments in teaching the novel? What are the pros and cons of these strategies?

Think of a favorite work of fiction and how you could dramatize or make concrete the experience of the novel for students (see pp. 93-4 for examples).

How might you use film in teaching fiction? Can you anticipate some of the problems this would raise?

Showalter quotes Dianna Fuss's questions regarding the changes theory has made to the teaching of literature on page. 106. Consider these questions: "what contributions has theory made to pedagogy? How has the teaching of theory changed our theories of teaching? Is the theoretical classroom different, in any philosophical or structural way, from other (supposedly non-theoretical) classrooms" (106).

If you were to organize a theory class around issues (as described on p. 108), what issues do you think would be effective or interesting?

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Active learning and discussion

Peer Review of course description, theme, method of organization:

Exchange your course description with a partner and read. Write notes and comments on the text. Consider some of the following questions:

  • What is the appeal of the theme or organization?
  • How does it help to achieve the goals of the class?
  • What texts work with the theme or organization?
  • What background material or research might be necessary to teach the theme of organization?
  • What problems might the instructor meet with this theme or organization?
  • Any suggestions, comments, ideas?

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