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.
Annotation and Book Review Grammar Check
16 years ago
Pablo Valdés Rivera
ReplyDeleteLanguage 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 (WW) 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 (WW) 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 (WW) 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.