Book Review (Corrected Version)

Pablo Valdés Rivera
Language IX
Crystal Hickerson
13th May, 2009.


Literature as one fundamental source for developing critical thinking strategies.


Walker, Richard. Language for Literature: A guide to language use, style and criticism. London: Collins ELT, 1983.


Whenever we think how to teach critical thinking strategies to our students, we always face the following question: What materials or teaching approaches do we have to use to do so? Having this issue in mind, it is been said that many literature sources and texts are fundamental guides to build a bridge between critical thinking strategies and language teaching. “Language for Literature” claims for that particular purpose because it is intended to approach literature from authentic English texts and exercises in order to guide students on how to read and think those texts critically and effectively.

Moreover, this book contains extracts from well-known twentieth century novels and authors such as: “1984” by George Orwell or “Dubliners” by James Joyce; which increases the level of texts complexity and the reading approach at the moment of developing reading skills as well as critical opinions about the given topics.
The book’s audience has a range from secondary to tertiary students as well as students who are studying basic literature courses. It is also intended for students who are doing research on literature use, style and criticism regarding to academic purposes.

The importance of having this book in teaching has to do with the central idea that it encourages students in extensive and intensive reading practices. Consequently, it will help tremendously teaching from inside to outside the class, giving students autonomous ways of approaching literature and literature reading strategies. At the same time, it enables teachers and students to have the possibility to analyze literature critically and connect it with their own teaching practices and life experiences.

Undoubtedly, this book allows teachers to build confidence on students by giving them vocabulary knowledge and literary style in order to encourage further reading and analysis outside the classroom.

Annotated Bibliography (Corrected Version)

Annotated Bibliography
Pablo A. Valdés
Language IX
Crystal Hickerson
Wednesday 13th, May, 2009


Burns, D. J. “Will I do as well on the final exam as I expect? An examination of students’ expectations.” Journal of the Scholarship of Teaching and Learning. 8, No. 3, October 2008: pp. 1 – 19. In this article the author, researcher at Xavier University, tries to test his hypothesis on how students’ expectations influence their performances on a final exam. According to him, levels of anxiety, past performances, absences, self handicapping and the preparation before a test influence the way students take an actual final exam. This is given by the detailed information this article shows on students’ expectations and by the methodology carried out in order to obtain the desired results. Nevertheless, his hypothesis is not widely supported because the results were mixed. The data obtained from this research does not necessarily establish that students’ expectations influence future test performances. Notwithstanding this, the information contained in this article is useful for teachers who desire to make an improvement on students’ results as part of their own reflective process of teaching. At the same time, it invites to analyze and reflect on the nature of students’ failing at the moment of taking final tests.

Book Review

Pablo Valdés Rivera
Language IX
Crystal Hickerson
8th May, 2009.


Literature as a fundamental source for critical thinking strategies


Walker, Richard. Language for Literature: A guide to language use, style and criticism. London: Collins ELT,1983.


Whenever we think on how to teach critical thinking strategies to our students, we always face the following question: What materials or teaching approaches do we have to use to do so? Having this issue in mind, it is been said that many literature sources and texts are fundamental guides to build a bridge between critical thinking strategies and language teaching. “Language for Literature” claims for that particular purpose because it is intended to approach literature from authentic English texts and exercises in order to guide students on how to read and think those texts critically and effectively. Moreover, this book contains extracts from well-known twentieth century novels and authors such as: “1984” by George Orwell or “Dubliners” by James Joyce; which increases the level of texts complexity and the reading approach at the moment of developing reading skills as well as critical opinions about the given topics.
The book’s audience has a range from secondary to tertiary students as well as students who are studying basic literature courses. It is intended too for students doing research on literature use, style and criticism regarding to academic purposes.
The importance of having this book in teaching has to do with the central idea that it encourages students on extensive and intensive reading practices. Consequently, it will help tremendously teaching from inside to outside the class, giving students autonomous ways of approaching literature and literature reading strategies. At the same time, it enables teachers and students to have the possibility to analyze literature critically and connect it with their own teaching practices and life experiences. Undoubtedly, this book allows teachers to build confidence on students by giving them vocabulary knowledge and literary style in order to encourage further reading and analysis outside the classroom.