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Critical Thinking Tools and Techniques
for Illuminating Literary Texts
Nikolai Stepanov (Russia)
When I first read about the RWCT methods and strategies, I tried again and again to apply them to the subject I teach, literature, only to become perplexed and even annoyed. I could certainly appreciate their potential usefulness, and I liked the way they promote active engagement with text and aim to develop critical thinking. However, I could not see how strategies such as K-W-L (What do I Know/Want to Learn/Have Learned?) (Ogle, 1986) or the INSERT technique could fit with literary texts. So it was a great relief for me to discover that some RWCT methods are intended for working with non-fiction texts, while others are specifically designed for fiction texts, and that these methods are basically different (Zagashev, Zair-Bek, & Mushtavinskaya, 2003; Zair-Bek & Mushtavinskaya, 2004). In fact, any conversation with teachers about textual methods and strategies should start by acknowledging the need to approach fiction and non-fiction differently: Almost any professional development workshop will include language and literature teachers, and their initial reaction is likely to be the same as mine.
We need to teach our students that reading involves not simply gaining information, but actively seeking a deep understanding of the meaning, applications, and implications of that information. Perhaps it was my commitment to this belief that initially drew me to the RWCT methods and led me to try the strategies in my own work. I have used them repeatedly over a three-year period, and in doing so have been able to see with my own eyes the potential of the approach for teaching literature. In this article I share my experience of using some of these methods in my classes.
Incidentally, some of my friends—who without question are themselves critical thinkers—are convinced that a literature teacher has no need for clever teaching strategies because of the nature of the subject itself: Literary texts have a unique potential to stimulate thought, generate emotions, and spark the imagination. However, a worker always needs tools, even when dealing with the best of materials, and this holds true when working with a literary text. Appropriate methods and techniques are invaluable—and often essential—if we aspire to deeply considered ideas, valid judgments, and significant emotional response.
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Critical Thinking Tools and Techniques for Illuminating Literary Texts