From my own experiences as a student in a public high school, I recall learning nothing about literary theory. It was not until I reached upper division English courses in college that someone finally enlightened me, and I was initiated into the world of literary theory and criticism. Now a graduate student, I still feel that my literary theory background is relatively weak. However, I recognize the importance of literary theory and know that it is something I will want to share with my future students.
Most recently, I am grateful for finding Deborah Appleman’s thoughts on literary theory in her book Critical Encounters in High School English. Appleman cites the ability of literary theory to help adolescents “appreciate the power of multiple perspectives”. In our increasingly diverse society (and high school classroosms) I feel it is essential for students to learn to view the world from a variety of different lenses. By viewing a text through different theories or perspectives, my students will hopefully also learn to view the world in the same multifaceted way.
5 responses so far ↓
1 Ms. Scarbary // Sep 10, 2006 at 12:14 pm
Ellen-
I think you’ll find you know more about Literary Theory than you realize! Making those text-to-world connections that Rosenblatt suggests naturally lends itself to a variety of lenses. Feminist theory, Marxist theory, reader-response- we do it all without realizing it. I think one of the biggest challenges facing us in our classrooms is how to introduce the vocabulary of theory without scaring our students. It’s definitely a different language, and unfortunately, may seem stilted to our modern classrooms.
I hope together we can come up with some strategies for introducing these terms without being boring!
2 Ed // Sep 13, 2006 at 9:35 am
Ellen-
Like you I had no exposure to literary theory in high school and only a little in college. I am excited to learn more about theory and like the idea of giving students alternative perspectives on their reading. I am a little apprehensive, however, about introducing such difficult material at the secondary level. From what I have seen, literary theory is often more difficult than the material typically offered in a philosophy class. I’m interested in seeing how Appleman suggests presenting such difficult material in a high school English class. I am very hopeful, but if the theory has to be “watered down” significantly I’m not sure that teaching theory is really worth the effort.
3 Delbert // Sep 13, 2006 at 4:33 pm
Ellen,
I would agree that the teaching of literary theory in most of our preparations has been limited. Just as Ed mentioned, my biggest question is how do you implement literary theory effectively in a secondary classroom? In particular, my experience for the past four years has been in a middle school. I could never imagine bringing literary theory into middle school literature as it would pull the focus from what is a primary reason as to why I’m there in the first place (raising test scores). There is nothing in the curriculum regarding literary theory or on the state exams regarding it. However, at the high school level, I see a place for literary theory in the upper level college prep classes, especially the Advanced Placement courses as some of those students are likely to be college English majors and could get a head start on what would be expected of them as college students with a major in English. But for practical purposes, I just don’t see how literary theory can reach most secondary students unless it’s disguised as a less threatening type of work for students. The examples Appleman cited in chapter 2, especially of the various ways in which to handle literary theory through multiple perspectives such as the various manners in which a 20-year veteran teacher turned a basic nursery rhyme into a workable example of literary theory without hitting children across the head and calling it theory would be an approach that would work in most classrooms. A student is forced to view a work through multiple eyes and generally what we’re trying to get them to do anyway. So in many cases, we are probably applying literary theory and just don’t know it and the kids don’t know it. It could remain that way as long as you’re getting the desired results and the learning and growth is taking place.
4 Lashley // Sep 17, 2006 at 4:54 pm
Ellen,
I was exposed to literary theory as an AP student my senior year but never before that. I can tell you the way I tried to introduce it in my own room, but my students have known eachother a long time and are very comfortable together. This method may not work within other classrooms. I certainly would not try it with my younger students yet.
First, I called several different types of students up to the front of the room. Then within those students I called forward two at a time and asked the other students if these two people would get the same thing out of a certain book (To Kill a Mockingbird). Between the different races and genders, my students were introduced into the various factors affecting reading. (My students possessing several nationalities were very proud to be a part of this demonstration.) However, as said before, all of these students were very comfortable with eachother, and I would not recommend this method with younger, more timid students. Another thing we do is briefly go over the text we read in class from each view. I guess this could be the theory equivolent of Daily Grammar Practice - Daily Theory Practice? I have decided that the notes and details will come after the introduction. My way of thinking is that once they understand what I am wanting then we can focus on the details. This could certainly help with that fear of boring or scaring them. This is just my way of approaching - take what you will and good luck!!
5 Dr. M. // Sep 19, 2006 at 10:12 pm
Ed, I am responding to your earlier comment. I don’t think that there is really a need to “water down” theory when you teach it to students. As with all new material, you need to be selective and introduce, for example, one aspect of a given theory at a time. I offered another suggestion in my response to Cynthia’s post to Mrs. Scarbary. I hope this helps.