INTERPRETING LITERARY WORKS

In interpreting literary works we will deal with the analysis of novels, poems and plays. Differences in interpreting these works will vary from one level to another.

The reading done in Form 1 and 2 will focus on interpreting simple stories and poems read in preparation for serious analysis from Form 3 onwards. It is also expected that at the lower levels you will use simple poems/songs to arouse interest in your students to read and recite them. Encourage your students to also write poems similar to what they read.

Interpreting Literary works

Literary works are works of literature written and read by others for personal enjoyment. In literature, language is used in an unusual and special way to communicate experiences or convey information. This is done through the use of different literary devices like imagery, figures of speech, rhyme, repetition, assonance, symbolism similes, metaphors, onomatopoeia, personification, euphemisms and symbolism.

Novels, plays, poetry and other creative works are referred to as literature as they embody in them artistic qualities which lack in other written works.

The importance of teaching and learning literary works is well demonstrated using Carter and Long (1991) three models. These are:

·         The cultural model – teachers in this category believe that the teaching of literature enables students to know and appreciate other cultures different from their own in time and space;

·         The language model – here focus is on the development on ones language. Literature, in this case, is taken to be a vehicle for use in relation to teaching specific vocabulary or structural items or for language manipulation;

·         The personal growth model which aims at fully involving students in the reading of literary texts. This goes beyond classroom work and exams. Students who read works of literature are expected to inculcate in them a lasting pleasure in reading and understanding issues which concern them. Literature is believed to help students grow as individuals as well as relationships within the people and institutions around them.

How valid are these arguments in relation to the Tanzanian situation?

When we consider the cultural model, we note the importance of knowing one’s own culture, relating it to others within and outside their areas, across the borders, leading to one’s growth of understanding, appreciation of other cultures and learning from them. Moreover cultural values are imparted from one generation to another.

When we consider the language model, we see the need to master language for use in schools, English in this case, being a medium of instruction in secondary schools/and higher learning.

Finally, when we consider the personal growth model, we can argue that there is a need for our students to grow with critical minds, empowering them to critically analyze issues to make sound judgments on matters which concern them.

Sample Lesson

Form: III

Topic: Interpreting Literary works

Sub-topic: Identifying main features of different genres. Remind yourself of the meaning of genre. Jot down any literary genres that you know. Compare your list with the following: prose, plays and poems. With examples make a distinction between the three.

What appears to be the same in the three genres?

Prose includes writings like novels, short stories, essays, biographies and autobiographies. Find out the different types of poems and plays. Write brief notes on the different types of prose, poems and plays.

Specific objectives: By the end of the lesson, the student should be able to identify the main

                                  features of different genres

Estimated time: 80 minutes

Procedure

1.      Ask students to brainstorm the meaning of the word genre

2.      Conduct a discussion on ideas given.

3.      Assign students in groups to find the main features of different genres citing examples from the novels, plays and poems read.

4.      Ask groups to display their work on the walls of the classroom.

5.      Using the gallery walk technique guide groups to read each others’ work and make comments.

6.      Lead a plenary discussion on any issues raised adding your own ideas.

REFERENCES

1. Machin, N. (1987) Anthology of African Poetry, Essex: Longman Group UK Limited.
2. MoEC (1997) Working with Class Readers, Dar es Salaam, Ben and Company Ltd.
3. MoEC (1997) Resource Pack for PRESET Tutors of The English Diploma Course, Dar es Salaam, Ben and Company Ltd.
4. Rubadiri, D. (ed) (1989) Growing Up with Poetry an anthology for secondary schools Nairobi: Heinemann Ltd.