From Reading to the Reading of Literature

Abstract

from the administrator. A new type of classroom management would be needed, and students would have to assume a measure of responsibility for their own learning. The most crucial point is for the teacher to define clear, specific, measurable objectives and to guide the students to meet these objectives. The teaching of composition is always a problem, and all three groups might indeed profit from some common work on composition-the organization of a composition, the various types of compositions and the appropriateness of each, the role of mechanics and grammar. If composition is the expression of ideas, if the ideas have been discussed orally, if the ideas are relevant and interesting to the student, then composition does not emerge as a demon. Such a course as the one outlined above tends to produce students who are interested in what they are doing, who wish to continue the study of literature since they have found it rewarding, who spread the good word among their friends and who enroll in college courses in literature. Many of them have wonderful experiences at the university level and continue language study for the joy it brings them. Unfortunately, some of these students are placed in courses where attention is given to petty, insignificant detail, where themes and ideas are seldom mentioned, where the discussions are not in the target language, where compositions are written in English and where only the lecture method prevails. While this type of course may be beneficial for some rom the administrator. A new type of classroom anagement would be needed, and stu ents ould have to assume a measure of responsibility or their own learning. The most crucial point is or the teacher to define clear, spe ific, measurble objectives and to guide the students to meet hese objectives. he teaching of composition is always a problem, and all three g oups might indeed profit rom some common work on composition-the rganization of a composition, the various types f compositions and the appropri teness of e ch, he role of mechani s and grammar. If composiion is the expression of ideas, if th ideas have e n discussed orally, if the ideas ar relevant nd interesting to the student, hen composition oes not emerge as a demon. student , it is ost detrimental to those students who have been trained in a dynamic atmosphere. They want more-and they go in search of it in other areas. We will probably always be plagued with this problem, for poor and inappropriate teaching is certainly not restricted to any one level of instruction, and universities and colleges are faced with a major problem of placement and sectioning; more colleges and universities, however, might consider thematic approaches in those areas wher only chronological divisions are followed; it is a pleasure to greet a returning student, who, while majoring in business administration, h enjoy d a vibrant, dynamic course in Hispanic literature and announces that he will take further electives in this area.