Literature Review Literature Review There is general agreement that becoming a proficient reader in a second language is a difficult task.
William Michael Harnett, To This Favour, One evening not long ago, my fifteen-year-old son, Noah, told me that literature was dead. We were at the dinner table, discussing The Great Gatsby, which he was reading for a ninth-grade humanities class.
How, I wondered, could William Golding have seeded his narrative so consciously and still have managed to write? How could he have kept track of it all?
Even then, I knew I wanted to be a writer, had begun to read with an eye toward how a book or story was built, and if this was what it took, this overriding sense of consciousness, then I would never be smart enough.
Now, I recognize this as one of the fallacies of teaching literature in the classroom, the need to seek a reckoning with everything, to imagine a framework, a rubric, in which each little piece makes sense.
That kind of writing, though, is difficult to teach, leaving us with scansion, annotation, all that sound and fury, a buzz of explication that obscures the elusive heartbeat of a book.
For Noah, I should say, this was not the issue—not on those terms, anyway. He merely wanted to finish the assignment so he could move on to something he preferred.
As he is the first to admit, he is not a reader, which is to say that, unlike me, he does not frame the world through books.
He reads when it moves him, but this is hardly constant; like many of his friends, his inner life is entwined within the circuits of his laptop, its electronic speed and hum. He was unmoved by my vague noises about Fitzgerald and modernity, by the notion that among the peculiar tensions of reading the novel now, as opposed to when it first came out, is an inevitable double vision, which suggests both how much and how little the society has changed.
He was unmoved by my observation that, whatever else it might be, The Great Gatsby had been, and remains, a piece of popular fiction, defining its era in a way a novel would be hard-pressed to do today.
This is the conundrum, the gorilla in the midst of any conversation about literature in contemporary culture, the question of dilution and refraction, of whether and how books matter, of the impact they can have. We talk about the need to read, about reading at risk, about reluctant readers mostly preadolescent and adolescent boys such as Noahbut we seem unwilling to confront the fallout of one simple observation: For Kurt Vonnegut, the writer who made me want to be a writer, the culprit was television.
We take books and mass literacy for granted, but in reality, they are a recent iteration, going back not even a millennium. Less than four hundred years ago—barely a century and a half after Gutenberg—John Milton could still pride himself without exaggeration on having read every book then available, the entire history of written thought accessible to a single mind.
Milton the real one, anyway was part of a lineage, a conversation, in which books—indeed, print itself— made a difference in the world.
The same might be said of Thomas Paine, who in January published Common Sense as an anonymous pamphlet and in so doing lighted the fuse of the American Revolution. Colonial America was a hotbed of print insurrectionism, with an active pamphlet culture that I imagine as the blogosphere of its day.
Like the blogs they resemble, most pamphlets came and went, selling a few hundred copies, speaking to a self-selected audience. Common Sense, on the other hand, became a colonial bestseller, racking up sales of ,; it was also widely disseminated and read aloud, which exposed it to hundreds of thousands more.
Could a book, any book, have this kind of impact in contemporary society?LITERATURE REVIEW Introduction Models of Reading reading culture among pupils in primary schools in Uganda.
The development of a reading culture in Uganda is influenced by the formal education system. The. Oct 22, · In this lesson, we invite students to explore the cultural offerings around them — from architecture to books, dance, fashion, film, food, music, theater, TV and video games — and write reviews about what they experience.
“Reading Between the Lines is thoroughly enjoyable and thoroughly literate―a magnificent blending of history, literature, and theology that will be welcomed by professionals and laity alike.”. This literature review will define reading and phonemic awareness and present two differing views on the reading process.
The Early Reading Intervention program and the Reading Recovery program are described and compared in consideration of the most recent research on components of effective programs for young struggling readers.. . The review connects inequality to the consumption and production of culture for two additional reasons.
The first is the tradition, from cultural studies, of attempting to understand the ‘circuits of culture’ in which understandings of value are. JSTOR is a digital library of academic journals, books, and primary sources.
Chapter II: Review of Literature 7. Theoretical Framework 7 purpose of this investigation is to determine the impact literature discussion groups have on reading comprehension targeting upper elementary grades levels. Literature reviewed community and culture” (p. ). The factors that influence cognitive development must. Reading fluency can be achieved by acquiring good word reading skills and reading comprehension. Acquisition of these two components comes from various methods to enable reading fluency for beginner-level readers; these methods will be discussed in this literature review. The Use of Multicultural Literature in Elementary Classrooms: Teaching Acceptance and Understanding of Different The Use of Multicultural Literature in Elementary Classrooms: review of literature will also include guidelines for choosing authentic multicultural literature.