Prose in LIterarture_Teaching Novels NEW.pdf
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About This Presentation
Prose in LIterarture_Teaching Novels NEW.pdf
Slide Content
Prose in
Literature;
Teaching Novels
Organized by
EFLB-MoE
Conducted by
Indunil Wannakukorala -RESC—GALLE
Literature;
Teaching Novels
Organized by
EFLB-MoE
Conducted by
Indunil Wannakukorala -RESC—GALLE
FAQs
•What is prose in Literature?
•Aims of Teaching Prose.
•Elements of Prose.
•Different Genres of Prose.
•Critical Analysis of Prose.
•Procedure of Teaching Prose
•Teaching Novels
•Teaching Short Stories.
•What is prose in Literature?
•Aims of Teaching Prose.
•Elements of Prose.
•Different Genres of Prose.
•Critical Analysis of Prose.
•Procedure of Teaching Prose
•Teaching Novels
•Teaching Short Stories.
Prose?
•a flexible form of written or spoken language without the
structured rhythms of poetry.
•the most common way to convey written communication and
includes various styles like novels, essays, and articles.
•sentences and paragraphs are organized naturally with proper
grammar./ ?
•fiction and non-fiction.
•allows for exploration of diverse themes, character
development, and engaging storytelling, making it the primary
medium in literature and other forms of written expression.
•a flexible form of written or spoken language without the
structured rhythms of poetry.
•the most common way to convey written communication and
includes various styles like novels, essays, and articles.
•sentences and paragraphs are organized naturally with proper
grammar./ ?
•fiction and non-fiction.
•allows for exploration of diverse themes, character
development, and engaging storytelling, making it the primary
medium in literature and other forms of written expression.
Aims of Teaching Prose?
•Reading Comprehension
•Vocabulary Development
•Critical Thinking and Analysis
•Writing Skills
•Communication Skills
•Cultural Awareness
•Literary Appreciation
•Moral and Ethical Lessons
•Historical and Social Context
•Literary Analysis Skills
•Imagination and Creativity
Aims of Teaching Prose?
•Vocabulary Development
•Critical Thinking and Analysis
•Writing Skills
•Communication Skills
•Cultural Awareness
•Literary Appreciation
•Moral and Ethical Lessons
•Historical and Social Context
•Literary Analysis Skills
•Imagination and Creativity
Aims of Teaching Prose?
Types of Prose
•Descriptive Prose
•Expository Prose
•Persuasive Prose
•Narrative Prose
•Lyric Prose
•Stream of Consciousness
•Character Sketches
•Reflective Prose
•Descriptive Prose
•Expository Prose
•Persuasive Prose
•Narrative Prose
•Lyric Prose
•Stream of Consciousness
•Character Sketches
•Reflective Prose
Elements of Prose.
•Context and Setting
•Narrative Structure
•Narrative Viewpoint
•Paragraphs
•Sentences.
•Grammar and Syntax:
•Language
•Pacing
•Characterization
•Dialogue.
•Description
•Point of View.
•Tone and Mood
•Themes and Messages
•Context and Setting
•Narrative Structure
•Narrative Viewpoint
•Paragraphs
•Sentences.
•Grammar and Syntax:
•Language
•Pacing
•Characterization
•Dialogue.
•Description
•Point of View.
•Tone and Mood
•Themes and Messages
Setting of a Literary Text.
•The setting in literature refers to the time and place in which
the events of a story take place.
•The setting provides the backdrop against which the
characters interact and the plot unfolds.
•The setting in literature refers to the time and place in which
the events of a story take place.
•The setting provides the backdrop against which the
characters interact and the plot unfolds.
Context
•Context, on the other hand, is a broader term that encompasses
various elements surrounding a literary work.
• It includes the social, cultural, historical, and political circumstances
that influence the creation and interpretation of the text.
•Context provides a framework for understanding the motivations of
the author, the reception of the work by its audience, and the larger
issues and ideas that may be relevant to the narrative.
•Context can involve understanding the author's background, the
literary movements of the time, and the cultural climate in which the
work was produced.
•Context, on the other hand, is a broader term that encompasses
various elements surrounding a literary work.
• It includes the social, cultural, historical, and political circumstances
that influence the creation and interpretation of the text.
•Context provides a framework for understanding the motivations of
the author, the reception of the work by its audience, and the larger
issues and ideas that may be relevant to the narrative.
•Context can involve understanding the author's background, the
literary movements of the time, and the cultural climate in which the
work was produced.
READER
Reader Response
Reader Response critics believed that the meaning lies not in the texts but in the minds of the
reader. For them, a text does not exist without a reader. They, too, focused on a context but from
a point of view of the reader. The readers according to his/her own experience connotes the
meaning, which is to say that his /her own context, era in which the reader is living has edge over
that of the author’s. The Feminist Critics approach the text from a woman’s point of view. The
context remained a women’s world, her roles and duties, her sufferings, according to which she
could interpret the text. New Historicism resituates the text in the context. Postcolonial
criticism, particularly Edward Said maintains that the ‘text’ is ‘worldly’ for it exists in the world
and about the world. In any reading of the literary text we have to take the author, the text, the
reader and the world into consideration.
Walia, G. (2014). The Role of Contexts in Textual Understanding of Literature. The Criterion, An International Journal in
English, 5(1), 322-329.
Reader Response critics believed that the meaning lies not in the texts but in the minds of the
reader. For them, a text does not exist without a reader. They, too, focused on a context but from
a point of view of the reader. The readers according to his/her own experience connotes the
meaning, which is to say that his /her own context, era in which the reader is living has edge over
that of the author’s. The Feminist Critics approach the text from a woman’s point of view. The
context remained a women’s world, her roles and duties, her sufferings, according to which she
could interpret the text. New Historicism resituates the text in the context. Postcolonial
criticism, particularly Edward Said maintains that the ‘text’ is ‘worldly’ for it exists in the world
and about the world. In any reading of the literary text we have to take the author, the text, the
reader and the world into consideration.
Walia, G. (2014). The Role of Contexts in Textual Understanding of Literature. The Criterion, An International Journal in
English, 5(1), 322-329.
Much current theory about response to literature
stresses the reader's active role in constructing
meaning, with reader, text, and context affecting the
responses of individual readers (Beach, 1993 ).
Beach, R. (1993). A Teacher's Introduction to Reader-Response Theories. NCTE Teacher's Introduction Series.
National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 50187-0015,
$9.95 members; $12.95 non-members).
stresses the reader's active role in constructing
meaning, with reader, text, and context affecting the
responses of individual readers (Beach, 1993 ).
Beach, R. (1993). A Teacher's Introduction to Reader-Response Theories. NCTE Teacher's Introduction Series.
National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 50187-0015,
$9.95 members; $12.95 non-members).
Beach, R. (1993). A Teacher's Introduction to Reader-Response Theories. NCTE Teacher's Introduction Series. National Council of Teachers of English, 1
111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 50187-0015, $9.95 members; $12.95 non-members).
111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 50187-0015, $9.95 members; $12.95 non-members).
Why this is important?
Let’s Experience…
Let’s explore this example…
My father got 275 as his salary.
My father got 275 as his salary.
•The direct and implied information are not really helpful to ju
dge the setting of this text.
•However, the reader/ critique (we) can/ may assume the
character ‘my father’ is a person who is entitled for a monthly
salary since he is in a stable professional environment.
•Family / Provider
dge the setting of this text.
•However, the reader/ critique (we) can/ may assume the
character ‘my father’ is a person who is entitled for a monthly
salary since he is in a stable professional environment.
•Family / Provider
My father got Rs. 275 as his salary.
The mention of "Rs. 275" indicates that the currency being referred to is in rupees,
which is commonly used in South Asian countries such as Sri Lanka, India,
Pakistan, and others.
Therefore, the reader can assume that this is a South Asian setting based on the currency
mentioned in the text.
However, keep in mind that this is a very brief statement, and more details about the
character's work, location, or other contextual information could provide a clearer picture
of the setting.
which is commonly used in South Asian countries such as Sri Lanka, India,
Pakistan, and others.
Therefore, the reader can assume that this is a South Asian setting based on the currency
mentioned in the text.
However, keep in mind that this is a very brief statement, and more details about the
character's work, location, or other contextual information could provide a clearer picture
of the setting.
My father got Rs.275 as his salary in 1972.
"My father, earning Rs. 275 as his salary in 1972, emerges as a character marked by economic
stability and responsibility in a South Asian setting, possibly within countries like India,
Sri Lanka, Pakistan, or others where rupees are the currency. The mention of 'salary' not only
implies his role as a provider but also suggests his active engagement in a profession or
occupation during a specific historical period. Against the backdrop of 1972, the
characterization gains depth, as this timeframe aligns with notable historical events and
economic conditions in the region.”
stability and responsibility in a South Asian setting, possibly within countries like India,
Sri Lanka, Pakistan, or others where rupees are the currency. The mention of 'salary' not only
implies his role as a provider but also suggests his active engagement in a profession or
occupation during a specific historical period. Against the backdrop of 1972, the
characterization gains depth, as this timeframe aligns with notable historical events and
economic conditions in the region.”
•My father got $ 275 as his salary.
With the mention of "$ 275" as the salary, the use of dollars suggests a setting
where the currency in use is the United States Dollar (USD) or a country that us
es dollars as its currency. This may point to a setting in a country that employs
the U.S. dollar as its official currency, which could include the United States
itself or other nations where the U.S. dollar is commonly used.
where the currency in use is the United States Dollar (USD) or a country that us
es dollars as its currency. This may point to a setting in a country that employs
the U.S. dollar as its official currency, which could include the United States
itself or other nations where the U.S. dollar is commonly used.
To identify the setting and context of a literary text, you can look
for several types of textual support:
1.Descriptive Language:
•Look for descriptive language that provides details about the physical environment, such as
geographical features, climate, or specific locations.
•Pay attention to imagery (culture specific ) that evoke a particular atmosphere, like sounds, smells, and
colors.
2.Time Indicators:
•Identify explicit references to time, including historical periods, specific years, seasons, or time of day.
•Consider any mentions of historical events or cultural phenomena that can help anchor the narrative in
a particular time frame.
3.Character Speech and Behavior:
•Analyze how characters speak, including their dialect, language, and choice of words, as this can provide
clues about their cultural background.
•Observe characters' behaviors and interactions, as societal norms and expectations are often reflected
in their actions.
for several types of textual support:
1.Descriptive Language:
•Look for descriptive language that provides details about the physical environment, such as
geographical features, climate, or specific locations.
•Pay attention to imagery (culture specific ) that evoke a particular atmosphere, like sounds, smells, and
colors.
2.Time Indicators:
•Identify explicit references to time, including historical periods, specific years, seasons, or time of day.
•Consider any mentions of historical events or cultural phenomena that can help anchor the narrative in
a particular time frame.
3.Character Speech and Behavior:
•Analyze how characters speak, including their dialect, language, and choice of words, as this can provide
clues about their cultural background.
•Observe characters' behaviors and interactions, as societal norms and expectations are often reflected
in their actions.
4. Cultural References:
•Look for cultural references, such as traditions, customs, rituals, or celebrations, that
can offer insights into the cultural backdrop of the story.
•Pay attention to any mentions of social structures, hierarchies, or cultural values.
5. Historical and Political Context:
•Consider any allusions to historical events, political situations, or social movements
that can help establish the broader context.
•Explore how characters respond to or are affected by larger historical or political
forces.
6. Proper Nouns:
•Pay attention to names of specific places, cities, or countries mentioned in the text.
These can offer clues about the geographical location or setting.
•Consider the names of characters, as they might reflect cultural or regional naming
conventions.
•Look for cultural references, such as traditions, customs, rituals, or celebrations, that
can offer insights into the cultural backdrop of the story.
•Pay attention to any mentions of social structures, hierarchies, or cultural values.
5. Historical and Political Context:
•Consider any allusions to historical events, political situations, or social movements
that can help establish the broader context.
•Explore how characters respond to or are affected by larger historical or political
forces.
6. Proper Nouns:
•Pay attention to names of specific places, cities, or countries mentioned in the text.
These can offer clues about the geographical location or setting.
•Consider the names of characters, as they might reflect cultural or regional naming
conventions.
7. Food Habits and Cultures:
•Examine descriptions of food and eating habits. Specific dishes or culinary traditions can indicate
cultural influences and regional backgrounds.
•Look for rituals or ceremonies related to food, as they might be tied to cultural practices.
8. Outfits:
•Analyze the clothing worn by characters. Traditional or specific types of clothing can be indicative
of cultural or regional norms.
•Explore any mention of special occasions or ceremonies that involve particular types of attire.
9. Cultural Practices:
•Observe cultural practices and customs depicted in the text. This could include religious
ceremonies, social rituals, or traditional events.
•Look for language or behavior that reflects cultural norms and expectations.
10. Function of Currency:
•Evaluate the type of currency used in the story, as it can provide insights into the geographical
location and economic system.
•Examine how the value of money is described, offering clues about the economic conditions, social
class, and historical context within the narrative.
•Examine descriptions of food and eating habits. Specific dishes or culinary traditions can indicate
cultural influences and regional backgrounds.
•Look for rituals or ceremonies related to food, as they might be tied to cultural practices.
8. Outfits:
•Analyze the clothing worn by characters. Traditional or specific types of clothing can be indicative
of cultural or regional norms.
•Explore any mention of special occasions or ceremonies that involve particular types of attire.
9. Cultural Practices:
•Observe cultural practices and customs depicted in the text. This could include religious
ceremonies, social rituals, or traditional events.
•Look for language or behavior that reflects cultural norms and expectations.
10. Function of Currency:
•Evaluate the type of currency used in the story, as it can provide insights into the geographical
location and economic system.
•Examine how the value of money is described, offering clues about the economic conditions, social
class, and historical context within the narrative.
Language in Prose
Types of sentences
•Simple sentences.
I went home.
•Compound sentences.
I went home but the door was closed.
•Complex sentences.
Although I try hard, I couldn’t pass the exam.
•Verbless sentences.
"Over the hill and through the woods, to grandmother's house."
•Fragmented sentences
"I'm alive,--I..I.. I guess, and and I know I've got to go."
•Imperative sentences
"Close the door."
•Simple sentences.
I went home.
•Compound sentences.
I went home but the door was closed.
•Complex sentences.
Although I try hard, I couldn’t pass the exam.
•Verbless sentences.
"Over the hill and through the woods, to grandmother's house."
•Fragmented sentences
"I'm alive,--I..I.. I guess, and and I know I've got to go."
•Imperative sentences
"Close the door."
When analyzing language…
•Diction- charged words/ connotations / denotations.
•Sentences.
•Tone and mood
•Degree of formality
•Repetitions and patterns.
•Intertextuality-references, allusions, or borrowings
•Code-switching and code-mixing.
Ex-“Kusuma didn't look up, didn't utter a word. The
kävum held tight in her clenched fist crumbled and the
bits fell on the floor. Nangi and I left quietly a few
minutes later. We could still hear Loku Naenda shouting
at Kusuma.
•Diction- charged words/ connotations / denotations.
•Sentences.
•Tone and mood
•Degree of formality
•Repetitions and patterns.
•Intertextuality-references, allusions, or borrowings
•Code-switching and code-mixing.
Ex-“Kusuma didn't look up, didn't utter a word. The
kävum held tight in her clenched fist crumbled and the
bits fell on the floor. Nangi and I left quietly a few
minutes later. We could still hear Loku Naenda shouting
at Kusuma.
‘And I want to eat at a table with my own silver and I
want candles. And I want it to be spring and I want to
brush my hair out in front of a mirror and I want a kitty and I
want some new clothes .’
‘Oh, shut up and get something to read,’ George said .
He was reading again.
His wife was looking out of the window. It was quite
dark now and still raining in the palm trees.
‘Anyway, I want a cat,’ she said, ‘I want a cat. I want a
cat now. If I can’t have long hair or any fun, I can have a cat.’
want candles. And I want it to be spring and I want to
brush my hair out in front of a mirror and I want a kitty and I
want some new clothes .’
‘Oh, shut up and get something to read,’ George said .
He was reading again.
His wife was looking out of the window. It was quite
dark now and still raining in the palm trees.
‘Anyway, I want a cat,’ she said, ‘I want a cat. I want a
cat now. If I can’t have long hair or any fun, I can have a cat.’
Let’s study
the
following
text!
the
following
text!
"She wore the Osariya as her parents required. She had purchased it for
Rs. 15 at the village fair while shopping for their weekly necessities
with her mother. Nostalgia about walking back to Colombo for her free
university life often kept her awake. When she realized her education
was going to be futile, her heart became heavy, and she was tense with
resentment. She heard the car horn—it must be the gentleman caller.
And her mother appeared with the Bulath Heppuwa, wearing a
satisfied look."
Rs. 15 at the village fair while shopping for their weekly necessities
with her mother. Nostalgia about walking back to Colombo for her free
university life often kept her awake. When she realized her education
was going to be futile, her heart became heavy, and she was tense with
resentment. She heard the car horn—it must be the gentleman caller.
And her mother appeared with the Bulath Heppuwa, wearing a
satisfied look."
The narrative unfolds against a rich backdrop, weaving cultural, social, and historical di
mensions that shape the character's journey across rural and urban landscapes. The c
haracter's reluctance to marry unveils a nuanced societal landscape, where expectatio
ns and pressures surrounding marriage play a significant role. This resistance, marked
by the clash between individual desires and societal norms, delves into the influence of
parental expectations on marriage. The character's adherence to wearing the Osariya
as required by her parents highlights the interplay between personal aspirations and tr
aditional family structures. The historical context of Rs. 15 for the Osariya suggests a b
ygone era, prompting reflection on the evolving roles of women and changing societal e
xpectations. The narrative juxtaposes nostalgic yearning for free university life in Colo
mbo with the realization of educational futility, revealing the complexities of womanhoo
d and education within societal constraints. In summary, the setting serves as a multifa
ceted mosaic, exploring the evolving roles of women, parental influence, and the interp
lay between societal norms and individual aspirations.
mensions that shape the character's journey across rural and urban landscapes. The c
haracter's reluctance to marry unveils a nuanced societal landscape, where expectatio
ns and pressures surrounding marriage play a significant role. This resistance, marked
by the clash between individual desires and societal norms, delves into the influence of
parental expectations on marriage. The character's adherence to wearing the Osariya
as required by her parents highlights the interplay between personal aspirations and tr
aditional family structures. The historical context of Rs. 15 for the Osariya suggests a b
ygone era, prompting reflection on the evolving roles of women and changing societal e
xpectations. The narrative juxtaposes nostalgic yearning for free university life in Colo
mbo with the realization of educational futility, revealing the complexities of womanhoo
d and education within societal constraints. In summary, the setting serves as a multifa
ceted mosaic, exploring the evolving roles of women, parental influence, and the interp
lay between societal norms and individual aspirations.
"She gracefully draped herself in the traditional Banarasi saree,
as per the family tradition. She had chosen it during a joyful
visit to the local bazaar, spending 500 rupees while exploring
vibrant fabrics with her cousins. Memories of returning home
for Diwali festivities and the warmth of family gatherings
replayed in her mind. However, the moment she realized her
aspirations for a career in art were met with skepticism, a
sense of disappointment settled in her chest with frustration.
The familiar honk of a car outside hinted at the arrival of her
prospective groom. Her mother stepped in with a plate of
sweets, adorned with a satisfied smile."
as per the family tradition. She had chosen it during a joyful
visit to the local bazaar, spending 500 rupees while exploring
vibrant fabrics with her cousins. Memories of returning home
for Diwali festivities and the warmth of family gatherings
replayed in her mind. However, the moment she realized her
aspirations for a career in art were met with skepticism, a
sense of disappointment settled in her chest with frustration.
The familiar honk of a car outside hinted at the arrival of her
prospective groom. Her mother stepped in with a plate of
sweets, adorned with a satisfied smile."
Reading
a novel
a novel
Search for these…
•Social information
•Economic information
•Political information
•Inter-personal information
•Intra- personal information
•Social information
•Economic information
•Political information
•Inter-personal information
•Intra- personal information
Qualities of a good modern short story
•Brevity
•Conciseness (limited characters/ single
plot and setting)
•Engaging Opening/ Media res
•Focused Theme
•Character Depth
•Distinct Narrative Voice
•Focused Conflict
•Subtext
•Resolution
•Emotional Impact
•Symbolism and Imagery
•Pacing
•Lasting impression
•Slice of Life
•Brevity
•Conciseness (limited characters/ single
plot and setting)
•Engaging Opening/ Media res
•Focused Theme
•Character Depth
•Distinct Narrative Voice
•Focused Conflict
•Subtext
•Resolution
•Emotional Impact
•Symbolism and Imagery
•Pacing
•Lasting impression
•Slice of Life
References
Beach, R. (1993). A Teacher's Introduction to Reader-Response Theories. NCTE Teacher's Introduction Series. National Council
of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 50187-0015, $9.95 members; $12.95 non-m
embers).
Smagorinsky, P., & Coppock, J. (1995). The reader, the text, the context: An exploration of a choreographed response to litera
ture. Journal of Reading Behavior, 27(3), 271-298.
Walia, G. (2014). The Role of Contexts in Textual Understanding of Literature. The Criterion, An International Journal in Englis
h, 5(1), 322-329
Beach, R. (1993). A Teacher's Introduction to Reader-Response Theories. NCTE Teacher's Introduction Series. National Council
of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 50187-0015, $9.95 members; $12.95 non-m
embers).
Smagorinsky, P., & Coppock, J. (1995). The reader, the text, the context: An exploration of a choreographed response to litera
ture. Journal of Reading Behavior, 27(3), 271-298.
Walia, G. (2014). The Role of Contexts in Textual Understanding of Literature. The Criterion, An International Journal in Englis
h, 5(1), 322-329
Thank you!
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