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Book Review Teaching Literature
Book Review Teaching Literature
Kalalo
MALL-LIT/TEACHINGLIT611M
BOOK REVIEW
One flaw about this chapter is that it mostly focuses on novel and not any other
type of fiction such as short story, which is the mostly discussed type fiction in the
Philippines – according to experience at the very least. The interesting part here is when
Elaine shares her strategy of making the novel and the course as one. It’s interesting for
a course that is all about teaching fiction. However, in the Philippine setting, literature has
never been separated into its genres (poetry, prose and drama) except if the students are
taking literature as major – so it is still impossible for this strategy to be used. Nonetheless,
since the discussion of this chapter is all about teaching novel and there is little discussion
on short story, the strategy on the novel and its integration on the course syllabi for the
whole semester could be done in 1-2 sessions when teaching short story since the
difference in length is significant.
Another feature from the Teaching Literature is they way teachers could handle
pieces with explicit or dangerous contents such as suicide and sexual content. From what
Elaine said, it could be inferred that if it has heavy and serious content, it still should not
be censored since it is the essence of the piece – to show how it feels like being suicidal
and being sexually harassed. At times, these contents are disturbing for some readers
(especially those who have suicidal tendencies or are traumatized by an event in their
past), but it is the job of literature: to disturb – to break the balance of things and bring
something eerie, different, and unique the normal cycle. There was more to it than suicide
and sex – depression, relationships, needs, impulses, histories, even a way of thinking
about feelings. All things which concern normal people, and teachers, despite being not
trained to be therapist, could detect these to those students who writes the same way. In
the end, it’s not a bad thing to discuss this in class, if dealt correctly, it could be a way to
promote awareness and even treatment for those who suffer from the same situation.
Reaching towards the end, teaching theories that focus on engaging students
directly with the formalist approach of the texts appear to be the most evident in the book.
Also, it could also be said that it is the most productive based compare to activities that
were included in Teaching Literature.
Despite this, one of the statements of Elaine Showalter is that students’
uneasiness with the form of the piece can create walls that could limit their potential of
digging deeper with regard to the content of the text.
While many of these strategies are already being applied in the classrooms, there
are still more practices that Elaine Showalter has included that are unique, interesting
and student engaging. This book could really be a book for teachers who want to break
the status quo of teaching literature. This book could be used by all the literature teachers
who are anxious, but still brave enough to imagine and elevate the way of teaching. As
she said in the book “This book is all about real teachers in real classrooms”.