A Response-Based Approach to Reading Literature

            There seems to be a need for a balanced approach in reading in high schools.  Weather the students read for discursive purposes or literary, it appears they can get both because the two methods are said to work in tandem.  In classes like History and Science, the discursive approach, mainly one point of reference, would be the primary.  In English Language Arts, the literary approach, more than one point of reference, is primary.  What I like about Judith Langer’s A Response-Based Approach to Reading Literature, is the need for ELA to fulfill the goal of the literary approach, to make reading deeper and more interesting.  Instead of preparing the class to answer multiple choice questions, this approach invites students to broaden their “horizons.” 

My background in history has made a majority of my college reading for discursive reasons.  In history, a class can discuss what happened, can engage in a lot of speculation, and will be equipped with the correct answers come test time.  In ELA, if a quality piece of literature is placed before students, and they each have time to read, they can acquire so much more. A teacher that has internalized this literary process gives students “possibilities to ponder and interpretations to develop and question and defend.” This is what English Language Arts teachers want for all their students, a student based approach, as opposed to getting stuck in the structure of lesson plans. 

The focus of the instruction the article provided is quite a step from the day-to-day lesson plan and appears to give students plenty of voice.  I can see all kinds of rationale for my future lesson plans, mainly to “begin the literary experience.” Much is required to build around the students’ understanding of what they are reading.  This should go way beyond vocabulary review and plot summary.  I really like the time given for overall discussion, including encouraging the students’ “wonderings and hunches even more so than absolutes.” I would really learn a lot from my ELA students if I am able to make the time for good quality reading, followed by thorough discussions.