Almirante Gilberto José

Diocleciano Boaventura Amade

Elias José

Inoque Sebastião

Inácio Cuna

Nelito Felizardo Coa

Wilson Lordino

Didactic of Literature

Methods of Engaging Actively Student with the text

English Course Year 3

Universidade Rovuma

Nampula

2023
 Almirante Gilberto José

Diocleciano Boaventura Amade

Elias José

Inoque Sebastião

Inácio Cuna

Nelito Felizardo Coa

Wilson Lordino

Didactic of literature

Methods of Engaging Actively Student with the text

Evaluative essay of Didactic of Literature to be

submitted at the Faculty of Arts and Social sciences,
Department of science of language and communication,
English course year 3 – 1st Semester

Lecturer: Ângela Chifundo

Universidade Rovuma

Nampula
 2023

Content page
Introduction.................................................................................................................................................4
1. Methods of engaging students actively with a text..............................................................................5
1.1. Methods for engaging......................................................................................................................5
2. Activities that can help students analyze and understand text while developing their linguistic skills.7
2.1. Activities used to promote active engagement and understanding of the text..................................8
2.1.1. Jigsaw Activities..........................................................................................................................8
2.1.1.1. How to do Jigsaw activity........................................................................................................9
2.1.2. Close Activities..........................................................................................................................10
2.1.2.1. How to do close activity........................................................................................................10
2.1.3. Ranking Activities.....................................................................................................................12
2.1.3.1. How to do ranking activity.....................................................................................................12
2.1.4. Comparing Different Versions of Texts.....................................................................................14
2.1.5. Media Transfer Activities..........................................................................................................15
Conclusion.................................................................................................................................................16
Bibliography..............................................................................................................................................17
 4

Introduction

A slab of text can be daunting for many students. Students who have additional academic needs
or have difficulty concentrating may need support to access and retain meaning acquired through
text. Research has demonstrated that engaging students in the learning process increases their
attention and focus and motivates them to engage in higher-level critical thinking. Instructors
who adopt a student-centered approach to instruction increase opportunities for student
engagement, which then helps everyone more successfully, achieve the course’s learning
objectives. Strategies include, but are not limited to, question-and-answer sessions, discussion,
interactive lecture (in which students respond to or ask questions), quick writing assignments,
hands-on activities, and experiential learning. As you think of integrating active learning
strategies into your course, consider ways to set clear expectations, design effective evaluation
strategies, and provide helpful feedback. The objective of this work is:

General objective: To describe methods used of engaging actively students with the text.

Specific objective: To identify methods and activities of engaging students actively with the text

To explain the usage of each method and activity.

 5

1. Methods of engaging students actively with a text

Naji and White (2019), “engaging students with text is crucial for promoting active reading,
comprehension, and critical thinking skills”. However, engaging students actively with the text is
important for promoting analysis and the development of linguistic skills as well. It is a great
way to enhance their analytical and linguistic skills. Engaging students with the text refers to the
process of actively involving students in reading and comprehending a written text, whether it's a
literary work, a textbook, or any other form of written material.

The goal is to foster a deeper understanding and connection with the text, encourage critical
thinking, and promote active participation in the learning process.

When engaging actively with a text, according to Saka (2018), “there are several methods you
can use to enhance your reading comprehension and critical thinking skills”. Engaging actively
with a text involves employing various methods to enhance comprehension, critical thinking, and
overall interaction with the material, strategies and techniques to interact with the material
actively, deepen comprehension, and enhance learning.

1.1. Methods for engaging

According to Tseng (2010), “active engagement with a text requires practice and persistence”.
By employing these strategies consistently, you can enhance your reading skills and derive
greater meaning and knowledge from the texts you encounter.

1. Previewing: Before reading, quickly scan the text to get an overview of the content, headings,
subheadings, and any visual aids such as graphs or images. This helps create a mental framework
and prepares you for what lies ahead.

2. Highlighting and Underlining: Use highlighting or underlining to mark important ideas, key
concepts, or passages that resonate with you. This practice helps you identify crucial information
for later reference and actively involves you in the reading process.

3. Annotating: Jot down your thoughts, questions, and reflections directly on the text or in the
margins. Annotations can include summaries, connections to prior knowledge, new insights,
 6

disagreements, or personal responses. Annotating facilitates a deeper engagement with the

material and encourages active thinking.

4. Asking Questions: Formulate questions as you read to deepen your understanding and
stimulate critical thinking. Ask yourself questions about the main ideas, supporting details,
author's purpose, or any areas that require clarification. This practice promotes active inquiry and
enhances comprehension.

5. Making Predictions: Engage with the text by making predictions about the content or
outcomes. Based on the information provided, try to anticipate what might happen next, how a
problem might be solved, or what conclusions the author might draw. This approach keeps you
actively involved and helps you evaluate the text as you progress.

6. Summarizing: Periodically pause and summarize the key points or main ideas of what you
have read. This helps consolidate your understanding and aids in retaining information. Aim to
condense the material into concise, coherent summaries to reinforce comprehension.

7. Visualizing: Create mental images or visual representations of the text to enhance

comprehension and recall. Try to vividly imagine the descriptions, settings, characters, or
processes described in the text. Visualizing helps bring the text to life and strengthens your
engagement with the material.

8. Making Connections: Relate the text to your own experiences, prior knowledge, or other
texts you have read. Look for connections between the current text and your personal life, other
academic disciplines, or societal issues. This approach fosters a deeper understanding and makes
the reading more personally meaningful.

10. Reflecting: After reading, take time to reflect on the text and its implications. Consider how
the information has influenced your thinking, challenged your beliefs, or expanded your
knowledge. Reflecting on the text helps consolidate your learning and promotes a deeper, more
meaningful connection with the material.

11. Discuss with others: Engage in discussions or join reading groups where you can share and
exchange ideas about the text. Hearing different perspectives can deepen your understanding and
 7

challenge your assumptions. Engage in discussions with others who have read the same text or
share similar interests. Exchange ideas, interpretations, and different perspectives to gain new
insights and broaden your understanding. Discussion encourages active engagement with the text
and allows for collaborative learning.

12. Jigsaw Reading: Assign different sections of the text to small groups of students. Each
group becomes experts on their assigned section and presents a summary or analysis to the rest
of the class. This activity promotes close reading, comprehension, and the ability to synthesize
information.

Remember to adapt these methods and activities based on the text's complexity, students'
proficiency levels, and specific learning objectives.

2. Activities that can help students analyze and understand text while developing their
linguistic skills.

According to Abrams (1981), “there are a lot of activities that can be carried out in the classroom
to help student to analyze and understand a text”. some of them are the following:

 Reading Comprehension Questions: After students read a text, provide them with a set
of questions that require them to analyze the content and demonstrate their
understanding. These questions can range from factual recall to inferential and critical
thinking.
 Textual Analysis: Assign students specific passages or excerpts from a text and ask them
to analyze the author's language choices, literary devices, and the overall structure of the
passage. Encourage them to identify key themes, symbolism, and the author's purpose.
 Group Discussions: Divide students into small groups and assign them different sections
of a text. Have them discuss and analyze their assigned sections, and then present their
findings to the whole class. This activity encourages collaborative learning and provides
an opportunity for students to engage in dialogue about the text.
 Vocabulary Building: Select a few challenging words from the text and have students
create flashcards or vocabulary lists. Ask them to define the words, provide synonyms
 8

and antonyms, and use them in sentences. This activity enhances their linguistic skills
and deepens their understanding of the text.
 Writing Reflections: Ask students to write reflective responses to the text, where they
express their thoughts, opinions, and connections to the material. Encourage them to
support their ideas with evidence from the text, reinforcing their analytical skills and
strengthening their ability to express themselves effectively in writing.
 Debates and Socratic Seminars: Organize debates or Socratic seminars where students
can engage in lively discussions about the text. Encourage them to support their
arguments with evidence from the text and engage in critical thinking. These activities
foster deeper understanding, promote active listening, and develop strong oral
communication skills.
 Comparative Analysis: Assign students two or more texts on a similar topic or theme.
Ask them to compare and contrast the texts, identifying similarities, differences, and
patterns. This activity enhances their analytical skills while developing their ability to
draw connections and analyze multiple sources.

Remember to adapt these activities to suit the age, grade level, and language proficiency of your
students. By incorporating these activities into your teaching, you can help students develop their
linguistic skills while fostering critical thinking and a deeper understanding of the text.

2.1. Activities used to promote active engagement and understanding of the text

These activities can be applied in various educational or professional settings to enhance

learning, critical thinking, and communication skills. By employing these methods, you can
actively engage with the text, enhance your comprehension, and foster critical thinking skills.
Remember, the goal is to interact with the material rather than passively consuming it.

2.1.1. Jigsaw Activities

According to Lazar (1993), “Jigsaw activities are collaborative learning exercises where
participants are divided into small groups, each focusing on a specific topic or task”. After
working on their respective topics, participants from different groups come together to share
 9

their knowledge and insights, thus completing the "jigsaw." Jigsaw activities are a great way to
engage students with a text and promote active learning.

This activity encourages cooperation, information sharing, and a comprehensive understanding

of a larger topic. However by divide the class into small groups and assign each group a different
section of the text. Each group becomes an expert on their assigned section and then teaches it to
the rest of the class. This promotes collaborative learning and encourages students to analyze
their section of the text in depth.

2.1.1.1. How to do Jigsaw activity

Here's a step-by-step guide on how to use jigsaw activities effectively:

1) Divide the text: Select a text that you want your students to engage with. It could be a
longer article, a chapter from a book, or any substantial piece of writing. Break the text
into smaller sections, ensuring that each section contains enough information for a
student or group to become an expert on that particular portion.
2) Form expert groups: Divide your students into small groups (depending on the size of
the class and the number of text sections). Assign one section of the text to each group.
The members of each group will become experts on their assigned section.
3) Expert reading: In their expert groups, students should thoroughly read and study their
assigned section of the text. Encourage them to take notes, highlight important points,
and identify key concepts or arguments.
4) Expert group discussion: Once each group has become familiar with their section,
facilitate a discussion within the expert groups. Encourage students to share their
findings, exchange ideas, and clarify any doubts they may have. The goal is for each
student in the group to gain a comprehensive understanding of their section of the text.
5) Form jigsaw groups: Now, reorganize the students into new groups called jigsaw
groups. The jigsaw groups should consist of one member from each expert group. Each
student in the jigsaw group will be responsible for teaching their section of the text to the
others in the group.
 10

6) Teach and learn: Give the jigsaw groups time to share their expertise. Each student
takes turns presenting their section to the rest of the group. Encourage active listening,
questioning, and note-taking within the jigsaw groups. The students should engage in a
collaborative learning process, where they learn from their peers' presentations and fill in
gaps in their own understanding.
7) Group reflection: After all the presentations are complete, facilitate a reflection session
within the jigsaw groups. Encourage students to discuss what they learned from each
other and how their understanding of the text has expanded through the jigsaw activity.
8) Whole-class discussion: Finally, bring the entire class together for a whole-class
discussion. This allows students to compare and contrast different sections of the text,
identify connections, and synthesize the information. Encourage critical thinking,
analysis, and deeper exploration of the topic.

By implementing jigsaw activities, you create an interactive and collaborative learning

environment where students actively engage with the text, build their knowledge collectively,
and develop stronger comprehension and communication skills.

2.1.2. Close Activities

Short and Candin (1989), “close Activities provide students with a passage from the text and ask
them to closely analyze it”. This can include identifying key vocabulary, determining the main
idea, identifying literary devices, or answering specific questions about the passage. It helps
students develop close reading skills and promote deeper understanding of the text.

However, close activities, also known as close reading activities, involve analyzing a text or
passage in detail. Participants are required to critically examine the text, identify key ideas,
interpret meanings, and provide evidence-based responses. Close activities foster deep
comprehension, textual analysis skills, and the ability to draw inferences from the given material.

2.1.2.1. How to do close activity

To engage students actively in close activities related to text, you can follow these steps:
 11

1. Select a Text: Choose a text that is suitable for the students' age and reading level. It
could be a short story, a newspaper article, a poem, or any other text that aligns with your
curriculum objectives.
2. Pre-Reading Discussion: Before diving into the text, initiate a brief discussion to
activate students' prior knowledge and build anticipation. Ask questions related to the
topic or theme of the text and encourage students to share their thoughts and experiences.
3. Set a Purpose for Reading: Clearly communicate the purpose of reading the text.
Explain to students what they should focus on or what specific information they need to
find while reading. This helps them approach the text with a goal in mind.
4. Close Reading: Engage students in a close reading of the text. Close reading involves
reading a text multiple times to explore its nuances, language, structure, and meaning.
Encourage students to annotate the text, underline key points, highlight unfamiliar
vocabulary, or jot down questions and comments in the margins.
5. Guided Questions: Provide a set of guided questions that direct students' attention to
specific aspects of the text. These questions should encourage critical thinking, analysis,
and reflection. For example, you can ask about the author's purpose, the main idea,
supporting evidence, or the impact of specific literary devices.
6. Pair or Group Discussions: Organize students into pairs or small groups to discuss their
observations and responses to the guided questions. This collaborative approach allows
students to share their insights, engage in peer-to-peer learning, and gain different
perspectives on the text.
7. Whole-Class Discussion: Bring the discussion back to the whole class and facilitate a
comprehensive conversation about the text. Encourage students to share their group
discussions and ask additional questions that stimulate further analysis. Emphasize the
importance of evidence-based reasoning and encourage students to support their ideas
with textual evidence.
8. Extension Activities: To deepen students' understanding and engagement, provide
extension activities related to the text. This can include writing prompts, creative
projects, role-playing exercises, or multimedia presentations. These activities allow
 12

students to apply what they have learned from the close reading and encourage personal
connections with the text.
9. Reflection and Evaluation: Finally, conclude the activity with a reflection session. Ask
students to reflect on their learning experience, what they found interesting or
challenging about the text, and how their understanding evolved through the close
reading process. This reflection can be done through written reflections, class
discussions, or self-assessment activities.

By implementing these steps, you can actively engage students in close activities related to a
text, promoting critical thinking, analysis, and deeper comprehension of the material

2.1.3. Ranking Activities

According to Van (2009), ranking activities refer to the process of organizing or prioritizing a set
of activities or tasks based on their importance, urgency, or desired outcome. It involves
assigning a specific order or hierarchy to the activities to ensure efficient use of time, resources,
and effort.

Ranking activities can be done in various contexts, such as personal task management, project
planning, or decision-making processes. It helps individuals or teams identify which activities
should be tackled first and which can be addressed later. By ranking activities, individuals can
focus on high-priority tasks and ensure that important goals are achieved in a timely manner.

As Lott (1986) sustains, ranking activities Give students a set of statements related to the text
and ask them to rank them in order of importance or relevance. This activity encourages critical
thinking and requires students to evaluate the text and its ideas. Also it involves organizing items
or concepts based on their perceived importance, value, or relevance.

Participants are typically provided with a list of items and asked to prioritize or rank them
according to specific criteria. Ranking activities promote critical thinking, decision-making
skills, and the ability to evaluate and compare different options.

2.1.3.1. How to do ranking activity

 13

Using ranking activities can be an effective way to engage students actively with text as Lott
(1986) suggested. Here's a step-by-step guide on how to incorporate ranking activities into your
teaching:

 Select the Text: Choose a relevant text that aligns with your learning objectives. It could
be a passage from a textbook, a news article, a short story, or any other informational or
literary piece.
 Identify Ranking Criteria: Determine the criteria for ranking. This could involve asking
students to prioritize items based on importance, relevance, effectiveness, or any other
factor related to the content of the text. For example, if the text is about environmental
issues, the criteria for ranking could be the severity of different environmental problems.
 Introduce the Activity: Explain the ranking activity to the students. Provide clear
instructions and demonstrate how they will be ranking the items. Emphasize the
importance of critical thinking and justifying their choices.
 Pre-Reading Preparation: Before diving into the ranking activity, provide some context
or background information related to the text. This helps students understand the content
better and make informed choices during the ranking process.
 Individual Ranking: Have students individually rank the items based on the given
criteria. Provide them with a list or a set of cards representing the items to be ranked.
Encourage them to think critically and independently during this step.
 Group Discussion: Divide the students into small groups or pairs to discuss their
rankings. This allows them to share their thought processes, compare their choices, and
engage in collaborative learning. Encourage students to defend their rankings and listen
to alternative viewpoints.
 Whole-Class Discussion: Bring the discussion back to the whole class and facilitate a
larger group conversation. Ask groups to present their rankings and reasoning. Encourage
students to challenge each other's choices respectfully and provide counterarguments.
 Reflection and Justification: After the whole-class discussion, ask students to reflect on
their initial rankings. Did the group discussion change their opinions? Did they learn
something new from their peers? Have them justify any changes they made or solidify
their initial choices based on the shared insights.
 14

 Follow-up Activities: Depending on the learning objectives, you can design follow-up
activities to extend the understanding of the text. These may include writing assignments,
debates, further research, or application of the concepts discussed during the ranking
activity.
 Assessment: Evaluate students' participation, critical thinking skills, and ability to justify
their rankings. Consider using rubrics or self-assessment tools to provide feedback and
encourage growth.

By incorporating ranking activities, you can foster active engagement, critical thinking, and
collaborative learning among your students, allowing them to delve deeper into the text and its
concepts.

Methods or criteria used to the rank activities

1. Priority-based ranking: Assigning priorities or levels of importance to each activity based on

factors such as deadlines, potential impact, alignment with goals, or customer requirements.

2. Time-based ranking: Organizing activities based on their time sensitivity or urgency. Tasks
with closer deadlines or those that require immediate attention are ranked higher.

3. Value-based ranking: Assessing the value or potential benefits associated with each activity.
This can include factors like financial impact, strategic importance, or customer satisfaction.

4. Effort-based ranking: Considering the level of effort, resources, or expertise required for
each activity. Activities that demand significant effort or resources may be ranked higher.

5. Risk-based ranking: Evaluating the potential risks or negative consequences associated with
each activity. Higher-risk activities may be ranked higher to ensure they receive appropriate
attention and mitigation efforts.

The specific method of ranking activities can vary depending on the individual or organization's
needs and preferences. It is often beneficial to use a combination of criteria to create a
comprehensive ranking system that reflects the overall priorities and objectives.

2.1.4. Comparing Different Versions of Texts

 15

Comparing Different Versions of Texts Provide students with different versions of the same text,
such as different translations or adaptations. Ask them to compare the versions and analyze the
differences. This activity involves analyzing multiple versions of a text, such as different drafts
of a written work, variations of a historical document, or alternative versions of a literary piece.
Participants compare the content, language, structure, or style of the different versions and
identify similarities, differences, and potential improvements. This activity helps develop
analytical skills, literary analysis, and the ability to evaluate revisions or adaptations.

According to Carlisle (2000), comparing different versions of texts is an activity that involves
analyzing and contrasting multiple versions of a written piece to identify changes, revisions, or
variations between them. It is commonly done to understand the evolution of a text, track
modifications made over time, or compare different interpretations or translations.

The activity of comparing different versions of texts can be applied to various types of written
works, including literary texts, historical documents, legal documents, scientific papers, and even
computer code.

This activity typically involves examining the content, structure, language, and formatting of the
texts. Different versions may contain added or deleted sections, altered sentences or phrases,
modified punctuation or grammar, or even changes in formatting such as headings or paragraph
breaks. By closely examining these variations, one can observe the nuances, improvements, or
deviations present in each version. As also Carlisle (2000), comparing different versions of texts
can be done manually by side-by-side analysis, where the texts are placed next to each other for
visual comparison. Alternatively, digital tools and software can assist in automating the process
by highlighting the differences between versions or providing more advanced analytical features.

2.1.5. Media Transfer Activities

Media Transfer Activities have students explore different media formats related to the text, such
as videos, podcasts, or graphic adaptations. Ask them to compare the original text with the media
adaptation, discussing similarities, differences, and the impact of the medium on the
interpretation of the text. This activity helps students analyze and understand how different
media can shape the presentation and meaning of a text.
 16

Conclusion

When engaging actively with a text, there are several methods you can use to enhance your
reading comprehension and critical thinking skills. Here are some effective strategies. Remember
that active engagement with a text requires practice and persistence. To adapt these methods and
activities based on the text's complexity, students' proficiency levels, and specific learning
objectives. By actively engaging with the text, students can develop their linguistic skills, critical
thinking abilities, and a deeper understanding of the material. By employing these strategies
consistently, you can enhance your reading skills and derive greater meaning and knowledge
from the texts you encounter. There are a lot of activities that should be taken in the classroom,
so remember to adapt these activities to suit the age, grade level, and language proficiency of
your students. By incorporating these activities into your teaching, you can help students develop
their linguistic skills while fostering critical thinking and a deeper understanding of the text.
 17

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