BEED 35 LITERATURE

1. Formalistic or Literary Approach

Literature is viewed intrinsically independent of the author, age, or any other extrinsic factor. The study
of the selection is more or les based on the so-called “literary elements.”

This approach regards literature as “a unique form of human knowledge that needs to be examined on
its own terms.” All the elements necessary for understanding the work are contained within the work
itself. Of particular interest to the formalist critic are the elements of form—style, structure, tone,
imagery, etc.—that are found within the text. A primary goal for formalist critics is to determine how
such elements work together with the text’s content to shape its effects upon readers.

2. Moral or Humanistic Approach

Literature is viewed to discuss man and its nature. It presents man as esentially rational, endowed with
intellect and free will.

3. Historical Approach

Literature is seen both as reflection and product of the times and circusmstances in which it was written.
It operates on the premise that the history of a nation has telling effects on its literature and that the
piece can be better understood and appreciated if one knows the times surounding its creation.

This approach “seeks to understand a literary work by investigating the social, cultural, and intellectual
context that produced it—a context that necessarily includes the artist’s biography and milieu.” A key
goal for historical critics is to understand the effect of a literary work upon its original readers.

4. Sociological Approach
Literature is viewed as the expression of man within a given social situation which is reduced to
discussions on economics, in not, thus passing into “proleterian approach” which tends to underscore
the conflict between two classes.

5. Cultural Approach

Literature is seen as one of the manifestations and vehicles of a nation’s or race’s culture and tradition.
It includes the entire complex of what goes under “culture” The thrust is to make full use of the
reciprocal function between culture and literature. The approach is one of the richest ways to arrive at
the culture of people and one of the most pleasurable ways of appreciating literature of people.

6. Psychological Approach

Literature is viewed as the expression of “personality,” of “inner drives,” of “neurosis.” It includes the
psychology of the author, of the characters, and even, the psychology of creation.

7. Impressionistic Approach

Literature is viewed to elucidate “reaction-response” which is considered as something very personal,

relative, and fruitful. Unconditioned by explanations and often taking the impact of the piece as a whole,
it seeks to see how the piece has communicated.

Guiding Principles for English Language Arts and Literacy BEED 34

Programs

The following principles are philosophical statements that underlie the standards and resources in this
curriculum framework. They should guide the design and evaluation of English language arts and literacy
programs in schools and the broader community. Programs guided by these principles will prepare
students for colleges, careers, and their lives as productive citizens.

Guiding Principle 1

Students should receive explicit instruction in skills, including phonics and decoding. Explicit skill
instruction is especially important in narrowing opportunity gaps.

Guiding Principle 2

To become successful readers, students need to develop a rich academic vocabulary and broad
background knowledge.

Guiding Principle 3

Educators should help students develop a love of reading by:

• Selecting high-quality works of literature and nonfiction.

• Reading aloud in class.

• Providing students with ample opportunity and encouragement for sustained independent reading,
both for school and on their own.

Guiding Principle 4

Students should be exposed to complex and challenging texts at their grade level and above, with extra
support and scaffolding as needed, reflecting high expectations for all students.

Guiding Principle 5

Students should read a diverse set of authentic texts balanced across genres, cultures, and time periods.
Authentic texts are intact and unadapted texts in their original complexity; they are texts composed for
purposes other than being studied in school.

Guiding Principle 6
Students should have frequent opportunities for discussing and writing about their readings in order to
develop critical thinking skills and to demonstrate understanding.

Guiding Principle 7

Reading well-crafted texts is an essential foundation for developing effective writing skills.

Guiding Principle 8

Developing the ability to write well demands regular practice across multiple forms and genres of
writing and opportunities to write for a variety of audiences, including expository, analytical, persuasive,
narrative, and creative writing, as well as explicit instruction in vocabulary and standard English
conventions.

Guiding Principle 9

Educators and families should view each other as resources who are both invested in supporting
students’ skills in reading, writing, speaking and listening.

Guiding Principle 10

Social and emotional learning can increase academic achievement, improve attitudes and behaviors, and
reduce emotional distress. Students should practice recognizing aspects of themselves in texts (self-
awareness), struggling productively with challenging texts (self-management), tailoring language to
audience and purpose (social awareness), grappling vicariously with choices faced by others (responsible
decision making), and collaborating respectfully with diverse peers (relationship skills).

Guiding Principle 11

Educators should select works of fiction and nonfiction that instill in students a deep appreciation for
art, beauty, and truth, while broadening their understanding of the human condition from differing
points of view.

Reading, discussing, and writing about high-quality prose and poetry should also help students develop
empathy for one another and a sense of their shared values and literary heritage, while learning about
who they are as individuals and developing the capacity for independent, rigorous thinking.