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Chapter 3. Authorizing the reader in the classroom

  • David S. Miall and Sylvia C. Chard
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Scientific Approaches to Literature in Learning Environments
This chapter is in the book Scientific Approaches to Literature in Learning Environments

Abstract

This chapter describes the project approach (Katz & Chard, 2000). In-depth learning through projects involves actively relating the new to the familiar through a three phase process. In Phase 1, the recall of significant aspects of a literary reading can be facilitated by the sharing of personal experiences of the text. This leads to appreciation of the relevance of these experiences, perhaps as topics in their own lives. In discussion, or Phase 2, questions are raised and researched, where new understanding emerges. In Phase 3, the new information is combined into a group response. When students learn collaboratively through the project approach, they typically report deeper levels of personal involvement and satisfaction as well as greater understanding and depth of knowledge than when asked to learn by other means.

Abstract

This chapter describes the project approach (Katz & Chard, 2000). In-depth learning through projects involves actively relating the new to the familiar through a three phase process. In Phase 1, the recall of significant aspects of a literary reading can be facilitated by the sharing of personal experiences of the text. This leads to appreciation of the relevance of these experiences, perhaps as topics in their own lives. In discussion, or Phase 2, questions are raised and researched, where new understanding emerges. In Phase 3, the new information is combined into a group response. When students learn collaboratively through the project approach, they typically report deeper levels of personal involvement and satisfaction as well as greater understanding and depth of knowledge than when asked to learn by other means.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
https://doi.org/10.1075/lal.24.03mia

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
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