Grammar as a tool in the teaching of teaching literature

In Paul E. Doniger’s article “Grammar Matters: Grammar as a tool in the teaching of  literature” I got many insights on integrating grammar in literature classes.  I never saw the need for my literature teacher to spend time doing what my English A teacher should have taught in the first place. I did not take into consideration students who encounter grammatical difficulties and how this approach could be beneficial to them. Taking some time to really think about the situation however, I now notice the merit with the integrating of grammar in literature. Now that literature and English are integrated it seems easier for the teacher to use this approach effectively.

Firstly, the meta- language of grammar can be used to enhance discussion. However, students’ lack of understanding of meta language such as identifying a verb from a preposition affects the level of discussions in the classroom. Students misunderstanding of grammatical context may cause them to encounter problems in trying to analyze the text or construct meaning. In an attempt to solve this problem the teacher must first teach the grammar and show how it is relevant to the text. It is important to note that the text must be used as the lesson material in other to help prevent the teacher from deviating to a grammar lesson.

Furthermore, a grammar exercise can be used to introduce a literature lesson. To ensure that the lesson is effective the teacher can use guided questions to stimulate discussion on the writer’s purpose for leaving out certain verbs in a paragraph and structure of sentences. Activities such as selecting a section in a novel and asking students to identify the subject and the verb can also be used. These activities create an atmosphere for students to explore their own understanding about what the novel is about. Also, it gives the teacher the opportunity to help students with difficulties with vocabulary in studying text that includes difficult language such as Shakespeare’s plays. After this is done the teacher can show how the various sentences in the section selected follow the same rule of subject-verb-object as modern English.

 It must be taken into consideration that if students do not understand the simple concepts of grammar it will be difficult for them to interpret the selected text appropriately. A text with difficult language can break a students’ enthusiasm in reading it. If students do not understand what they read they are less likely to develop the necessary literary skills. Therefore, As Doniger puts it “As teachers of literature, we can help students investigate the connection between these grammatical resources and the work in question