In looking for an approach to teaching literature in high school,
teachers largely fall back on the methods that they had experienced
as students. These practices often involve a teacher assigning a
complex work of literature and then assessing students' reading
through in-class recitations or quizzes. Teachers typically
dominate the discourse and sometimes take charge of the task by
reading aloud whole swathes of texts to their students. We know
from our own experience as teachers, supervisors of teachers and
student teachers, and researchers in the field that students are
often bored with these approaches and teachers are frequently
frustrated with learners' unenthusiastic responses to the teachers'
favorite works of literature. There has to be a better way. This
book offers approaches to engage students in productive procedures
for reading complex texts and provides sample activities to allow
learners to practice those procedures.
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