COURSE INFORMATION (TSL 712)

Course Information
Course: Literature in ESL
Semester: March – July 2014 Phone: 012-3564357
Core Person Dr. Shireena Basree Abdul Email: shire417@salam.uitm.edu.my
/Instructor: Rahman
Office Hours
Texts Compulsory Text

Resenblatt, Louise M. (1994)The Reader, The Text, The Poem, USA: Southern
Illinois University

Additional Readings

Culler, J. (1997), Literary Theory (A Very Short Introduction), New York : O.U.P.

Eaglestone, R. (2000), Doing English (A Guide for Literature Students),

London : Routledge.

Griffith, P. (1987), Literary Theory and English Teaching, England : O.U.P.

Klages, M. (2006) Literary Theory : A Guide for the Perplexed, London:

Continuum Publishing.

Parkinson, B. and Reid Thomas, H. (2000), Teaching Literature in a Second

Language, U.K. : Edinburgh.

Selden, R. (1988), The Theory of Criticism, England : Longman.

Selden, R., Widdowsin, P. and Brooker, P. (1985), A Reader’s Guide to

Contemporary Literary Theory, England : Prentice Hall.

Tyson, L. (2006), Critical theory today – A User Friendly Guide, New York:
Routledge.

Course Description
In this course students will be introduced to both the theoretical and pedagogical issues involved in the
context of literature in ESL (English as a Second Language). Students will engage in critical reviewing of
selected literary theories especially the Reader Response Theory in order to understand the functions of
active reading process. Knowledge of other different critical approaches to literary texts would allow
readers to compare and contrast the theories and apply the theories in their interpretation of various
literary works. Apart from this, students will also be introduced to classroom issues and approaches in
dealing with literature teaching in ESL classrooms. Both the theoretical and pedagogical knowledge
discussed in this course would provide a holistic picture of literature teaching in a context where English is
taught as a second language.

Course Outcomes
Upon completion of TSL 712, a student will be able to :

1. demonstrate an understanding of Rosenblatt’s Reader Response Theory concerning ‘active

reading process’ in relation to literature teaching in the ESL context
2. analyze selected literary/critical theories: New Criticism, Pyschoanalysis and Post-Colonialism
with regard to its roles and relevance in the teaching of English literature in ESL classroom

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 3.evaluate methods and approaches used in the teaching of literature in an ESL classroom (Reader
Response Approach, Schema Approach, Socio-Psychological Approach, Moral-Philosophical
Approach and Language-Based Approaches)
4.Construct literature learning activities of selected texts for ESL classrooms

Assessment Methods Weightage CO1 CO2 CO3 CO4

Methods
Reading Logs (RL) –(Individual) 10% √
Presentation of Readers response 10%
chapter
Reaction Paper (RP) - Individual 20% √ √ √
Comprehensive test (T) – Final 30% √ √ √
Assessment - Individual
Project (PRO) – Group Work 20% √ √ √
Presentation 10%

Program PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9
Outcomes √ √ √ √
Program Outcomes
1. Subject knowledge and skills
2. Practical/Professional skills
3. Thinking and scientific skills
4. Communication skills
5. Social skills, teamwork and responsibilities
6. Values, ethics, moral and professionalism
7. Information management and lifelong learning
8. Management and entrepreneurship
9. Leadership skills

Soft Skills CS CTPS LLIM TS ES EM LS

√ √ √ √ √
Assessment PRO RL/RP/Q/PRO PRO PRO PRO

Soft Skills
1. Communication Skills (CS)
2. Critical Thinking and Problem Solving Skills (CTPS)
3. Life-long learning and informational Management (LLIM)
4. Team work (TS)
5. Entrepreneurship (ES)
6. Professional Ethics and Moral (EM)
7. Leadership Skills (LS)

Learning Activities and Measurable Outcomes

The course will be organized into four main learning units
Learning Unit Assessment Expected Outcome
1. Students will be In their writing, students will A score of 17.1 – 20% will show evidence
able to put down demonstrate a critical of work quality reflective of 80% and above

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 their thoughts and awareness of the process that
feelings and also they go through in reading a
understanding of literary piece of work. They are
given literary texts in expected to engage in active
the form of reading reflection of their reading
logs as discussed in process and document this in
the Reading their reading logs.
Response Theory.
2. Students will be able In their writing, students will
to reaction paper on display their ability to use
insights, issues or information, analyze and
problems related to synthesize knowledge obtained
literature teaching from 2-3 articles effectively, in
and learning. order to form new
understanding of problems and
issues in literature teaching
and learning. Additionally,
students need to show their
ability to think critically and
creatively in analyzing relevant
issues. It is also an evident of
their ability to communicate
effectively in writing.
3. Final Comprehensive This final quiz is to gauge
Quiz students’ overall
understanding of the concepts
and theories discussed in
class.
4. Students will be able In their material construction,
to work (in a group) students will display their
to construct teaching ability to use information and
materials FOR knowledge effectively in order
different levels of to produce teaching materials
in the grading matrix.
A score of 14.1 – 17% will show evidence
of work quality reflective of between 74-
79% in the grading matrix.
A score of 11.1 – 14% will show evidence
of work quality reflective of between 68 -
73% in the grading matrix.
A score of 8.1 - 11% will show evidence of
work quality reflective of between 62 - 67%
in the grading matrix.
A score of 5.1 - 8% will show evidence of
work quality reflective of between 56-61%
in the grading matrix.
A score of 0 – 4% will show evidence of
work quality reflective of between 0 – 55%
in the grading matrix.
A score of 17.1 – 20% will show evidence
of work quality reflective of 80% and above
in the grading matrix.
A score of 14.1 – 17% will show evidence
of work quality reflective of between 74-
79% in the grading matrix.
A score of 11.1 – 14% will show evidence
of work quality reflective of between 68 -
73% in the grading matrix.
A score of 8.1 - 11% will show evidence of
work quality reflective of between 62 - 67%
in the grading matrix.
A score of 5.1 - 8% will show evidence of
work quality reflective of between 56-61%
in the grading matrix.
A score of 0 – 4% will show evidence of
work quality reflective of between 0 – 55%
in the grading matrix.
30%
A score of 17.1 – 20% will show evidence
of work quality reflective of 80% and above
in the grading matrix.
A score of 14.1 – 17% will show evidence
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 learners in the ESL which are appropriate for
context and to learners of different levels.
present the
constructed Additionally, students will also
materials. need to carry out a
presentation/demonstration on
how to use the materials
which have been created and
effectively communicate the
strengths of the materials
constructed.
of work quality reflective of between 74-
79% in the grading matrix.
A score of 11.1 – 14% will show evidence
of work quality reflective of between 68 -
73% in the grading matrix.
A score of 8.1 - 11% will show evidence of
work quality reflective of between 62 - 67%
in the grading matrix.
A score of 5.1 - 8% will show evidence of
work quality reflective of between 56-61%
in the grading matrix.

A score of 0 – 4% will show evidence of

work quality reflective of between 0 – 55%
in the grading matrix.
------------------------------------------------
10 % for oral presentation of mini research
project

A score of 9 – 10% will show evidence of

work quality reflective of 80% and above in
the grading matrix.

A score of 7 – 8% will show evidence of

work quality reflective of between 74-79%
in the grading matrix.

A score of 5 – 6% will show evidence of

work quality reflective of between 68 - 73%
in the grading matrix.

A score of 3 – 4% will show evidence of

work quality reflective of between 62 - 67%
in the grading matrix.

A score of 1-2% will show evidence of work

quality reflective of between 56-61% in the
grading matrix.

A score of less than 1% will show

evidence of work quality reflective of
between 0 – 55% in the grading matrix

Grading Policies
The grading scale as explained in the course catalog will be used:
80-100% = A 65-69% = B 50-54% = C
75-79% = A- 60-64% = B-
70-74% = B+ 55-59% = C+
Note: Plagiarized work will automatically be graded between 0 – 49% (F)
Reading Logs Students will be given 1 short story, 2 poems and 1 play to read.
The objective of this assignment is to look at the core issue

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 underlying the reader response theory, in that reading is an 20%
interactive process, whereby it involves the author, the text and
the reader. It argues that the meaning of a particular text, does
not exist within the text itself, and neither is it owned by the
author. Instead, readers derive meaning from actively engaging
him/herself with the text during the reading process.

With reference to one of the reader-response activities

highlighted in the article by Aly Anwar Amer titled - Teaching
EFL/ESL Literature, which is the Reading Logs, students are
required to document the reading process that they go through in
understanding the three short stories and poems given in the
form of a reading log or a reading journal. At the end of the write-
up, students are to provide a summary of what they have
understood the story, poem and drama to be about and also their
feelings and reactions to it.
Reaction Paper In their writing, students will display their ability to use 20%
information, analyze and synthesize knowledge obtained from 2
or more articles effectively, in order to form new understanding of
problems and issues in literature teaching and learning.
Additionally, students need to show their ability to think critically
and creatively in analyzing relevant issues and communicating
effectively in writing.

Quiz Comprehensive (all the critical/literary theories discussed in the 30%

syllabus)
Construction of Students will display their ability to use information and 20%
literary teaching knowledge effectively in order to produce teaching materials
materials which are appropriate for learners of different age and proficiency
levels. The construction of literary teaching materials will require
students to think critically and creatively in deciding on suitable
and practical materials to be used in ESL classrooms.
In addition to materials construction, students will also need to
carry out a presentation/demonstration on how to use the
materials which have been created and effectively communicate 10%
the strengths of the materials constructed.

Scheme of work

Week Topic Learner tasks

1
INTRODUCTION
- Introduction to TSL 712 (Course Information)
- Overview of Lit Teaching in ESL/EFL

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 Classroom

2 LITERATURE IN ESL/EFL CLASSROOM: ISSUES AND Read assigned materials

TRENDS -discussion

3 LITERATURE IN ESL/EFL CLASSROOM: ISSUES AND

TRENDS Read assigned handouts -
discussion
4 Approaching reader response Try out the practice of
-Introduction to reading logs writing reading-logs

5 Understanding the Reader Response Theory Rosenblatt~

Chapter presentation
6 Understanding the Reader Response Theory Rosenblatt~
*reading logs due
Chapter presentation
7 Literary Theory –New Criticism Conduct Seminar/
Discussion

8 Mid Term Break Conduct Seminar/

Discussion

Literary Theory – Post-Colonialism Conduct Seminar/

9 Discussion

10 Literary Theory – Psychoanalysis

*reaction-paper due Conduct Seminar/
Discussion
11 APPROACHES IN TEACHING LITERATURE – Discussion

12 APPROACHES IN TEACHING LITERATURE Discussion

*Quiz*

13 GROUP PROJECT PRESENTATION Presentation

(Construction of literary materials)

14 GROUP PROJECT PRESENTATION

(Construction of literary materials)

*Written report & materials due

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