{"id":64315,"date":"2021-05-11T08:06:52","date_gmt":"2021-05-11T08:06:52","guid":{"rendered":"https:\/\/websitedesigns.com.au\/elankanew\/?p=64315"},"modified":"2021-05-11T08:06:52","modified_gmt":"2021-05-11T08:06:52","slug":"making-o-l-english-literature-more-accessible","status":"publish","type":"post","link":"https:\/\/websitedesigns.com.au\/elankanew\/making-o-l-english-literature-more-accessible\/","title":{"rendered":"Making O\/L English literature more accessible"},"content":{"rendered":"<h1 class=\"mvp-post-title left entry-title\" style=\"text-align: center;\"><span style=\"color: #666699;\">Making O\/L English literature more accessible<\/span><\/h1>\n<p><img loading=\"lazy\" loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-64316 aligncenter\" src=\"https:\/\/websitedesigns.com.au\/elankanew\/wp-content\/uploads\/2021\/05\/student.jpg\" alt=\"student\" width=\"500\" height=\"271\" \/><\/p>\n<p><strong><span style=\"font-size: 20px;\">Source:<\/span><\/strong><span style=\"color: #000000;\"><a style=\"color: #000000; font-size: 20px;\" href=\"https:\/\/island.lk\/making-o-l-english-literature-more-accessible\/\" target=\"_blank\" rel=\"noopener noreferrer\">Island<\/a><\/span><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\"><span style=\"font-size: 20px; color: #000000;\">In his feature article, titled \u201cReduce O\/Level STRESS\u201d, appearing in The Island of 03 May, Anton Peiris makes a timely intervention to introduce an alternative mathematics course for O\/L students, which will be tailored to suit the capacity of a considerable number of students who find the customary mathematics paper too challenging. This is surely a more pragmatic and student-friendly approach, because for the past few years we have been trapped in the split between two extremes: either in support of a pass in math to be made compulsory for all A\/L students or the exemption of Arts students from this requirement. \u201cMaths Studies\u201d would be a happy compromise between the two extremes, which would stand in good stead for many O\/L students. with a gift for Arts subjects to pursue their goals without math being an undue hindrance or, conversely, its total exemption turning out to be a free license for laxity.<\/span><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\"><span style=\"font-size: 20px; color: #000000;\">O\/L English literature seems to be another subject not available to many students due to at least two reasons: first, the want of qualified teachers and, second, the standards being set too high for the average student, as in the case of math. This deters many students who are not competent enough to meet the high-end demand for \u201cappreciating literary texts\u201d from gaining many other benefits literature would otherwise offer them, if provided as a more watered down package, as in \u201cMaths Studies.\u201d In short, the introduction of a less daunting variant such as \u201cLiterature Studies\u201d for the average student, for whom the regular \u201cEnglish Literature\u201d is virtually a taboo, can ensure the same gains \u201cMaths Studies\u201d intends to bring to those less proficient in math.<\/span><\/p>\n<p align=\"LEFT\"><!--more--><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\"><span style=\"font-size: 20px; color: #000000;\">Such leniency would not be wholly out of tune with the learning outcomes of O\/L English Literature, enunciated in the relevant syllabus issued by the NIE, which states:<\/span><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\"><span style=\"font-size: 20px; color: #000000;\">The national goal of making an informed reader means a critical thinker as well. The learner must be able to appreciate any \u201cwell written\u201d book and recognize a \u201cgood book\u201d when he sees one. It is a training for life. But the whole enterprise of studying literature has been coloured by non-educational, even non-humanistic objectives. For most students and more for their parents, English literature has become a symbol of prestige, culminating in a fantasy of a distinction pass at the GC.E. (O\/L) examination. (http:\/\/www.nie.lk\/pdffiles\/tg\/e10tim130.pdf)<\/span><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\"><span style=\"font-size: 20px; color: #000000;\">This goes to provide at least two good reasons for introducing a less demanding option like \u201cLiterature Studies\u201d for the average student. As the latter part of the above paragraph admits, for many students, as well as their parents, studying English literature has become a \u201csymbol of prestige.\u201d This is sad because promoting such snobbery flies in the face of all the lofty ideals contained in the first three sentences, such as making the student well informed, critical and sensitized enough to appreciate good literature, etc. As such, it would not be undesirable, in the least, to aim at moulding a reasonably broadminded and sensitive person, by adjusting the syllabus to focus more on increasing their general awareness of the richness of world literature, without making the study of O\/L literature a strenuous exercise of gaining a set of \u201cskills,\u201d which may be more suitable for the purpose of grooming critics rather than making students read for pleasure. Arguably, the emphasis on critical appreciation of the texts might be one reason why the students end up becoming stuck-up, as described in the above passage.<\/span><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\"><span style=\"font-size: 20px; color: #000000;\">There is no doubt that the regular O\/L literature course prepares the student to study literature at the A\/Ls \u2013 hence the need for its continuation. However, a more student-friendly variant intended for encouraging the average student to read literature, without the unnerving prospect of having to write a critical essay on each of the prescribed texts she has to read, is sure to cultivate the reading habit among students. The performance evaluation defined in the NIE syllabus cited below proves the rigid test-oriented and technical nature of the process:<\/span><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\"><span style=\"font-size: 20px; color: #000000;\">Appreciation of English literary texts is tested as a component of the G.C.E. (O\/L) examination formatively as well as summatively at the end of a two-year course of study. At school level, it is assessed formally at term tests. It is also assessed informally in the classroom using a variety of techniques, both oral and written. Conventionally literature is tested by written examinations. The test items most frequently used are the context question and the critical essay. The context question is more effective since it directly tests the candidate\u2019s familiarity with the texts.<\/span><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\"><span style=\"font-size: 20px; color: #000000;\">Undoubtedly, a more student-friendly and less formulaic syllabus intended for coaxing the average student to read for pleasure, may ideally minimize the focus on critical writing aspect and the emphasis on a knowledge of the textual mechanics. Instead, such a syllabus may include a prudent selection of interesting biographical details of writers and their famous works, their dominant themes and the relevant social contexts, short samples of texts not intended for critical evaluation but for familiarizing them with various writing forms, etc. \u2013 anything that will stimulate the reading habit of the student who may even be encouraged to read the translations in their mother tongue, if time permits.<\/span><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\"><span style=\"font-size: 20px; color: #000000;\">The most important outcome would be to make them keen readers. The essential fine-tuning with regard to the selection of teaching materials and testing can be done by the syllabus designers and teachers who know the terrain well. Thus, as in the case of math, the modified syllabus of literature would help students who are not adequately proficient to follow the standard literature course, to find a more manageable way of developing a liking for literature.<\/span><\/p>\n<p style=\"text-align: justify;\" align=\"LEFT\">\n","protected":false},"excerpt":{"rendered":"<p>Making O\/L English literature more accessible Source:Island In his feature article, titled \u201cReduce O\/Level STRESS\u201d, appearing in The Island of 03 May, Anton Peiris makes a timely intervention to introduce an alternative mathematics course for O\/L students, which will be tailored to suit the capacity of a considerable number of students who find the customary [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":64316,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"aside","meta":{"footnotes":""},"categories":[20],"tags":[34505],"class_list":{"0":"post-64315","1":"post","2":"type-post","3":"status-publish","4":"format-aside","5":"has-post-thumbnail","7":"category-articles","8":"tag-o-l-english-literature","9":"post_format-post-format-aside"},"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v25.7.1 (Yoast SEO v25.9) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Making O\/L English literature more accessible<\/title>\n<meta name=\"description\" content=\"In his feature article, titled \u201cReduce O\/Level STRESS\u201d, appearing in The Island of 03 May, Anton Peiris makes a timely intervention\" \/>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" 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