Well, thus far, The Literature Workshop offers some of the most practical and insightful tips on teaching literature that I have ever read. Already, I have bookmarked workshops and made plans to incorporate some of his ideas into my lesson plans. The truly interesting part? Most of the ideas I am most excited about are not ideas I am considering for my 8th graders…but for my 5th and 6th grade language arts class. Perhaps because they are my language gurus. They were actually asking me today what Middle English was, and why our English is so different from theirs, and how come we don’t speak Middle English anymore? The most common question I get from my 8th graders is “What time does this class end?” But I digress.

I have often wondered the best course for teaching interpretation. Teaching comprehension is fairly straightforward. Getting students to ask the right questions about literature isn’t always. How do I get them to move from comprehension to interpretation? Blau’s chapter on “correct” interpretations was interesting, as I have often found that to be a contentious debate in literary circles. It was the most common complaint I heard in undergrad from English students: “The professor didn’t like my interpretation, so I didn’t get a great grade on the paper.” It was also a common complaint from those outside the English major: “English majors have it easy. They just have to give their opinion, and it’s always right, because how can a professor argue their interpretation is incorrect?” Blau combats this by pointing out that the object is not whether or not you have an opinion, but whether or not you can prove your opinion with information found in the text. Two people can view the same text and walk away with entirely different interpretations, and still both hold valid views if their opinions are supported by elements found directly in the text itself. This must be why law schools value English lit. undergrad degrees–they have the ability to interpret texts and back up their assertions with facts, regardless of the side. As Blau further makes note, this instruction is “salvational,” as so many professions make use of one’s ability to interpret texts or situations (77-78). I highlighted this sentence, as I feel it should be the creed of the English teacher. It makes English important in a world that sometimes thinks its a “frivolous” or “easy” subject.

This has truly been an eye-opening book. While some of the things he suggests are far too advanced for my middle schoolers, I do believe I can tailor most of his ideas for them, and make literature a more exciting world for them to play in. As for the title of my post, I just found the most fun activity on pg. 93– have one person explain a modern poem to Sir Phillip Sidney! What a great idea, and the kids always love role playing. I will definitely have to try that one!