Dil ve Edebiyat Öğretimi 2024-2025 Güz Dönemi PDF

Literature can be defined as 'pieces of writing that are valued as Works of art, especially novels, plays and poems' **1** **Definitions of Literature\ **Literature... Is the total of preserved writings belonging to a given language or people. -is a term used to describe written or spoken materia...

Literature can be defined as 'pieces of writing that are valued as Works of art, especially novels, plays and poems' **1** **Definitions of Literature\ **Literature... Is the total of preserved writings belonging to a given language or people. -is a term used to describe written or spoken material. -is used to describe anything from creative writing to more technical or scientific work but the term is most commonly used to refer to Works of the creative imagination, poetry, drama, fiction and non-fiction. -''the body of written Works produced in a particular language, country, or age, or the body of writings on a subject (scientific, art, etc.)' **2** -Literature is a term used to describe written and sometimes spoken material. -Derived from the Latin **Litteratura** meaning, ''writing formed with letters.'' **3** **Literature:** Literature is usually defined as: -Imaginative writing in the sense of fiction-writing which is not literally true. -Actually, the distinction between ''fact'' and ''fiction'' seems unlikely to get us very far. -''Novels and news reports were neither clearly factual nor clearly fictional.'' **4** Literature is not definable according to whether it is **fictional** or **imaginative** but because it uses language in particular ways. -Literature transforms and intensifies ordinary language, deviates systematically from everyday speech **5** **-**Literature most commonly refers to Works of the creative imagination, including **-Poetry** **-Drama** **-Fiction** **Non-fiction** ------------------------------------ **Journalism** **(and in some instances) songs.** **7** **Non-fiction** This can also be called ''informational'' material. ------------------------------------------------------------------------------------------------------------- These types of books provide information that is factual. Nothing is make-believe in these types of materials. More specific examples of this type of genre would be. Biographies Autobiographies **8** **Literary Genre 9** **Fiction** **Non-fiction** --------------------------------- ---------------------------- Fables, Folktales, Fairytales Biography Fantasy, Mystery Autobiography Myth, Legend Newspaper Article Historical Fiction Essay, Documentary Realistic Fiction Drama, Poetry Speeches, Diaries, Letters Science Fiction Informational İs a particular style or type of writing **10** **Fiction** Writing that tells about imaginary people and events. ------------------------------------------------------- Stories that are ''made up''. **11** **Fantasy** Supernatural occurrences ------------------------------------------------------ Characters with magical Powers Things with magical Powers Animals with human characteristics Real people in fantastic places Fantastic creatures or characters in real situations **12** **Historical Fiction** Form of fiction (not true) ------------------------------------------------------------------------------- Based on historical events Authentic settings Characters portrayed in realistic manner Some characters may be actual people from history, but the story is fictional Artistic mix of fiction and historical fact **13** **Science Fiction** +-----------------------------------------------------------------------+ | Form of Fiction (not true) | +=======================================================================+ | Contains some sort of scientific element, such as | | | | -Outer space | | | | -Medicine | | | | -Technology | +-----------------------------------------------------------------------+ | Within the realm of possibility | +-----------------------------------------------------------------------+ | Characters have some believable traits/qualities | +-----------------------------------------------------------------------+ **14** **Horror & Mystery** **Horror** is fiction in which events evoke a feeling of fright in both the characters and the reader. -------------------------------------------------------------------------------------------------------- Mystery is fiction dealing with the solution of a crime or the unraveling of secrets. **15** **Realistic Fiction** Stories that could actually ''happen'' in real life. The setting is realistic --------------------------------------------------- The characters speak and act like real people The story describes real-life problems and events **16** **Fable** ------------------------------------------------------------------------------------------------------- A short story, usually with animal characters, that teaches a lesson about what is important in life. ------------------------------------------------------------------------------------------------------- **17** **Folk Tale** Story told generation to generation, usually by word of mouth. ---------------------------------------------------------------------- Sometimes different versions in different cultures. Original storyteller is unknown. Can involve animals, wishes, magic, trickery and often the number 3. **18** **Myths** Myths are early people's way to explain the universe. ----------------------------------------------------------- Many gods and goddesses are present in myths. The gods, goddesses, and heroes are superhuman in nature. Human emontions are experienced by the gods. Magic is often present in myths. Gods sometimes appear in disguised form. **19** **Legend** Form of fiction (not true) -------------------------------------------------------------------------------------------------------------------- Stories written about a real-life hero and his/her mighty deeds. Mix of fiction and historical facts that have been creatively altered to encourage moral conduct and right choices Leaves questions/wonder in the reader's minds. **20** **Fairy Tales** Often begins with ''Once upon a time'' or ''Long, long ago..'' -------------------------------------------------------------------------------- A good character and a bad (evil) character. Magic or something enchanted. Involves a problem that is solved and the good people live happily ever after. Setting is often a forest or a castle. **21** **Drama/Plays** Has a cast of characters. ------------------------------------------------------ May have a narrator who gives important information. Parts called acts or scenes. Has props to help support action. Dialogue that tells what the actors say. Stage directions in Italics. **22** **Non-Fiction** Accounts of real people, places and events -------------------------------------------- -Facts, not fiction... **23** **Biographies** A biography is a true story about a person's life or parts of his/her life. ----------------------------------------------------------------------------- Written in 3rd person point of view (he or she). **24** **Autobiographies** Autobiographies are books that people write about their own life. ------------------------------------------------------------------- Written in 1st person point of view (I, me, my) **25** **Informational Writing** --------------------------------------------------------------------------------------------------------------------------------- Texts that provide facts about a variety of topics (sports, animals, science, history, travel, geography, space, weather, etc.) --------------------------------------------------------------------------------------------------------------------------------- **26** **Poetry** Lines of poetry (verses) are written in stanzas. ------------------------------------------------------------------------------------------ May include patterns of rhyme to capture the reader's interest. Uses carefully selected words and phrases to create vivid pictures in the reader's mind. **27** **High Fantasy** +-----------------------------------------------------------------------+ | Form of fiction (not real) | +=======================================================================+ | Good vs. Evil (Supernatural/Evil Forces) | +-----------------------------------------------------------------------+ | Story written in a series of books/volumes | +-----------------------------------------------------------------------+ | Coming of age themes | +-----------------------------------------------------------------------+ | Include fantastical elements, such as: | | | | -Elves and dwarves | | | | -Magic | | | | -Wizards | | | | -Invented languages | | | | -Quests | +-----------------------------------------------------------------------+ **28** **Tall Tale** Extraordinary person -- The main character is better at things than an ordinary person. ----------------------------------------------------------------------------------------- Exaggeration -- Makes something greater or bigger than it really could be. Explanation -- Explains how something came to be. **29** NAME THE GENRE OF LITERATURE FOR EACH SELECTION... 1.A book titled **''How to be the Best Gardener''** 2.A novel about a boy who grows up in the city and learns about life the hard way. 3\. A book titled **''All About My Life''** 4.A story about two robots who find a ray gun and take over the planet. 5.**''George Washington, the President''** by Adam Wessel 6.Shaden dropped the magic ring to the ground and said **''Be göne dragons!''** 7.Andy and Madeline solved the mystery... it was Old Man Winters all along! 8.The moral of the story, **The Ant and the Grasshoper** is ''Plan Ahead!'' *Autobiography -- Nonfiction -- Realistic Fiction -- Fable -- Science Fiction -- Mystery -- Fantasy -- Biography* **What is the relationship between language learning and literatüre?** For many, the word literatüre suggests a higher art form, only putting words on a page does not necessarily mean creating literature. **Literary Devices** Literary devices are used to convey meaning. Help us appreciate, interpret and analyse a literary work. Language that has meaning beyond the literal meaning; also known as **''figures of speech.''** **Simile** is an expression comparing one thing to another using the words **''like''** or **''as''.** **Examples:** He ran like a cat, lightly and quietly. Her blue mood passed as quickly as an afternoon rain shower. **Metaphor** is a comparison of two unlike things without using the words **''like'' or ''as''.** **Examples:** He was a statue, waiting to hear the news. She was a mother hen, trying to take care of everyone around her. **Hyperbole** is an obvious exaggeration or overstatement. **Examples:** I'm so hungry I could eat a horse! **Personificiation** is when a writer gives human qualities to animals or objects. **Examples:** My car drank the gasoline in one gulp. The cat laughed. The newspaper headline glared at me. **Onomatopoeia** is a word that imitates the sound it represents. **Examples:** Crunch Zap Tick-tock Whoosh **Imagery** is when a writer invokes the five senses. **Examples:** The smell reminded him of rotting tomatoes. The fence was uneven, like baby teeth growing awkwardly in. (also a simile!) **Foreshadowing** Important hints that an author drops to prepare the reader for what is to come, and help the reader anticipate the outcome. **Examples:** A pipe is going to burst, but before it does, the author writes a scene where the family notices a small dark spot on the ceiling, but ignores it. **Alliteration** is the repetition of the same consonant sound in words occuring near one another. **Examples:** -Peter Piper picked a peck of pickled peppers. -Sally sells seashells by the seashore. -Come and clean the chaos in your closet. -The big, bad bear scared all the baby bunnies by the bushes. Shut the shutters before the banging sound makes you shudder. **Allusion** is a casual reference to a famous historical or literary figure or event. **Example:** If it doesn't stop raining, I'm going to build an ark. My sister has so many pets I'm going to call myself Old McDonald. I was surprised his nose was not growing like Pinocchio's. When she lost her job, she acted like a Scrooge, and refused to buy anything that wasn't necessary. Chocolate was her Achilles' heel. **Paradox** Reveals something true which at first seems contradictory. **Examples:** He was a brave coward. When you win all the time, you lose. You can save Money by spending it. I know one thing; that I know nothing. This is the beginning of the end. Deep down, you're really shallow. **Symbolism** is using an object or action that means something more than its literal meaning. **Examples:** Pink -- the fight against breast cancer The Statue of Liberty -- freedom Roses stand for romance. Violets represents shyness. Lilies stand for beauty and temptation. Chrysanthemums represent perfection. **Idiom** is an expression with a meaning different from the literal meaning of the words. **Examples** I got cold feet before my speech = was scared My boss gave me the green light = my boss said yes Draw the curtains = close the curtains Put the lights out = turn off the lights **Oxymoron** Two opposite terms. **Examples:** A peaceful war A generous cheapskate Dark sunshine **Tragic comedy -- unbiased opinion -- virtual reality -- definite maybe -- original copies** **Euphemism** is a polite word or phrase used in place of one that may be too direct, unpleasent, or embarrassing. **Examples:** Pass away = die Let go = fired Pre-owned/preloved = used Pregnancy termination instead of abortion On the streets instead of homeless Differently-abled instead of handicapped or disabled Fell off the back of a truck instead of stolen Disabled/handicapped to physically challenged fat to vertically challenged Ignorant to mentally challenged Poor to working class **Clichê** is an expression that has lost its power or originally from overuse. **Examples:** Talking a mile a minute Quiet as a Mouse Easy as pie They all lived happily ever after Read between the lines Fall head over heals Waking up the wrong side of the bed **Pun** İs a humorous play on words, often involving double meanings. **Examples:** A man stole a case of soap from the corner store. He made a clean getaway. I really wanted a camouflage shirt, but I couldn't find one. The grammarian was very logical. He had a lot of comma sense. A bicycle can't stand on its own. **Anaphora** In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect is known as Anaphora. **Example:** Every day, **every** night, in **every** way, I am getting better and better. **My life** is my purpose. **My life** is my goal. **My life** is my inspiration. **Assonance** This figure of speech is similar to alliteration because it also involves repetition of sounds. But this time it's vowel sounds that are being repeated. Assonance creates internal rhyming within phrases or sentences by repeat vowel sounds that are the same. **Examples:** On a proud round Cloud in white high nigh Fire at the private eye hired to pry in my business It beats....as it sweeps.....as it cleans! I must confess that in my quest I felt depressed and restless. Hear the mellow wedding bells by Edgar Allen Poe **Apostrophe** In literature, apostrophe is a figure of speech sometimes represented by an exclamation, such as **''Oh.''** A writer or speaker, using apostrophe, speaks directly to someone who is not present or is dead, or speaks to an inanimate object. **Example:** Is this a dagger which I see before me, The handle toward my hand? Come, let meclutch thee! I have thee not, and yet I see thee still. -Feet, don't fail me now. -Twinkle, twinkle, little star, how I wonder what you are. **Theme** **Definition** The overall notion or repeated idea throughout a literary work. **Example:** Working together and embracing our differences' is the main theme of How to Train Your Dragon. Hiccup convinces the Vikings in his village to live peacefully with the dragons and the war finally ends. **How to Train Your Dragon** **Dramatic Irony** **Definition:** When the audience knows something that the characters do not see. **Example:** Unlike the viewers, Ray doesn't know that his love, Evangeline, is actually a star, not a firefly! ***The Princess and the Frog*** **Foreshadowing** **Definition:** A warning or hint of what is going to happen in the future. **Example:** In Star Wars, Obi-Wan Kenobi) jokingly says: ''Why do I get the feeling you'll be the death of me?'' to Anakin Skywalker. This foreshadows the fact that he is later killed by him (when Anakin becomes Darth Vader). ***Star Wars*** **Mood** **Definition:** The atmosphere of a literary work or part of it. It evokes a certain emotion/feeling from the audience. **Example:** The Lord of the Rings uses music and setting to drastically shift the mood from playful to dark and foreboding.***The Lord of the Rings*** **Conflict** **Definition:** An imcompatibility between the objectives of two or more characters or forces. **Example:** Mother Gothel wants Princess Rapunzel for the magic qualities her hair possesses. The princess' parents want her because they love their daughter. ***Tangled*** **Climax:** **Definition:** A turning point in the action or the highest point of interest/excitement. **Example:** In Frozen, Hans, who Anna is set to marry, turns out to be a villain and refuses to save Anna's life. ***Frozen*** **Poetic Justice** **Definition:** When virtue is ultimately rewarded or villainy punished, often by an ironic twist of fate. **Example:** Jafar is so power hungry he fails to realise that becoming a genie will cost him his freedom. ***Aladdin*** **What is the relationship between language learning and literature?** From the 1950s to early 1980s English language teaching was dominated by discourses that advanced very pragmatic approaches to language, where communicative competence and specific practical and functional purposes were the main concerns. Approaches focused on using language in social situations and syllabuses were designed along Functional/notional lines\' There was little space far creativity and literature in such language teaching context. \* Therefore, literature still has a strong place in the mainstream of language teaching materials. **1. Authentic material** It is good to expose learners to this source of unmodifeed language in the classroom because the skills they acquire in dealing with difficult or unknown language can be used outside the class. **2.Motivating material** Literature exposes students to complex themes and fresh, unexpected uses of language. A good novel or short story can take the students to foreign countries and fantastic worlds. A play or a poem can bring up certain dilemmas and powerful emotional responses. All this can be transposed to their real lives. **Literature is motivating.** Literature holds high status in many cultures and countries. For this reason, students can feel a real sense of achievement at understanding a piece of highly respected literature. **\* Literature encourages interaction** Literary texts are often rich; there is multiple layers of meaning, and can be effectively mined for discussions and sharing feelings or opinions. Access to cultural background: Literature can provide students with access to the cultures of the people whose language they are studying. **Encouraging laguage acquisition:** \* Obviously, at lower levels, students may be unable to cope on their own with an authentic novel or short story in English Any extensive reading we encourage them to do outside the classroom would probably need to be of graded material, such as graded readers. But at higher levels, students may be so absorbed in the plot and characters of an authentic novel or short story, that they acquire a great deal of new language almost in passing. \"If recorded Iiterary material is available (audiobook) then students can practice their listening skills Expanding students language awareness\"Using literature with students can help them to become more sensitive to some of the overall features of English. **Literature expands language awareness.** Asking learners to examine sophisticated or non standard examples of language (which can occur in literary texts) makes them more aware of the norms of language use. **6.Developing students' interpretative abilities:** Literary texts are often rich in multiple levels of meaning, and demand that the reader/learner is actively involved in digging out the unstated implications and assumptions of the text. Thus, by encouraging our students to struggle with the multiple ambiguities of the literary text, we are helping to develop their overall capacity to infer the meaning, and this can be applied in real life. **7.Educating the whole person:** Literature educates the whole person. By examining values in literary texts, teachers encourage learners to develop attitudes towards them. These values and attitudes relate to the world outside the classroom. **8.Stimulates creativity** Apart from all the linguistic benefits, we cannot forget the wider educational function of literature. It can help to stimulate the imagination of our students, to develop their critical abilities and to increase their emotional awareness. Summary of the merits (benefits) of using literature in the language classroom Some scholars provide linguistic, methodological and motivational reasons for using literature in the language classroom. The following merits of using literature as a resource in the language classroom are listed. **Universality:** Literary Works are common across cultures. **Personal Response:** Literature deals with ideas, things, sensations and events which are likely to be a part of the reader's experience or encourage the reader to experience the world of the literary work and relate it to their own lives. **Variety:** The themes of literature include all kinds of subject matter in all conceivable varieties of the language. **Interest:** The themes of literature are intrinsically interesting, because they are drawn from human experience and treat them in an engaging manner. **Economy and suggestive power:** One of the great strengths of literature is its suggestive power. Even simple literary texts turn readers' attention to the underlying implications of what is said. **How to teach using literary texts?** **The Cultural Model** In a cultural model of literature and language teaching the literary text is viewed as a product and as a source of information about the target culture. It is the most traditional approach, often used in university courses. The cultural model will examine the social, political and cultural background to a text, literary improvements and genres. **The Language Model** A language model for dealing with literature aims to be more learner centred. As learners proceed through a text, they pay attention to the way language is used. They come to grips with the meaning and increase their general awareness of English. Within this model of studying literature, the teacher can choose to focus on general grammar and vocabulary or use stylistic analysis. **Stylistics has two main objectives:** **Firstly,** to enable student's to make meaningful interpretations of the text itself; **Secondly,** to expand students' knowledge and awareness of the language in general. Studying the language of the literary text will help to integrate the language and literature syllabi more closely. Students are encouraged to draw on their knowledge of familiar grammatical, lexical or discoursal categories to make aesthetic judgement of the text. Stylistic analysis involves the close study of the linguistic features of the text to enable students to make meaningful interpretations of the text. It aims to help learners read and study literature more competently. **Language:** Choices, images, symbols, metaphors, similes **Point of View:** Particular character, first person narrator, everyone's point of view, effect **Structure:** Organisation, time order, time shifts, contrasts, predictability, surprise ending **Theme:** Deeper levels, central message **Plot:** Main events, time span, central problem, climax **Setting:** Where, affect characters, atmosphere **Characters:** Central figures, principal qualities, change **Characterisation:** Presentation, direct description, actions/though, own voice, own point of view, contrast, symbolic **Short Story:** Shorter than the shortest novel. -It is a fictional work and generally has one event. -It is about probable events and tells about human nature, strength, ambition etc. -The character development is limited and characters are realistic. -It is as old as the human history (from Eve and Adam). -In cultures, there are mythological stories legends and fairytales. -Canterbury Tales is the first story recorded in English literature. -Boccacio's Decomeron is the first in the world. **Setting** Time and place are where the action occurs. **Details that describe:** -Furniture -Scenery -Customs -Transportation -Clothing -Dialects -Weather -Time of day -Time of year **The Functions of a Setting** -To create a mood or atmosphere -To show a reader a different way of life -To make action seem more real -To be the source of conflict or struggle -To symbolize an idea **Characters** The people (or animals, things, etc. Presented as people) appearing in a literary work. **Round Characters** are convincing, true to lie. Have many different and sometimes even contradictory personality traits. **Dynamic Characters** undergo some type of change or development in story, often because of something that happens to them. **Flat Characters** are stereotyped, shallow, and often symbolic. Have only one or two personality traits. **Static Characters** do not change in the course of the story. **STEREOTYPE** a fixed idea or conception of a character or an idea which does not allow for any individuality, often based on religious, social, or racial prejudices. **Characterization** A writer reveals what a character is like and how the character changes throughout the story. -Two primary methods of characterization: Direct-writer tells what the character is like Indirect-writer shows what a character is like by describing, what the character looks like, by telling what the character says and does, and by what other characters say about and do in response to the character. **Femma fatale:** her duty is to do bad things. She is seductive. **Villain:** the bad man. **Archetypal:** universal characters. **Stock/literary character:** one dimensioned, flat, functional character **Foil character:** he fail at the end. Şener Şen is a foil character. **Elements of a Setting** metin, yazı tahtası, el yazısı içeren bir resim Açıklama otomatik olarak oluşturuldu **Characters:** **Characterization:** In order for a story to be realistic, its characters must seem real. Characterization is the information that the author gives about the characters themselves. The author may reveal a character in several ways. **Dramatic Characterization:** No adjectives are used to introduce the characters. We infer by the speech, thoughts and dreams of the characters. **Non-dramatic Characterization:** We are spoonfed by the writer. **Characterization by Narration:** Mentioned indirectly. Flash............ is used. The importance of what others say about the characters and how they react to him. **Important Qualities of Characters:** **Consistency:** Convincing and coherent **Plausibility:** Life-likeness, reality, credibility, easily found in real life. **Motivation:** The characters must have a logical reason to act. **Balancing of the Forces:** The protagonist or antagonist are neither too strong nor too weak. This technique is used to raise suspension. **Protagonist:** The one who is clearly central to the story. He/she doesn't have to be good or poor. **Round:** Many sided and complex personalities. Drawn both physically and psychologically. **Dynamic:** changes, for better or worse, by the end of the story. **Elements of Character**  **Plot of a Story:** Plot is series of related events in a story or play, sometimes called storyline. **Characteristics of Plot:** **Exposition** introduces characters, situation, and setting. **Rising action** complications in conflict and situations (may introduce new ones as well) **Climax** that point in a plot that creates the greatest intensity suspense, or interest. Also called ''turning point'' **Resolution** the conclusion of a story, when all or most of the conflicts have been settled; often called the denoument. **Conflict** Conflict is the struggle between opposing forces or characters in a story. **External Conflict** Conflicts can exist between two people, between a person and nature or a machine or between a person a whole society. **Internal Conflict** A conflict may be internal, involving opposing forces within a person. **Motivation** The reasons for a character's behavior. **Parts of a Plot** **Overt Plot:** The story is open and follows a chronological order. No flashbacks. Nothing secret in the story. **Covert Plot:** Flashbacks and narrative projections are used **Inciting Incident:** Event that gives rise to conflict (opening situation) **Development:** Events that occur as result of central conflict (rising action) **Climax:** Highest point of interest or suspense of story. **Resolution:** When conflict ends **Denouement:** When characters go back to their life before the conflict. **Elements of Plot** **Suspense:** Excitement or tension **Foreshadowing:** Hint or clue about what will happen in story. **Flashback:** Interrupts the normal sequence of events to tell **Dramatic/Tragic Irony** **Dilemma/Conflict:** Crisis **Surprise Ending:** Conclusion that reader does not expect. **Point of View:** The angle or perspective from which the story is told Who is telling the story? How do we know what is happening? **First Person Point of View:** Told from the viewpoint of one of the characters, using the first person pronoun ''I''. **Innocent Eye:** The story is told through the eyes of a child (his/her judgment being different from that of an adult). **Stream of Consciousness:** The story is told to that the reader feels as if they are inside the head of one character and knows all their thoughts and reactions. **Second Person Point of View:** The main character in the story is referred to using the second person pronoun ''you''. **Third Person Point of View:** The story is told using a narrator who is located outside of action of the story and uses third person pronouns such as ''he'', ''she'', ''his'', ''her'', ''they'' etc. Third Person Point of View can be broken up into three different types: **Omniscient** **Limited-Omniscient** **Objective** **Omniscient Point of View:** The narrator has the power tos how the reader what is happening though a number of characters' eyes. **Limited-Omniscient Point of View** Third person, told from the viewpoint of a character in the story. **Objective Point of View** Third person, told as if from a camera that follows the characters. Only what........ and done is recorded. **Theme** -A theme in literature is an overarching, broad idea, or construct that is consistent throughout the piece. -Themes in literature are generally universal to any type of literature and center around ideas and concepts that apply to human beings, nature, and life in general. -Themes can be found in poetry, fiction, and non-fiction literature and can be broad or specific depending on the preference of the author. -A theme in poetry might be as broad as man versus nature. -In fiction, it could be as broad as good v sevil or more specific like unrequired love. -Can be expressed by one or two sentence statement about human beings or about life. -May be stated directly or implied. -Interpretation uncovers the theme. **Types of Irony:** **Verbal Irony:** This is the contrast between what is said and what is meant. In other words: sarcasm. **Dramatic Irony:** The contrast between what character thinks to be true and what we (the reader) know to be true. Sometimes as we read, we are placed in the position of knowing more what one character knows. Because we know something the character does not, we read to discover how the character will react when he or she learns the truth of the situation. **Situational Irony:** This is the most common in literature. It is the contrast between what happens and what was expected (or what would seem appropriate). Because it emerges from the events and circumstances of a story it is often more subtle and effective than verbal or dramatic irony. **Symbolism** A symbol represents an idea, quality, or concept larger than itself. A journey can symbolize life. A lion can be a symbol of courage. Water may represent cleanliness and renewal. A red rose can represent love. **Foreshadowing:** This is a writer's technique in which the author provides clues or hints as to what is going to happen later in the story. It's like the music in a scary movie when we know that something bad is about to happen. **Types of Stories:** **Allegory:** Stor yor poem in which characters, settings, and events stand for other people or events or for abstract ideas or qualities. **Comedy:** In general, a story that ends with a happy resoultion of the conflicts faced by the main character or characters. **Tall Tale:** An outrageously exaggerated, humorous story that is obviously unbelievable. **Farce:** A type of comedy in which ridiculous and often stereotyped characters are involved in silly, far-fetched situations. **Tragedy:** In general, a story in which a heroic character either dies or comes to some other unhappy end. **Didactic:** Form of fiction or nonfiction that teaches a specific lesson or moral or provides a model of correct behavior or thinking. **Fable:** A very short story told in prose or poetry that teaches a practical lesson about how to succeed in life. **Parable:** A relatively short story that teaches moral, or lesson about how to lead a good life. **Romance:** In general, a story in which an idealized hero or heroine undertakes a quest and is successful. **Satire:** A type of writing that ridicules the shortcomings of people or institutions in an attempt to bring about a change. **Parody:** A work that makes fun of another work by imitating some aspect of the writer's style. **Novel Vocabulary** **Genre:** A group, type, classification of Literature. (Novel, Poetry) **Plot:** What happens in story. Multiple plots and subplots in novel. **Setting:** Where the story takes place. Includes description and sensory images. Multiple settings in a novel. **Characterization:** Drawing of three-dimensional characters including looks, personality, character traits. **Dilemma:** A struggle between opposing forces. The conflict can be internal or external. **Climax:** That point in the story where you know that the dilemma has been resolved. **Denouement:** What happens as a result of the dilemma being resolved. **SHORT STORY INTEGRATION INTO EFL** **Selecting Appropriate Literary Texts** **Criteria for Selection:** Age-appropriate, culturally relevant, linguistic level, engagin themes, and universal values. **Examples of Texts:** Short stories: The Tortoise and the Hare, The Little Match Girl Fables: The Lion and the Mouse, The Fox and the Grapes Fairy tales: Cinderella, Hansel and Gretel **Pre-Reading Activities** **Aim:** To activate prior knowledge, generate interest, and build vocabulary. **Pre-Discussion Questions:** Have you ever heard of the story of..........? What do you think it's about? What lessons can we learn from stories about animals and magic? What kind of stories do you like? Happy endings or sad ones? Why? **Theme Exploration** **Procedure:** Introduce a key theme (kindness, courage) and ask students for examples in their own lives. **Alternative:** Conduct a brief group discussion or brainstorm around the theme on the board. **Title Prediction and Brainstorming** **Procedure:** Present the title and ask students to guess the story's plot or main theme. Have them brainstorm related words themes. **Alternative:** Show a picture related to the story, such as a main character or setting, and ask students to predict what might happen. **Character Introduction** **Procedure:** Give a brief description of the main characters (without revealing too much about the plot) and have students discuss their possible roles or personalities. **Alternative:** Students create ''character cards'' with traits they think each character might have, based on their names or pictures. **Key Vocabulary with Actions** **Procedure:** Introduce key vocabulary through gestures or images and have students create sentences or act them out. **Alternative:** Make a ''vocabulary bingo'' with important words that students can cross off as they hear them in the story. **Thematic Discussion** **Procedure:** Introduce a key theme (bravery, kindness, honesty) and ask students to share their thoughts or experiences related to it. **Alternative:** Have students brainstorm stories they know with similar themes or values. **While-Reading Activities** **Aim:** To encourage comprehension, engagement, and interaction with the text. **Pre-Discussion Questions** What do you think will happen to the main character? How would you feel if you were in this situation? What would you do if you met a magical creature in real life? **Guided Reading with Questions:** **Procedure:** Pause at key moments in the story to ask questions like, ''What might happen next?'' or ''Why did the character do that? **Alternative:** Divide the story into parts, and after each part, ask students to summarize what they've read. **Character Maps** **Procedure:** Have students create a ''character map'' detailing each character's traits, motivations, and actions. **Alternatives:** For fables, ask students to draw or describe the animal characters and discuss how their behavior reflects the story's moral. **Role-Playing / Acting it out** **Procedure:** Assign roles and let students act out parts of the story. **Alternative:** Use ''freeze frames'' where students act out a scene, freeze, and then explain what their character might be thinking. **Stop-and-Draw** **Procedure:** At designated points, pause and have students draw what they visualize happening. **Alternative:** Students could also create ''mind maps'' of the events as they unfold. **Stop-and-Predict** **Procedure:** Pause at key moments in the story and ask students to predict what will happen next. **Alternative:** Divide students into groups to come up with different possible outcomes, then compare ideas. **Guided Comprehension Questions** **Procedure:** Ask questions at various points for help students focus on plot, setting, and characters. **Alternative:** Give each student or group as specific character to follow closely, noting their actions and motivations. **Drawing the Story** **Procedure:** Pause occasionally and ask students to draw a scene they visualize from the story. **Alternative:** Students could create ''storyboards'' that illustrate key scenes and sequences the story. **Character Emotions** **Procedure:** Ask students to track a character's emotions throughout the story, noting they change and why. **Alternative:** Use emotion cards (happy, sad, scared) and have students hold up the card they think best matches the character's feelings at various points. **Post-Reading Activities** **Aim:** To deepen understanding, apply moral lessons, and encourage creative expression. **Pre-Discussion Questions:** What message or lesson did you take away from the story? Did any character remind you of someone you know? How would you change the ending of this story? **Story Retelling / Summarization** **Procedure:** Ask students to retell the story in their own words or summarize it to a partner. **Alternative:** Challenge students to retell the story from another character's perspective. **Creative Writing: Alternative Endings:** **Procedure:** Have students write a different ending for the story. **Alternative:** Let students add a new scene or create a ''sequel''. **Story Mapping:** **Procedure:** Guide students to create a story map with key elements (characters, setting, problem, solution) **Alternative:** Use a Venn diagram to compare two characters or two stories. **Moral Reflection:** **Procedure:** Lead a discussion about the moral or lesson and how it applies to students' lives. **Alternative:** Have students draw a ''moral poster'' illustrating the story's lesson. **Mini-Debates:** **Procedure:** If the story contains a conflict, divide students into two groups and let them debate the characters' choices. **Alternative:** Ask students to take the role of a character and explain their choices in a ''hot seat'' activity, where other students ask questions. **Digital Storytelling:** Students can create a digital version of the story with images and recorded narration. **Soundtrack Creation:** Have students choose or create background music or sound effect to accompany the reading. **Role Reversal:** In acting activities, have students switch roles to gain different perspectives. **Language Tasks:** **Grammar Practice:** Use sentences from the story to focus on grammar structures (past tense, reported speech) **Vocabulary Review:** Create a crossword or word search using key words from the story. **Some Other Creative Activities:** **1.Story ''Freeze Frames''** **Activity:** Assign scenes from the story to small groups. Each group creates a ''freeze frame'' (a silent, still image) to represent a key moment. Other students guess what's happening and discuss the emotions of each character. **Skills Developed:** Comprehension, empathy, visual interpretation, speaking **2.Character Diaries** **Activity:** Students write a diary entry from a character's point of view, describing a major event in the story and their feelings about it. For a twist, they could choose a less central character (the stepmother in Cinderella). **Skills Developed:** Writing, perspective-taking, empathy **3.Modern Retelling** **Activity:** Students reimagine the story in a modern context. They can rewrite it as a news article, social media post, or even a conversation between characters on a messaging app. **Skills Developed.** Creative writing, cultural adaptation, vocabulary building. **4.Alternative Endings:** **Activity:** Have students brainstorm and create alternative endings in the story. They can write or perform these new endings in groups. **Skills Developed:** Critical thinking, creativity, teamwork. **5.Moral Posters** **Activity:** Students design posters that illustrate the moral or message of the story. This can include quotes, key scenes, or a short summary of the lesson. **Skills Developed:** Summarization, interpretation, visual creativity. **6.Soundtrack or Sound Effects Creation** **Activity:** Students select or create sounds to accompany different scenes. They might use their voices, objects, or instruments to recreate actions or set the tone. **Skills Developed:** Listening, imagination, collaboration. **8.Story Maps and Comic Strips** **Activity:** Students create story maps or comic strips summarizing the plot with illustrations and captions for each main event. **Skills Developed:** Summarization, sequencing, visual creativity, language skills. **9.Story Parodies** **Activity:** Students rewrite or perform a humorous parody of the story. For instance, they could create a version where the main character has a unique twist, like being a superhero or a pop star. **Skills Developed:** Humour, creativity, adaptation, writing **10.Letter Exchange Between Characters** **Activity:** Students write letters between two characters in the story, perhaps even across different stories (Cinderella writing to Little Red Riding Hood for advice) **Skills Developed:** Writing, creativity, understanding character relationships. **11.Mini-Theater Performance with Props** **12.Designing Character Profiles or ''Social Media'' Profiles** **Activity:** Students create profiles for the characters, including like ''interests'', ''fears'', ''strengths'', and ''friends'' or ''followers''. They can also writer character ''posts'' or ''status updates'' based on events in the story. **Skills Developed:** Character analysis, digital literacy, creativity. **13.''What Happens Next?'' Sequel Writing** **Activity:** Students write a continuation of the story, imagining what would happen to the characters after the original ending. **Skills Developed:** Creative writing, imagination, language use. **14.Create a Story-Based Game** **Activity:** Students design a board game, card game, or quiz based on the story, where players move through events or answer questions related to the characters and plot. **Skills Developed:** Critical thinking, comprehension, game design, creativity. **15.Imaginary Interview with the Author or Characters** **Activity:** Students prepare questions they would ask the story's author or characters and then role-play an interview. One student can act as the author or character while others take on the role of interviewers. **Skills Developed:** Speaking, curiosity, comprehension, empathy **Adapting to Another Genre:** -Students adapt the original text into a different genre. This could involve: **Rewriting:** Changing the narrative into a different form (a short story to a poem e.g.) **Creating a New Perspective:** Retelling the story from the viewpoint of a different character. **Mixing Genres:** Combining elements from two different genres (e.g., turning a drama into a comedic skit). **Presentation and Performance:** Students can present their adaptations, whether through readings, performances, or multimedia presentations, fostering collaboration and language use. **Reflection:** Encourage students to reflect on the challenges and discoveries made during the adaptation process, discussing how the change in genre affected the story's impact, message, or tone. Criticsm - The term criticism originates from the Greek the term *kritikos*, which was used in the 4th century B.Cit, means ''a judge of literature''. Literary Criticsm - Literary criticsm is the study, evaluation and interpretation of literature; - Interpretation, analysis, classification and ultimately the judgement of literary works; - Evaluation of literary works; and - As what literature is, what does, and what is worth? Purpose - Researching, reading, and writing works of literary criticism will help you to make better sense of the work, form judgemets about literature, study ideas from different points of view, and determine on an individual level whether a literary work is worth reading. Literary Analysis vs Literary Interpretation Literary Analysis - A careful examination of the mechanism of a literary work - A discussion of how that mechanism functions to reveal meaning. Literary Interpretation - Logical analytical conclusion about a work based on the facts of the story. - An explicit argument about a text's deeper meanings- its implied themes, values, and assumptions. You interpret by using facts - You have nine dogs. Five are white, and four are black. For example, you might write - He had short black hair and steely gray eyes. His face was square, his nose Roman. He was a ruggedly handsome fellow. - The first two sentences provide the facts, and the third sentence presents the interpretation. Theory - Hypotheses - Principles - Speculation - Guess - Predictions Literary Theory - The study of principles which inform how critics makes sense of literary works. - A school of thought or style of literary analysis that gives readers a means to critique the ideas and principles of literature. Why do we need to use literature in language teaching? There are maany good reasons for using literature in the classroom. Here are a few: Approach: - According to the MacMillan dictionary, approach is the ''particular way of thinking about or dealing with something'' - In the context of teaching literature, approach would mean the best way of the practice a teacher uses to teach literature to learners in the classroom in order to achieve his/her goal of imparting relevant and meaningful knowledge to the learner. - Moody (1983) refers to this as an operational framework applicable to realities on the ground in the classroom. - Aim and approach go hand-in-hand in teaching. - If one has clear -cut aims in terms of the lesson per se and expectations from the learner, the decision on what approach to tackle that will suit the needs of the learners and make learners and make learning of great value and interest will come to easy. - The approaches employed and challenges encountered in the teaching of literature toward successfully accomplishing its objectives and not a mere futile exercise can be discussed here. Traditional Approach The teaching of literature in schools has become mainly lecture-based with the conventionally used traditional teacher-centered approach. Many of us must familiar with this approach where the teacher spells out important terms and concepts as a necessary part of the discussion and the student has listens what the teacher says. In this classroom setting, the teacher provides background information like the social, political, and historical background to a text. - **Traditional Approach** -- customs, beliefs, or methods are ones that have existed for a long time without changing. Dealing with something with those long existing methods in called a traditional approach. Most Common Model used When studying literature in ELT The Cultural Model - In a cultural model of literature and language teaching the liteary text is viewed as a product and as a source of information about the target culture. - It is the most traditional approach, often used in university courses. **The Language Model** - A language model for dealing with literature aims to be more learner-centred. - As learners proceed through a text, they pay attention to the way language is used. - They come to grips (kavramak) with the meaning and increase their general awareness of English. - Within this model of studying literature, the teacher can choose to focus on general grammar and vocabulary or use stylictic analysis. **Stylistics has two main objectives:** - Firstly, to enable student's to make meaningful interpretations of the text itself; - Secondly, to expand students' knowledge and awareness of the language in general. - Studying the language of the literary text will help to integrate the language and literature syllabi more closely. - Students are encouraged to draw on their knowledge of familiar grammatical, lexical or discoursal categories to make aesthetic judgement of the text. **The Personel Growth Model,** - Literature can be used as a springboard or a catalyst for work on critical thinking skills. - Literature encourages students to reflect on their own personel experiences, feeling and opinions. - At the same time of learning English, they become more active, both intellectually and emotionally. - This method is also an excellent stimulus for group work. - A well-selected literary text is often rich is multiple layers of meaning, and can be effectively mined for discussions and sharing feelings or opinions. - This is especially true of classic literature. A piece of classic literature remains classic because it resonates (re-sounds) with people through time and can be relevant in the present day. - This model encourages learners to draw on their own opinions, feelings and personel experiences. Literature as content - Literature carries the content within itself. - Like the Cultural Model, it focuses on the subjects from the social, political, and historical background to a text. - Language acquisiton is aimed through focusing on content through reading texts and literary criticiscm relating to them. - Texts are selected for their importance as part of a literary tradition - This approach is advantageous as it exposes learners to wide range of authentic materials and encourages education through understanding of the texts within their literary and historical context. The Critical Literary Approach (1989) Critical Literary Approach by Maley (1989) focuses on: - The plot - Characterization - Psychology - Background - Literary concepts Students' levels need to be at least intermediate. In addition to proficiency level, Knowledge of literary terms and conventions need to be mastered by the students. Text Type Approach (1990) Text type approach by Lucas (1990) divided texts into two major types: artistic and functional. Artistic texts include texts that have artistic value and functional texts consist of texts other than the artistic and the comprise six categories: Artistic texts - Novels - Short stories - Essays - Poems - Plays Functional texts 1. Casual texts such as newspapers, magazines, and non-fiction 2. Personel texts, for instance, letters and diaries. 3. Transactional texts: business letters, legal documents and reporst 4. References texts, for example, dictionaries, catalogues, directories and inventories. 5. Pedagogical texts include textbooks and encyclopaedias. 6. Academic texts such as research papers, theses, specialist books and journals. Integrative Approach to Literature (2010) - The reader response approach- which underlines the importance of the role of the reader paving the way to close interaction between reader and the text. - The stylistic analysis approach-which aims to analyse the characteristics of the language of literature to promote students' awareness of literature, - Could be taken as two models applied to literary analysis that focus on the significance of the participation of the reader. - This type of approach that integrates different approaches can be considered as an activity-based approach - Through active engagement in activities, students tend to become more successful in problem solving and they learn better as they are given more opportunities. - This model was introduced to be used mainly for L1 classes. - But it is believed to be a promising one to be applied in FLE classroom, - It suggests the social, cultural, and literary analysis of the text in addition to the linguistic point of view. Literary works may be discussed under the following topics: - **History:** information about the times in which the literary work is set. - **Author:** information about the life, time and literary movements in author's life. - **Structure:** Literary form and technique. - **Ideas:** information expressed provoked or by the literary work. - **Feelings:** affective reponses, positive or negative evoked by the literary text. - **Imagination:** is another important aspects of literature - **Imagination:** begins to operate, even within the limited language knowledge of a learner at an early stage. -An example of integrating an extract You don't need a long extract to do any one of these approaches in class. Let's look at very short examples of classic literature that can be used according to the different models. QUOTE: -It is a truth universally acknowledge, that a single man in possesion of a good fortune must be in want of a wife' Jane Austen, Pride and Prejudice