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Improving Student Performance and Teacher Confidence English 600 – Spring 2008
[object Object],2. Are Kentucky literature and language arts teachers adequately prepared to introduce a broad spectrum of literary theory into the literature/language arts classroom? 3. Should colleges develop a course in literary theory which is  tailored for English educators, as opposed to courses for B.A./M.A. English students? This former would introduce educators to literary theory; however, the primary focus would be on pedagogy and  connecting reading and writing strategies to literary theory.
[object Object],Review Literature “ Literary theory in secondary English classes will better prepare adolescent readers to respond reflectively and analytically to literary texts, both “canonical” and multicultural.” Appleman, Deborah. Critical Encounter in High School English. Urbana:NCTE Press, 2000. “ When students think critically, they interact with the text by skillfully analyzing the message, comparing  that message with their previous knowledge, considering alternate positions, and synthesizing the  information gained into a richer knowledge base.” Pescatore, Christine. “Current events as empowering literacy: For English and social studies teachers.” Journal of Adolescent & Adult Literacy.  5 1 : 4 December 2007 / January 2008. Q.1
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[object Object],Q.2 ,[object Object],[object Object]
[object Object],[object Object],[object Object],Q.1
[object Object],Q.3 This question is best answered by college educators from the departments of Humanities and Education. Over the summer, I hope determine if there are any institutions who have such a model for teaching literary theory in place and I will be asking for comments and syllabi from these institutions as well.

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