LITERARY CLUBS

Thesis

Literary clubs are important tools to enhance the creativity of the

students. Through this assignment is attempt to study the function and

significance of literary clubs

Si no

Content Page no

1 INTODUCTION

2 LITERARY CLUB

3 CONCLUSION

INDEX

INTODUCTION

OBJECTIVES

-To give preliminary understanding about clubs

-To know why it is important

INTRODUCTION Literary clubs are important tools to enhance the

creativity of the students. School is about practicing to wrap one’s mind around real and complex ideas, those of fundamental consequence for oneself and for the culture. what happens in a literary club is, each week children meet with trained parents and teachers in small groups to tussle with a piece of literature. They learn to think about an author’s purpose, to develop questions which can be approached from multiple perspectives, and to value the richness of the group’s thinking.

Q. Literary clubs are important tools to enhance the ...........of the students ?A. creativityB. effectivenessC. Reading comprehension

LITERARY CLUBS

OBJECTIVES

-To understand the concept of literary clubs

-To know how it is effective among students

 LITERARY CLUB The idea evolved when the teacher of a class of

combined third- and fourth-graders shared with me her frustration about challenging a small group of highly-gifted readers within her classroom. Remembering how much I enjoyed my English seminars in graduate school, I offered to take the group.

Large differences in reading abilities are common in a school for gifted students;

musical aptitude or mathematical prowess does not necessarily correlate with linguistic skill.

In this particular class, for example, there were non- readers alongside students with a remarkable ability to read sophisticated material with ease and sensitivity. 

The need to meet a range of abilities was the initial seed for this program, which combines elements of a Socratic seminar and literature circles with a structure that flexibly groups students by ability and interests, involves parents and the community, fosters engagement and develops student-ownership of the process and a school-wide community of readers.

From its beginnings in that one classroom (1978) Literary Club grew to almost 200 students in grades 2-8 working with all content-area teachers and trained volunteers every year. Each week pairs of adults met with mixed-age groups of 6-10 students for an hour. Research strongly suggests that small groups can have a significant impact on quality of student thinking and achievement.

Strictly speaking, “literary” means only “of or having to do with literature.” The question then becomes, what constitutes “literature?”

Anybody of written work can be called “literature” — you can reasonably refer to the “literature” on just about any subject.

However, we tend to use the word to refer to elevated, serious, written material, most often fiction, produced for an educated, informed audience by professional authors dedicated to the craft of writing well.

(That’s a very narrow definition, but I think it addresses the question you’re asking.)

This means that the word “literary” is most likely to be applied to a written work that meets that definition.

So, for example, a book by Joyce Carol Oates will be called “literary,” but a book by Danielle Steele will not be.

They are both professional writers and both are naturally concerned with selling books, but Steele’s books are directed to a popular mass market and Oates’ are not; the quality and type of writing in their books is quite different.

Literary Club training enables the adults to facilitate the discussion of a story or book. 

Their goal is to provide a setting in which students can engage with a text in a community of readers who value complex, rich thinking. 

Homework assignments are short, requiring about an hour to complete. A reading assignment of a short story, poem, essay or several chapters from a novel is coupled with directions to develop interesting questions for the group to discuss or a “wondering” you have.

These student-generated questions act as “windows” to the child’s thinking, perspectives, and feelings.

Unlike the artificiality of Daniels’ roles, students are positioned to ask authentic questions. 

In contrast to the Great Books approach, which places special importance on “interpretive” questions, we believe that meaningful questions are often initially grounded in the individual’s life experiences, what is called “text-to-self”connections

“Why do we care about literature?

Good literature shows patterns against which we can measure ourselves, gaining self-knowledge. It can reveal our individual differences as people while pointing up our common bonds.”

Q. Their goal is to provide a setting in which students can engage?

A. with a text in a community of readers

B. In discussionC. In activities

CONCLUSION

OBJECTIVES

-To understand the concept of literary clubs

-To know how it is effective among students

CONCLUSION

Literary clubs are important tools to enhance the creativity of the students. Literary clubs play a great role in cultivating creativity and enthusiasm for literature. The idea evolved when the teacher of a class of combined third- and fourth-graders shared with me her frustration about challenging a small group of highly-gifted readers within her classroom. A properly functioning literary club is an asset to the school. It contributes a lot to the study of language and literature.

A properly functioning literary club is an asset to the school. It contributes a lot to the study of?

A.language and literature.B.Social scienceC.Chemistry