Appleman Chap. 8

"Pieces of literature may convey several different meanings. Most works do, but finding the meaning can be very difficult with nowhere to start. Critical lenses give this start" (p. 140).

"Literary theory functioned in my education as a prism, which I could turn to refract different spectral patterns of language use in a text, as one does daylight. Turn the prism this way, and one pattern emerges; turn it that way, and another pattern configures" (p. 141).

This final chapter basically speaks to one fundamental concept: Literary theories should enable students to understand different, multiple perspectives, not only in literary works but in their lives outside of the classroom as well. There isn't really much to discuss in this chapter, seeming how it affirms critical theory's rightful place in literature instruction, something I have consistently mentioned I am in full agreement with (perhaps with the exception of the theory beginning with the letter D!). Other than the final case Appleman makes for literary theory, she mentions two activities that I feel are really worth using in the classroom.

She begins the chapter by describing Martha's fifth-hour class in which the students are rotating about "literary stations." I like the selections of texts; however, if I were to implement this activity, I may put a single work in each of the stations to further reinforce the idea that a work can be subject to multiple interpretations. The learning stations not only get students moving about the room on a day when students are usually anxious anyway (have to love Fridays), but it is a sort of review of the theories they have been learning about throughout the year.

Speaking of review, the second activity mentioned (Activity 16 in the Appendix) asks students to recall what they have been learning about in a informal sort of way, considering it to be a group task. This was especially valuable because students can see how everyday artifacts can be subject to critical theories, extending the texts they have been reading. I am a firm believer that if students can see a direct link between the real-world context and what they are learning, it will be more meaningful and effective; this activity does this quite well. Additionally, the students' responses seem to all say the same, very important thing: Literary theory can be applied to any situation, not just the texts that we read. Finally, as the final student comment suggests, students probably have been using these theories (as perspectives) all along, but now they can lable them.