LESSON 1A THE NATURE OF LITERATURE AND ITS GENRES

"Literature adds to reality, it does not simply describe it. It enriches the necessary
competencies that daily life requires and provides; and in this respect, it irrigates the deserts
that our lives have already become.”
C.S. Lewis

The goal of the K to 12 English Language Arts curriculum is for learners to achieve
communicative competence and multiliteracies. Through a good mix of theories in language
teaching, language acquisition, and linguistics plus a smooth flow of macro skills and an
understanding of cultures, strategies and language itself, our learners can make MEANING
through language. Where does literature fall into this framework?

Definitions of Literature

 Scylar (1998: 83) defines literature as “ any writing on a subject: the body of published
work concerned with a particular subject.”

 Hancock (2006) believes that literature is a body of written works : the body of written
works of a culture, language, people or a period of time.
  Hancock (2006) also defines literature as being written works of fiction and non fiction
in which compositional excellence and advancement in the art of writing are higher
priorities than are considerations of profit or commercial appeal.

 Encarta (2009) states that Literature is the use of well-chosen words to tell a story
through narrative, involving characters in conflict, or to express an emotion or idea
through artfully arranged images.

 Del Castillo and Medina (1964) states that literature is a faithful reproduction of life,
executed in an artistic pattern. It is the orchestration of the manifold but elemental
experiences of man blended into harmonious and desired patterns of expressions.

Other Definitions of Literature 10 D

Of Literature
1. Literature is an art form, which uses language – preferably in its written form as an
instrument of expression and communication.
2. A definition or concept of literature has also been given, as the “science of linguistic
communication“. 
3. Although literature is linguistic communication, there are other forms of that
communication that are not included in the concept of literature; including the
whole range of extensive written works, which acquire book format, such as
philosophical and political essays, technical exhibitions, historical chronicles and
analyzes, etc .; and oratory.
4. The entry literature is considered one of the fine arts, and as we have appreciated
throughout the ages, Art, in several of its manifestations, has been the activity that
allows us to spread a cloak of creativity and fantasy over reality. .
5. In the seventeenth century , what we now call “literature” was referred to
as poetry or eloquence . During the Spanish Golden Age, poetry was understood to be
any literary invention, belonging to any genre and not necessarily in verse . At the
beginning of the 18th century the word “literature” began to be used.           
6. Literature is classically described as the “Art of Expressing Beauty through words”
and unless reality is provocative, Magical, or pain and hardship is enjoyed.
7. Literature is not a corpus of works, nor is it an intellectual category, but
a writing practice.
8. The word literature comes from the Latin term “litterae”, which refers to the whole
of knowing how to write and read well.
9. The term “theory” becomes an umbrella for a wide variety of theoretical
studies,  most  of which originate from various trends in   continental philosophy . 
10. Literature was the knowledge and science of letters.

Purposes, Values and Benefits of Teaching Literature – Literature as a Significant Human

Experience
 Lynch-Brown and Tomlinson (2005) in their book “Essentials of Children’s Literature”
recognized that reading literature will gain personal and academic value for our learners. Here
is their list:

Personal Value Academic Value

 Enjoyment  Improving reading skills

 Imagination and inspiration  Developing writing voice and style
 Vicarious experience  Learning content – area knowledge
 Understanding and empathy  Promoting art appreciation
 Cultural heritage
 Moral reasoning
 Literary and artistic preferences

Parkinson and Reid Thomas (2000: 9-11) listed benefits of teaching literature.

1. Cultural enrichment. Reading literature promotes cultural understanding and

awareness. (see also Collie and Slater 1987; Schewe 1998; Sell (ed.) 1995; Silberstein
1994).

2. Linguistic model. Literature provides examples of “good” writing, linguistic diversity,

expressive ranges, and so on.

3. Mental training. Better than any other discipline, literature trains the mind and
sensibility.

4. Extension of linguistic competence. Literature stretches the competences of learners

who have mastered the linguistic rudiments.

5. Authenticity. Literature is genuine linguistic material, not a linguistically contrived

textbook (Duff and Maley 1990).

6. Memorability. Because literature, especially poetry and songs, is memorable, it can be a

memorised archive of linguistic usage (Maley and Moulding 1985).

7. Rhythmic resource. Poems assist the learner in assimilating the rhythms of a language
(Maley and Moulding 1985).

8. Motivating material. Literature is more likely to engage with and motivate a learner
than artificial teaching inputs because it is generated by some genuine impulse on the
part of the writer and deals with subjects and themes which may be of interest to the
learner (Duff and Maley 1990).
 9. Open to interpretation. Because literature is open to interpretation, it can serve as a
basis for “genuine interaction” between learners (Duff and Maley 1990).

10. Convenience. Literature is a handy (photocopiable) resource.

The list can be summarized in three purposes and benefits of studying and learning
literature:

 Language Acquisition – Teaching literature will give learners an opportunity to

enhance their language competence by identifying correct linguistic patterns and
structures from these texts.

 Cultural Competence – Literature texts can also be a representative of a particular

race or group which students can gain insight vicariously about such culture.

 Real-life issues and experiences – Literatures can communicate to the learner and
to everyone else how life can be relatable, relevant, inspiring, and interesting
through the real life depiction of existing personal and social issues

Frameworks to Consider in Teaching Literature

1. Literary Criticism Theories

These literary theories are schools of thought or style of analysis that gives the
readers or scholars with another lens in viewing or in critiquing the literary text
as a work of art and a product of the author. Some literary theories are:

 Formalism
 Deconstructivism
 Marxism
 Feminism
 Post-modernism
 Reader’s response
 Psychoanalytic interpretations

2. Genres, Branches and Authors

A certain genre can predict the form of a literary piece and provide a set of
expectations a reader will have to follow while reading the text.

A knowledge of authors and their texts will also help literature teachers identify
which will be appropriate to a certain period, location, genre, and set of
language competencies.
 3. Cultural and Historical Contexts

Literary contexts is essential in studying literature because it describes the

relevance of the text to the moods, attitudes, conditions, and acceptable norms
which existed in a particular person, period (history), society, group of people
(culture), religion, gender, or technology.

4. Models and Approaches in Teaching Literature

 Cultural model
 Language model
 Personal Growth Model
 Stylistic Approach
 Moral -Philosophical Approach
 Paraphrastic Approach
 Language-based approach
 Personal-Response Approach
 Information-Based Approach

5. Comprehension Levels in Reading Literature

The levels of comprehension framework in reading literary texts guides teachers to

extract comprehension from learners according to the analysis of multi-level questions
from easy to complex. Learners are led to read the literary text to the lines, and/or
beyond the lines. With the art of questioning, our learners become active and critical
readers in real life.

The Teaching and Assessment of Literature Studies

Name: _______________________________________
LEARNING TASK 1

Complete the table below. Read the questions and answer them.

Questions Your Brilliant Answers

Which definition of literature given above you

are going to choose?

Why? Please expound this definition

How does your chosen definition and

explanation relate with literature being
significant experience to the learners?

LEARNING TASK 2

Which personal and/or academic value do you like to pursue when teaching literature to
your English language students? Why? How will you teach your literary texts with these values
in mind?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LEARNING TASK 3
 Which benefits in the list of Parkinson and Thomas (2000) conform with the values
presented? Which benefit/s are unique in this list?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

LEARNING TASK 4 Photo Essay

To help you remember the purposes, values and benefits of literature, act out these
benefits and take a photo of your still representation. Have your photos printed to form a
photo essay. Place literary title and captions to encapsulate the idea of the photo essay. If
taking photos will be difficult, you may draw an icon or a scenario to represent each of these
benefits. Place your photos in the spaces.

_________________________________________
Title of Photo Essay

Literature and Language Acquisition (developing writing voice and style, learning content-area
knowledge, improving the language macro skills)

Caption: ______________________________________________________________________
Literature and Cultural Competence (promoting cultural heritage and art appreciation, learning
about other cultures, improving imagination and inspiration in a social context)
Caption: _____________________________________________________________________
Literature and Real-Life Issues and Experiences (understanding and empathy with others, moral
and ethical, achieving vicarious experiences)

Caption: _____________________________________________________________________

LEARNING TASK 5 Overview of Frameworks to Consider in Teaching Literature

 How will you apply these frameworks in your teaching? Write what you are going to do
to consider these literature teaching concepts in your literature classroom.

Considerations What will I do in my literature classroom to assure that these

in Teaching considerations are achieved?
Literature
K to 12 English
Language Arts
Curriculum
Framework
Definitions and
Benefits of
Literature
Literary
Criticism
Theories
Literature
Genres,
Branches, and
Authors
Cultural and
Historical
Contexts of
Learners or of
the Literary
Texts
Models in
Teaching
Literature

Comprehension
Levels in
Reading
Literature