SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

College of Teacher Education Department

National Highway, Crossing Rubber, Tupi, South Cotabato

_____________________________________

LEARNING MODULE FOR

ELT 114
Teaching and Assessment of Literature
_____________________________________

WEEK 13-14 ___________________

COURSE OUTLINE
COURSE CODE : ELT 114 COURSE TITLE : Teaching and
Assessment of Literature TARGET POPULATION : All BSED English 2
Students INSTRUCTOR : MS. JENIE ROSE B. MILLET

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 1 - of

17
OVERVIEW
Teaching and Assessment of Literature provides students understanding on the
theory and practices of testing in Literature teaching. It introduces them to concepts of
assessment and evaluation from classroom to program level. It acquaints them on the
various techniques in testing and recognize the value of literature tests to language
learning. It is a practical study of approaches in teaching literary texts, such as the short
story, poetry, drama and essay at the secondary and collegiate levels. The course
includes module materials preparation and syllabus design. Students will be expected to
do a demonstration class, as well as to analyse teaching plans.
OBJECTIVES
General Objectives
a.demonstrate understanding on the concepts of literature testing and
assessment;
b.gain a clear perspective on the different types of literature testing as well as
their process of test construction and administration;
d.use appropriate literature teaching methods and strategies in teaching specific
literary texts (fiction, poetry and drama ), keeping in mind their key
elements and features;
e.form and ask logical, meaningful and appropriate questions that develop
students’ literary skills; and
f.create one’s own method and strategy in teaching literature, considering the
context type of students, purpose, goal and other important factors.

INSTRUCTION TO THE LEARNER

It is essential at the beginning of these modules to define terms related to
language assessment that are often confused with one another because in some books
they are used interchangeably. Kindly read the module thoroughly because each units
are continuously discussed related to the next topic. Subsequently, there are exercises
to be answered comprehensively and submitted on the next schedule of your class
hour.
The following are the topics to be discussed:
WEEK 13 TEACHING POETRY AND DRAMATIC POETRY WEEK 14 TEACHING
PROSE AND DRAMATIC PROSE WEEK 15 STRATEGIES IN TEACHING PROSE
WEEK 16 LESSON DESIGN
WEEK 17 MATERIALS AND RESOURCES

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 2 - of

17
 ________________________________________ TEACHING POETRY
AND LESSON PLANNING
________________________________________
LITERARY APPRECIATION
Ogenlewe (2006) posits that ‘literary appreciation refers to the evaluation of
works of imaginative literature as an intellectual or academic exercise.’ In this process
the reader interprets, evaluates or classifies a literary work with a view to determining
the artistic merits or demerits or such a work. Donelson and Nilsen (2009) echo this
sentiment and add that it is the process by which one ‘gauges one’s interpretive
response as a reader to a literary work’. This means that the reader is able to gain
pleasure and understanding for the literature, understand its value and importance and
admire its complexity.

Literary appreciation focuses on the adequate grasp of the definitions and

applications of traditional literary devices such as plot, character, metaphor, setting and
symbolism which may be encountered within texts.

Margaret Early’s Stages of Growth in Literary Appreciation determines that the

personal attitudes, reading and observing skills are all part of literary appreciation.
Stages which readers go through are added unto without dropping the previous stages.
Thus, literary appreciation is a lifelong process. However, occasionally students are
illequipped to handle transition from childhood literature to adolescent literature and fail
at establishing literary appreciation. This may occur as a result of a student’s late or
early cognitive maturity. As teachers, we must understand that in order to appreciate
literature students must experience pleasure from their reading. Transaction reading
journals and literature circles can be helpful as students can document their progress
and reflect on them. They should be provided with a forum to respond to literature in the
classroom, discuss personal responses, ideas and deductions with other students. This
will also allow them to make text to text connections.

According to Donelson and Nilsen (2009), literary appreciation occurs in seven stages.

1. Level 1: Pleasure and Profit (literary appreciation is a social experience)

2. Level 2: Decoding (literacy is developed)
3. Level 3: Lose yourself (reading becomes a means of escaping)
4. Level 4: Find yourself (discovering identity)

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 3 - of

17
 5. Level 5: Venture beyond self (‘going beyond me’, assessing the world around
them)
6. Level 6: Variety in reading (reads widely and discusses experiences with peers)
7. Level 7: Aesthetic purposes (avid reader, appreciates the artistic value of
reading)

TEACHING POETRY AND LESSON PLANNING

Poetry is a literary work in verse. It is a writing of graceful expression, great

beauty, a piece of art with emotional sincerity or intensity. It is a way to understand how
language and symbol system work. It is worthy of expression of emotions deep feelings
and aesthetics or a sense of what is beautiful about the world.
Poetry is a medium through which the poets express their emotion and thought
with a musical tone of words. According to Wordsworth, poetry is, "the spontaneous
overflow of powerful feelings recollected in tranquility". Poetry has two kinds of subject
matter – that which is supplied by the external objects, such as deeds, events and the
things we see around us and that which is supplied by the poet's own thoughts and
feelings. The former gives rise to objective poetry, the latter to subjective. In the first, it
is about what he has seen or heard; in the latter, he brings to bear his own reflections
upon what he has seen or heard.

TEACHING POETRY

In teaching poetry, much depends on the selection of the poem. The teacher
should choose any easy poem suiting the age of the pupil. The teacher should select
the known poem of known poet and known background. The subject matter should
appeal to the children. The rhythm and words should cater to the child’s taste. Young
children love rhymes and rhythms so the teacher should resort to nursery rhymes and
story type poems. In higher classes, the poems should be narrative but some
descriptive and reflective poems can also be included.

SELECTION OF POEMS

1. Only those poems should be selected with are up to the mental level of the learners.
2. The short poems should be given preference over long ones.
3. The nursery rhymes are the most suitable for the young children.

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 4 - of

17
4. The poems which are philosophical and contain deep ideas should be kept for the
senior students.

5. The rhythmic poems appeal more to the children because they can be memorized
easily by them.
6. Only poem of that type should be selected which have a universal appeal.

PRINCIPLES OF TEACHING POEM

The following principles should be kept in mind while teaching a poem.

1. Model recitation by the teacher is very essential because it helps in attracting the
students towards the poem. They are able to grasp the meaning contained in the
poem.
2. Detailed explanation of lines or ideas should be avoided.
3. The verbal peculiarities of the language should not be described.
4. Paraphrase of the poem should be avoided. It should be put in the form of prose.
5. The teacher should try to bring enthusiasm and zeal into the teaching of the poem.
6. As far as possible, the poem should be taught as a whole.

HOW TO TEACH A POEM

Introduction of the poem must be brief and to the point. There is no need to
introduce the life of the poet in the very beginning. After finishing the poem, a brief idea
of the poet can be given.
The teacher should recite the poem with the pupils’ books closed. If they keep
their books open, they concentrate more on seeing words than on listening but we know
‘poetry is an art of eh eye’. In other words ‘poetry is sound not sight’. The teacher should
spend more time in reading. The teacher reads the poem often but this time with pupils
keeping their books open. After this the teacher should explain the difficult words, tone
etc, very clearly precisely. Too lengthy language explanations, combinations, structures
etc should be avoided as it mars the beauty of poetry. After this silent reading by the
students starts. This is to prepare them for answering the queries to test their
comprehension. The testing should be done by asking them about particular words,
lines and thought of some stanza. Then, both the teacher and the students together
recite the poem with rhyme and rhythm in order to catch the music of the poem.

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 5 - of

17
LESSON PLANNING OF TEACHING A POEM
The lesson plan includes the following steps as written below:

A. General aims
B. Specific aims and then usual procedure including
1. Motivation
a. Use of aids/ situations/ models/ charts etc
b. Previous knowledge assumed.
c. Introduction.
2. Presentation.
a. Model recitation by the teacher with books closed by students.
b. Model recitation by the teacher with books open by students.
c. Explanation of certain lines, difficult words etc.
d. Recitation by students.
3. Recapitulation
Removing difficulties, if any.
4. Appreciation questions.
These questions aim to make clear the beauty feeling and main idea of
the poem.

ACTIVITY 1
Directions of the activity:

Craft a learning plan/lesson plan in teaching poetry. Follow the 4As format of a lesson
plan. Provide interactive and appropriate activities. (30 points)

ACTIVITY 2

Directions of the activity:

Provide three (3) teaching strategies to be used in teaching poetry. Explain its uses.
(10points each)

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 6 - of

17
 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
College of Teacher Education Department
National Highway, Crossing Rubber, Tupi, South Cotabato

_____________________________________

LEARNING MODULE FOR

ELT 114
Teaching and Assessment of Literature

_____________________________________

WEEK 15-16
___________________
________________________________________

TEACHING PROSE AND DRAMATIC PROSE

________________________________________
Meaning of Definition of Prose: Prose is an important aspect of literature. It includes
essay, drama, novel, composition, and biographies etc. It enriches the vocabulary of the
ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 7 - of

17
students and develops language skills such as reading, writing, speaking and listening.
Prose is for more information and gaining knowledge. It helps the students to grasp the
ideas of the writer. The meaning of prose will be clearer by the given following
definitions.

Types of Prose: Teaching of prose includes two types of lessons -:

· Detailed prose lesson
· Non-detailed prose lesson

Detailed prose lesson: Detailed prose lesson is also called intensive reading lesson. In
this the text book is read thoroughly, word by word and difficult words, idioms or phrase
is explained to the students by which they can able to grasp them firmly.
Non-detailed lesson: Non-detailed prose lesson is also called extensive reading
lesson.

The main aim of this kind of lesson is giving information and pleasure to the students. In
this lesson the teacher need not explain the meaning of each and every word. The
students grasp the meaning of the words in the context to the situation in which they are
used. This lesson is also considered as rapid reading lesson because it develops rapid
reading habits in the students.

Subject matter of Prose

Essay: Essay may be philosophical, historical, personal or critical. It may be length or
short in size. According Oxford English Dictionary, “Prose is a composition of moderate
length or any particular subject, or branch of a subject; original implying want of finish
but now said of a composition more or less elaborate in style through limited in range”.
In the word of Hugh Walker,” there are no subjects, from the stars to the dust heap and
from the ameba to man, which may not be dealt in an essay”.
Story: A story has a plot, character and setting as a novel due to its concise form.
Novel: The term “Novel” is originally meant a “fresh story” but gradually come to signify
a story in prose as distinguished form a story in verse, which continued to be called a
romance. According to W E. William, a novel is, “a long narration in prose detailing the
actions of fictitious people”.

Biography: The biography is an art form which has developed recently. Dryden first
used the term biography. He defined it as, ‘the history of particular men’s lives”. The
biography is a truthful record of an individual composed as work of art.

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 8 - of

17
Autobiography: It consist the life history of an individual or truthful record of an
individual lives which is written by himself/herself.
Composition: Compositions is the expression of thoughts, ideas, feelings, and
observations. It is an art of self-expression and also considered as the expressive
aspect of language. According to Bhatia and Bhatia, “It is the expression of child’s
thoughts, his own ideas, feelings and observations. It includes both the process and
product of composing. The product may take the shape of a letter, an application, a
paragraph, a story, an essay, a description of narration, a poem etc.
Play and Drama: Drama presents fictions or facts in a form that could be acted before
an audience but play has a plot, dialogue and an outlook on life as a novel has. It is also
performed before an audience.

Characteristics of Prose: The following are the main characteristics of prose:

• Prose is the soul of literature, thoughts on a topic, drama, story, novels,
biography, autobiography, narration and explanation of concepts, essay and
compositions are the major aspects of prose.  Prose is words in their best
descriptive order.
• Prose consist philosophical ideas, social problems, and historical descriptions of
events, geographical concepts, and economical conditions of the society.
• Prose is the best means to preserve human knowledge.
• Prose is used to develop the cognitive and affective aspects of the students.
• It develops language skills reading, writing, speaking and listening.
• It develops the imagination power of the students.
• The purpose of the literature is best served by teaching of prose.
• It develops the expressional ability of the students.
• It enriches the vocabulary of the students.
• It develops the ability of explaining and helps the students to grasp the ideas of
the writer.
• It helps the students to develop communication skill.

Objectives of Teaching Prose: The objectives of teaching prose can be divided into
two parts:
General objectives.
Specific objectives.
General Objectives of Teaching Prose
• To develop students understandings and comprehension as regards passage.

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 9 - of

17
 • To develop the ability of loud reading of the passage with correct pronunciation,
stress, intonation, pause and articulation of voice.
• To enable the students to understand the passage by silent reading.
• To enrich learner’s active and passive vocabulary.
• To make the students interested in enjoying reading and writing.
• To enables the students to express fluently their ideas, feelings, or thoughts
orally as well as in writing.
• To develop the power of imagination and explanation.
• To enable them to perceive the knowledge contained in the passage.
• To develop critical thinking in the students.
• To develop moral values through teaching of prose.
• Last but not least, to prepare the students for world citizenship.

Specific Objectives of Teaching Prose: Specific objectives of teaching prose are

subject to verification according to the subject matter of the prose lesson, as it may be
an essay, story, biography, play, drama, Novel, composition etc. Broadly, the specific
objectives of teaching prose are given details:
Descriptive prose
To develop the imagination and fancy of the students.
To acquaints the students with the style of the writer.
To develop their love for natural objects.
To develop their aesthetic sense.
To develop the habit of thinking among the students.
Story
To impart knowledge of the facts as mentioned in the story.
To give moral lesson through the story.
To train the students character.
To acquaint the students with the style of the story writing.
To develop the power of imagination.
To develop among the students a habit of story reading.
To enable them to compose interesting stories.
To provide a suitable channel for the use of surplus energies of the youths.
Essay
To make them receive knowledge.
To arouse curiosity of the students about the subject of the essay.
To acquaint the students with the style of the essay writer.

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 10 - of

17
 To enable them to arrange ideas in a systematic way.
To enable the students to think freely.
To enrich the students intellect.
To develop the mental capacity of the students
Composition
To enable the students to write correct English with reasonable speed.
To develop the power of imagination of the students.
To enable the students to express their ideas in a logical way.
To acquaints the students with the different style of writing composition.
To enrich the vocabulary of the students.
To develops the knowledge of punctuation marks and their use.
To enable the students to recall appropriate words for their appropriate use.
Biography
To acquaint the students with the life and deeds of great man.
To show them a path of character building.
To increase their love of aspiration.
To develop the test of the students for reading biographies of famous persons of
the world.
To inculcate desirable sentiments among the students.
To train the students character through the life history of great personality.
To develop taste of the students for reading biographies of famous person of
their own country and the world.
Play and Drama
To teach the students with play way method.
To provide them opportunity for self-expression.
To develop conversational ability of the students.
To enable them to play different roles.
To build their character.
To develop their self-confidence.
To utilize leisure time.

Procedure of Teaching Prose: The whole teaching learning process is divided into
three stages. The first stage is pre-active, second one is inter-active and the third stage
is post-active. The pre-active is considered as for preparation, interactive is for
presentation and explanation and post active is for application. Different scholars have
suggested different procedure and steps for teaching prose lesson. It is absolutely
necessary for the teacher to acquaint himself about the correct methodology and
ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 11 - of

17
procedures for teaching prose lesson. This should be preplanned for making the
teaching effective. The following are the steps / procedures/ methodology of teaching
prose -:
Step-1: Determining the objectives.
Step-2: Preparation.
Step-3: presentation.
Step-4: Black board writing.
Step-5: Recapitulation.
Step-6: Assignment & homework.
Step-1: Determining the objectives: The first step for teaching prose is, a teacher has
to be clear about the general and specific objectives of teaching prose lesson, which are
discussed earlier. After determining the general and specific objectives of teaching
prose lesson, then the teacher has to prepare himself for teaching.
Step-2: Preparation: The teacher must be careful and well prepared before hand while
presenting the prose lesson. The Indian students find it difficult because it is a foreign
language. So, the teachers try to motivate the students to study the lesson. Therefore a
teacher has to do something by which he attracts the students to learn. Under this the
following steps to be followed:

Teaching aids: Without using aids not only a teacher can never truly teach but also he
unable to make his teaching interesting and effective. Therefore, the teacher should use
various material aids like charts, models, map, T.V, radio, chalk, duster, pointer etc in
accordance with the kind of the lesson he is going to teach. By using such aids a
teacher can easily arouse interest and curiosity of the students.
Previous Knowledge: the new knowledge should be a supplementary part of previous
knowledge, what a teacher is going to impart to the students. So, a teacher before
imparting new knowledge to the students, he should know and access that how much
knowledge students have gained. Previous knowledge testing (PKT) is a process by
which a teacher can easily facilitate the teaching learning process.
Introduction: Introduction should be very interesting and it should be based on the
previous knowledge of the learners. So the teacher should first ask some questions to
test the previous knowledge of the students and then link that to the subject to be
taught.

The introduction has two purposes:

a) To bring past knowledge into consciousness.
b) To attract students attention to the new subject.
ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 12 - of

17
Statement of Aim: A teacher should be clear in his mind what aim he is going to
achieve and at the same time he should acquaint the students about it so that they pay
attention to what is expected of them. After asking introductory question, he should
declare what he intends to teach. He should ask students to open their book at
appropriate page.
Step-3: Presentation: Presentation is the main part of a lesson plan. The teacher can
divide the lesson into a number of units, so that the students may easily understand the
topic. If the lesson is very short, only one unit should be made. The following sub steps
should be followed for effective presentation.

Model reading /loud reading by the teacher:

In this step, the teacher should read out his selected passage loudly. Ha should be very
much careful about the pronunciation, words, phrases and intonations. His reading must
be a model reading as the pupils learn to read through imitation. At the time of reading,
the teacher should hold the book in his/her left hand and the students should instruct to
listen the passage carefully. While reading, the teacher should not completely absorb
himself in the book.

Pronunciation drill by the students:

Before loud reading there should be pronunciation drill. Selection of words for
pronunciation drill should be on the basis of general pronunciation of students. Those
words should be selected in which the students feel difficult to pronounce or
pronounced wrongly by the students. The words should be written on the blackboard
one by one and get drilled. This drill can be done or after the model reading by the
teacher.
Loud reading by the students:
After pronunciation drill, the teacher should ask some students to read out the passage
loudly. This loud reading is very much helpful to them for clear pronunciation. It helps
the students to develop reading ability. The students should be advised the correct
posture of reading in which they hold the book one foot away from the eyes in the left
hand while keeping their right hand free. They should also be asked to pay attention to
fluency, stress, pause, intonation etc.
Exposition and Explanation by the teacher:
Exposition and explanation is the vital part of teaching on which the effectiveness of
teaching depends. The objectives of exposition and explanation is (I) to clear the
meaning of difficult words, phrases, and idioms (ii) to make the comprehension of the

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 13 - of

17
passage easy and (iii) to pave way for intensive reading. For effective exposition the
teacher should follow the following methods:
Direct methods in which he uses pictures, objects, and actions to explain.
The teacher should use the mother tongue for explanation.
The teacher should expose the new words and structures properly.
The meaning of words should be clarified by using synonyms and anatomy.
Etymology of the word is an important source of explaining word.
Reference method too proves good for acquainting the students with the social or
cultural meaning of a word.
At last the teacher exposes the whole text as a single unit clarifying the difficult portions
and references in the passage.
Silent reading by the students:
The purpose of silent reading by the students is to enable them to read silently and to
pave way for extensive reading. The student should able to follow the text in silent
reading. According to P. Gurrey,” rapid silent readings enables our pupils to seize the
gist of a passage, to find out what some experts have said on the subjects, and to read
quickly”. It is helpful for the students to grasp the meaning of the passage. At the time of
silent reading by the students the teacher should move around the students and he has
to pay attention the whole class.
Comprehension test by the teacher:
The teacher asks some questions from the present passage to test the comprehension
of students the meaning of the passage. Generally known as comprehension test
questions, these questions should not be made from outside, they should be based on
very passage taught by the teacher. The question should be direct and objective based.
The main purpose of asking comprehension questions is to obtain a general
understanding of the passage quickly. The following type of comprehension questions
may be asked:
a) Question asking meaning.
b) Question on the main portion of the passage.
c) Question asking the gist of the passage.
d) Question asking the students to describe the passage in their own words.
e) Question asking figure of speech, phrases, and idioms of the passage.

Recapitulation (application test) by the teacher:

Recapitulation is similar to comprehension questions but the objective is
different. The objective of recapitulation test is to know that how much the
students captured the lesson or what extent the objective of a lesson has been
ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 14 - of

17
 achieved. While short questions are asked in the comprehension questions, long
questions pertaining to the whole text or story are asked in recapitulation. At the
end of each lesson the teacher should put on some application questions to
evaluate student’s success in achieving the predetermined objectives. These
questions may be oral or written type with the followings characteristics: (I) the
answer should be long (II) question should be from all the passages taught in
different unit and (III) these should demands the logical thinking on the part of the
pupils. The examples of recapitulation questions are -: a) Describe the main
incident of the story. b) Translate the passage in your mother tongue. c) Explain
the passage. d) Fill in the blanks and what lesson do you derive from the play
etc.

Black board work:

Black board is one of the most important tools in the hand of a teacher is for
communication of his ideas clearly and explicitly. A teacher can make its use in writing
words, drawing figures and comparing two things. The assignment for lower classes can
also be written on the black board and at the time of asking comprehension and
recapitulation questions a teacher can also use black board for effective
communication.

Assignment for the students:

The students must be given assignment which may complete in the classroom or at
home. The questions should be:
· Meaning and spelling of words.
· Use of words and sentences
· Fill the blanks.
· Translate the passage into mother tongue.
· Writing summary of the passage.
· Explaining words, phrases, idioms,
· Giving the synonyms and antonyms of the new words.
· Answering long, short and one word questions on the passage.
· To point out grammatical features of a sentence or passage.

Conclusion: The main purpose of the prose lesson is to develop speech and writing
habits of the students. Therefore every lesson in English should be taught through the
medium of English. The teacher must remember that vocabulary, structure and
grammar are the most important things in prose lesson. For this it is necessary that the
ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 15 - of

17
teacher exposes new words and structures properly. The exposition should be made in
such a way that the students are able to understand the ideas inherent in the passage.
For exposition of new words and structures, teacher may use object, model, picture,
gesture, facial expression, hand movements etc. In this way, the teacher can teach the
prose lesson effectively and his teaching will be more interesting.

ACTIVITY 1
Directions of the activity:

Craft a learning plan/lesson plan in teaching prose. Follow the 4As format of a lesson
plan. Provide interactive and appropriate activities. (30 points)

ACTIVITY 2

Directions of the activity:

Provide three (3) teaching strategies to be used in teaching prose. Explain its uses.
(10points each)

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 16

17
 - of

ELT 114: Teaching and Assessment of Literature

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page - 17

17