"Readers must analyze and think, producing their own understanding, not simply remember information provided by teacher or textbook." --Robert E. Probst, 1994, English Journal
He further posits that students will benefit from responding to literature in the following ways:
q Students will learn about others
q Students will learn how texts operate, how they shape our thought and manipulate our emotions
q Students will learn about cultures and societies, their varying concepts of the "good life," of love and hate, justice and revenge, good and evil, and other significant issues of human experience
q Students should learn about the processes by which they make meaning out of literary texts
q Students will effectively use a variety of writing strategies to encourage reading comprehension, critical thinking, and communicate their understanding of texts to others
Thus, our role as teachers is to create opportunities for responding to text both orally and written. These activities to foster discussion and interaction among students can take many forms, such as:
LITERATURE CIRCLES: According to Harvey Daniels' definition: "Literature circles are small, temporary discussion groups who have chosen to read the same story, poem, article, or book...[E]ach member prepares to take specific responsibilities in the upcoming discussion, and everyone comes to the group with the notes needed to help perform that job"RESPONSE JOURNALS: Reading response journals are a place where students respond to literature by recording their thoughts, feelings, reactions, and questions about the book they are reading
Students may also represent their thoughts visually through:
Advanced Graphic Organisers- Plot Maps
- Story Boards
- Chain Events
- Fish Bones
These strategies encourage students to organise their thought, interact with their peers and gain better understanding of the text selected. Additionally, it allows for the introvert students to share their ideas comfortably and be actively involved in the lesson.
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