CAMBRIDGE IGCSE, OL LITERATURE Saturdays
8 -11 am; 3- 6 pm
Printed tutorials of absolutely high quality
content and past papers.
Classes are supported with an outstanding
library of high quality, hard bound [hbk] study course books, literature course
books, classics, language reference, fiction, biography, history etc
CAMBRIDGE
Make and sustain a perceptive, convincing and relevant personal
response
[a] Show a clear critical understanding of the
text
[b] Respond sensitively and in detail to the way the writer achieves
his effects (sustaining a convincing voice in an emphatic task)
[c]
Integrate well-selected reference to the text Does that sound
Well, that is copied from Cambridge GCE OL
Band Description Table
NATIONAL
Literature as a discipline is strongly affected
by subjectivity and individuality. The teaching approach should not by any
means limit the students’ originality, stifle their imaginative involvement or
cramp their style of writing turn literary study into a production of answers
on the same basic model. Students should be encouraged to read for themselves, discover
and write responses, which will make them, think for themselves rather than
depend on someone else for a response.
H.R. S. K. Athugoda, Director/English, NIE, Sri Lanka
SECOND STEP
Now, do you see that approach to evaluation of your responses
[your answers in the Literature Examination Papers] are same, no matter
Cambridge or National?
You don't have to become a literary critic to score an A?
All you need to do is think of your own
[a] on the conflict in the prose,
[b] expereince in the verse[c] write following the essay writing technique of PEEL:
Point, Evidence from the text, explanation, Linking to your point making use of
the KeyWords.
DONE
From where do this approach in evaluation emerge?
From a Literary Theory called Reader Response Approach.
Of course, there are other theories too, yet for your level & requirments, those aren't needed.
Reader Response Approach encourages and expects readers to negotiate and construct
meaning through interaction between their background knowledge and
the text.
Proponents of this approach believe that the reader should not be eliminated as
a thinker or authority in the reading classroom.
Rather, the reader should produce, both orally and in writing,
these personal responses about the text being read.
These personal responses are viewed as the connection between the
reader and the text, irrespective of the teacher and the literary
critic.
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