Secondary School Literature
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zac's mum\" post_id=\"2131422\" time=\"1711507729\" user_id=\"53606:[quote=\"zac's mum\" post_id=2131422 time=1711507729 user_id=53606]
As a general observation, I find that the current trend is for more \"adult\" and \"difficult\" themes to be introduced at younger ages than in my time. We were quite innocent for much longer - some people think that was bad, but I think preserving innocence a bit longer is a good thing! I guess it also depends on what is raised in class, and by other students. Some students may not notice or understand the more adult themes till they are pointed out.
...There are some adult themes in the book with which i am uncomfortable that 15 year olds have to read about, but hmph…[/quote] -
zac's mum\" post_id=\"2131406\" time=\"1711500396\" user_id=\"53606:[quote=\"zac's mum\" post_id=2131406 time=1711500396 user_id=53606]
It was my kids' Year 1 or 2 (I cannot recall now) literature. I used it in lower Sec too.
Updated: i have been informed by a Lit tutor friend that Animal Farm is deemed a lower sec text (ie not for O levels)
[/quote] -
slmkhoo\" post_id=\"2131424\" time=\"1711507989\" user_id=\"28674:
Well fwiw, the current Sec 2 History textbook it already mentions comfort women during the Japanese Occupation. Whether or not the term is fully explained or discussed in school is up to the teacher i suppose, since it is not directly relevant to the main tested content.
As a general observation, I find that the current trend is for more \"adult\" and \"difficult\" themes to be introduced at younger ages than in my time. We were quite innocent for much longer - some people think that was bad, but I think preserving innocence a bit longer is a good thing! I guess it also depends on what is raised in class, and by other students. Some students may not notice or understand the more adult themes till they are pointed out.
However, in the Lit text, there is a scary scene where the woman (and girls) are waiting in fear for the German (?) soldiers to enter their house, to rape them, and I do not know how a teacher could skip over a full discussion on the feelings/tension in the room. Maybe they don’t. But the points raised by the students in a co-ed school would be different from in a girls school, and in a boys school. I guess encouraging maturity of thought also has to go hand-in-hand with the reality that such themes are par for the course in this era now.
Similar to the recent CCE lesson controversy. I actually think it was a good initiative for open discussion. Unfortunately maybe the discussion wasnt that open or respectful and some parents got angry. -
Chance upon this take on the studying of literature:
“….study of Literature is a study of the construction of narratives and the staging of ideology. History creates a narrative out of events and uses them to explain ideology; sociology creates a narrative out of policy and attempts to use it as evidence of ideology. Literature is more primal than either of these – it is the study of the construction of narrative itself, and the staging of ideology in all cultural production – from art film to advertisement poster; from the choice of colours on a canned drink to the Chew On It comics on the Reach! Singapore information pamphlet. Literature is to the rest of the humanities what mathematics is to the sciences.” -
Hi, I wonder if anyone here can help me with this. Teacher has not provided any sample answers for these type of qns (which will be tested in the exam). Unseen poetry:
1. What impressions do you form of the persona?
(I assume this is to be answered in a similar way as previously tested seen poetry & prose.)
2. How does the poet vividly highlight the persona’s attitude towards love?
(Are we supposed to point out the literary devices used by the poet & then explain how they highlight the identified attitude?)
3. What is striking about the poet’s choice of words?
(No idea how to answer this qn type. Help!) -
zac's mum\" post_id=\"2133089\" time=\"1714019150\" user_id=\"53606:[quote=\"zac's mum\" post_id=2133089 time=1714019150 user_id=53606]
I hope this helps.
Hi, I wonder if anyone here can help me with this. Teacher has not provided any sample answers for these type of qns (which will be tested in the exam). Unseen poetry:
1. What impressions do you form of the persona?
(I assume this is to be answered in a similar way as previously tested seen poetry & prose.)
This is the most basic Literature question, and the most straight forward.
Just state your 2 impressions in 2 separate PEA paragraphs, supported with your Evidence (x2) and Analysis (x2) for each PEA.
2. How does the poet vividly highlight the persona’s attitude towards love?
(Are we supposed to point out the literary devices used by the poet & then explain how they highlight the identified attitude?)
No, it is the other way round. First identify the 2 attitudes as your Points, and then through your Evidence, point out the literary devices and explain them in your Analysis.
3. What is striking about the poet’s choice of words?
(No idea how to answer this qn type. Help!)
First state your 2 Points on how the choice of words is striking. And then through your Evidence, Analyse how the particular use of the words is effective in bringing out the theme, mood or the attitude of the persona / poet (depending on question). Choice of words is basically Diction, and you need to delve into connotations in your Analysis.
[/quote]
Due to time and space constraints, I can only provide a general approach to tackling such questions. To get a more in-depth approach, the student needs to have more practice on as many poems as possible and have the coaching on how to tackle each specific poem - as each of them is unique. -
D3@n\" post_id=\"2133117\" time=\"1714043916\" user_id=\"124020:
Thank u very much for your reply. I really appreciate this. Teacher only taught annotations of the poems, various literary devices and their effects (everything is in note/point form; no full paragraphs but i’m sure the marker will be fully expecting that). Nothing about diction or connotations but I will look up what they are.
I hope this helps.
Due to time and space constraints, I can only provide a general approach to tackling such questions. To get a more in-depth approach, the student needs to have more practice on as many poems as possible and have the coaching on how to tackle each specific poem - as each of them is unique. -
zac's mum\" post_id=\"2133120\" time=\"1714047819\" user_id=\"53606:[quote=\"zac's mum\" post_id=2133120 time=1714047819 user_id=53606]
When we go through poems, we will teach students how to annotate. We will also go through the various literary devices. And you're right, these will be in note/point form. And you're right, full paragraphs are expected for any WA and EOY. I can't speak for other teachers, but I will use a few of the poems as practice. I will go through them in class, to show them how to construct a PEA paragraph. Students will then write the 2nd PEA based on the structure of the first.
Thank u very much for your reply. I really appreciate this. Teacher only taught annotations of the poems, various literary devices and their effects (everything is in note/point form; no full paragraphs but i’m sure the marker will be fully expecting that). Nothing about diction or connotations but I will look up what they are.[/quote]
Providing a \"model\" answer for each poem is unproductive and defeats the purpose of literary appreciation. There is no one \"right\" answer to a Literature question. With any given text, students simply need to use the tools they have learnt in class and apply it to whatever poems they are given. Schools definitely don't provide enough writing practice. Your child needs to do more practice on her own to be able to tackle these questions for the WA and EOY. All the best! -
D3@n\" post_id=\"2133128\" time=\"1714054991\" user_id=\"124020:
Yes, thank u. This new teacher stopped short of showing how to craft a lucid paragraph in answer to the question types.
When we go through poems, we will teach students how to annotate. We will also go through the various literary devices. And you're right, these will be in note/point form. And you're right, full paragraphs are expected for any WA and EOY. I can't speak for other teachers, but I will use a few of the poems as practice. I will go through them in class, to show them how to construct a PEA paragraph. Students will then write the 2nd PEA based on the structure of the first.
Providing a \"model\" answer for each poem is unproductive and defeats the purpose of literary appreciation. There is no one \"right\" answer to a Literature question. With any given text, students simply need to use the tools they have learnt in class and apply it to whatever poems they are given. Schools definitely don't provide enough writing practice. Your child needs to do more practice on her own to be able to tackle these questions for the WA and EOY. All the best!
Yes we will do the writing practice. He has been doing such practice at home for last year’s seen prose and poetry (as well as last term’s drama text). Question types 2 & 3 are new though. I will bumble through trying to mark his answers (as I have been)… -
zac's mum\" post_id=\"2133129\" time=\"1714055549\" user_id=\"53606:[quote=\"zac's mum\" post_id=2133129 time=1714055549 user_id=53606]
I'm not a Lit teacher, and only studied Lit to A levels. Also helped coach my older girl in Lit at A levels. Here's my 2-cents worth:
Yes, thank u. This new teacher stopped short of showing how to craft a lucid paragraph in answer to the question types.
Yes we will do the writing practice. He has been doing such practice at home for last year’s seen prose and poetry (as well as last term’s drama text). Question types 2 & 3 are new though. I will bumble through trying to mark his answers (as I have been)…[/quote]
Crafting a lucid para in Lit (or any other subject) would be like crafting a good para in any essay. There are new acronyms these days, but my daughter's was \"PEEL\". I guess \"PEA\" is the current one? The main thing is to have a point, support it, and explain why this is relevant to the question asked! Students who have a decent level of English should be able to do this without \"model answers\". In any case, model answers can make the essay sound too \"canned\", in my opinion.
There was also a long acronym of things to look out for which I (and she) can't remember now, but it included things like diction, alliteration, etc. There will be other devices which the teacher should be covering in lessons, and for unseen texts, the technique is to run through all these to see what can be said! The main thing for Lit is to show understanding and appreciation for the text/poem, and there are no absolute \"right\" answers as long as the points can be reasonably supported. Completely off the wall and unsupported points will of course be \"wrong\".
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