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.
Annotation and Book Review Grammar Check
16 years ago
Pablo Valdés Rivera
ReplyDeleteLanguage IX
Crystal Hickerson
13* May* 2009.
Literature as *a* fundamental source for developing critical thinking strategies. L (use title case: ...Fundamental Source for Developing...)
Walker, Richard. Language for Literature: A guide to language use, style and criticism. London: Collins ELT, 1983.
Whenever we *consider* 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 WW been said that many literature sources and texts are fundamental guides to *building* a bridge between critical thinking strategies and language teaching. “Language for Literature”* (make this italics instead of inside quotation marks, and speak in terms of the author rather than the book title) claims for that particular purpose WE because it is intended to approach literature from authentic English texts and exercises in order to guide students on how to read and think *about* those texts critically and effectively.
(Moreover,) this book contains extracts from well-known twentieth century novels and authors such as(:) “1984” by George Orwell *and* “*The* Dubliners” by James Joyce.* *The level of the texts' complexity increases as the book progresses to hone* 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 *in regard* to academic purposes.
The importance of *incorporating this book into one's curriculum* has to do with the central idea that it encourages students in extensive and intensive reading practices. Consequently, it will help * teaching *tremendously 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 *in* students by giving them vocabulary knowledge and literary style in order to encourage further reading and analysis outside the classroom.
Great work, Pablo! One thing that sticks out to me is that you begin by talking about connecting critical thinking strategies with language learning, but then you never really talk about language learning after that, choosing instead to focus on the development of literary skills.
Also, you never mention the author's name--I left you a note in the text about that.
Maybe you should consider combining the last two paragraphs? Otherwise, very well-written.