University of Lagos

Faculty of Education
Department of Arts Education
Course Code : ASE 420
Course Title : Curriculum in Literature in
English
Lecturer In charge : Dr. Oyenike Adeosun
Question :FACTORS THAT SHAPE THE LITERATURE IN
ENGLISH CURRICULUM

BELLO IYANUOLUWA DEBORAH 170303033

ADEYEMO OLUWABAMIGBE ESTHER 170303034
ELEMORO ADEBISI MUYINAT 170303035
ONAH PRAISE SUCCESS 170303036
IHEDIWA FAITH CHIMCHETARAM 170303037
OGUNADE PELUMI NAOMI 170303038
AMUSAN DAMILOLA GABRIEL 170303039
JOHN CHINALU PREFLYN 170303040
AJAYI KANYINSOLA JESSICA 170303042
ADEYEWA TEMILOLUWA SAMUEL 170303043
OGUTUGA MOYOSOREOLUWA 160303038
IGBEKEOLUWA
We will cover these factors:
 Learners.
 Teachers.
 Globalization.
 Literary writers and critics.
 Resource materials and facilities.

LEARNERS AS A FACTOR THAT CAN SHAPE THE LITERATURE-IN-

ENGLISH CURRICULUM
The curriculum is centered on the learner, and as they are the main beneficiaries of the
educational program, they are also crucial components in the development of the curri
culum.Participating
students in the development of the curriculum can improve its engagement, effectiven
ess, and relevance.
In order to design a learning environment that is effective, interesting, and dynamic, c
urriculum developers must take into account that students have a significant influence
on the curriculum. The growth process involves learners as active participants.
Learner-centered approaches to curriculum development can lead to better learning
outcomes. Curriculum developers therefore should consider these factors in relation to
student’s needs, interest and ability
• Learner Personality;
• Learners' cognitive and developmental stages;
• Learners learning ability and styles
• The Socio economic and cultural status of the learner.

• LEARNER PERSONALITY
Personality traits of learners is a way to take the affective domain of learning into
consideration in curriculum development. The most dominant model of personality
structure in current literature examining personality traits and academic achievement
is the Five-Factor model (Costa & McCrae, 1992; McCrae & Costa, 1997). They are
Extroversion, Neuroticism, Openness to Experience, Agreeableness and
Conscientiousness.

• Extroversion:
While introverted people are often more quiet, introspective, and prefer alone
pursuits, extroverted people are typically more gregarious, friendly, and flourish in
group settings. Extroverted people may learn better in collaborative and interactive
learning situations, whereas introverted people may favour more solo learning
techniques, according to research (Ashton & Lee, 2008). Therefore, in order to fulfil
learning objectives, there should be a blend of activities that both restrain the
extroverts' excesses and also encourage the introverts. Extroverted students will
favour group projects, debates, roleplaying exercises, and presentations/discussions in
class. However, introverts choose solo pursuits, small-group discussions, and
individual assignments/projects. However, these activities can be combined to fit each
personality in order to guarantee coordinated learning experiences. Introverts can
work on gathering information and analysing arguments for debates or group
presentations while extroverts deliver the presentation. The use of multimedia can
also be used to tailor the curriculum to the demands of the students' personalities as
they interact with various media at their own speed and exchange ideas.
• Open Personality:
Learners with this personality type are more likely to be interested in doing hands-on
experiments and exploration in the psychomotor learning area. Feist and Barron
(2003) found a correlation between creativity, imagination, and curiosity and
receptivity to new experiences. People with high openness scores appreciate trying
new things, taking chances, and seeking out new experiences. They might flourish in
classroom settings that encourage experimentation and exploration. This personality
type of learner may not do well in a regular classroom setting because they prefer
novel experiences that let them use their psychomotor skills to investigate language
development concepts. For people with this personality type, learning activities can
include dramatisations , field excursions to the library, resource centres, media
outlets, language laboratories, etc.
• Conscientious Personality:
Organisation, dependability, self-efficacy, systematic planning and execution, time
management, intentional living, and other traits define the conscientious personality
type. People who are conscientious are usually organised, trustworthy, and goal-
oriented. They frequently exhibit self-control and motivation, which can help them
succeed in their academic endeavours. High conscientiousness students are more
likely to participate in academic activities and learn more efficiently (Roberts et al.,
2007). Activities that curriculum planners might add to engage students with this
personality should be intellectually challenging in that they call for critical and
creative thinking above and beyond what is taught in the classroom because students
with this personality type have a higher level of IQ. These students may receive
essays that call for investigation and analysis.
• Agreeable personality:
A person with strong tendencies toward agreeability is very focused on other people.
He or she will be very outgoing, enjoy interacting with others in groups, be a natural
affectionate person, and find working with others to be quite simple. Low scorers in
this attribute typically exhibit poor social skills, difficulty interacting well with others,
aversion to group activities, and a tendency to mistrust others. The majority of people
fall between the two extremes. 2020 (Rebecca Fraser-Thill) Most cooperative,
sympathetic, and socially conscious people are agreeable. They could like classroom
settings that value interpersonal relationships and are cooperative and supportive
(Poropat, 2009). The curriculum includes role-playing exercises, book reviews and
analysis presentations, peer help and tutoring, and group-centered activities that are
appropriate for students in this category.
• Neurotic Personality:
According to Power RA (2015), the personality trait known as neuroticism is
characterised by melancholy, moodiness, and emotional instability. High neurotic
people frequently experience mood swings, anxiety, impatience, and melancholy.
People who score lower on this personality trait tend to be more emotionally stable
and resilient. 2023 (Kendra Cherry). They can also be referred to as melancholics, and
when it comes to learning, they require a more laid-back setting and teaching
approach to lower stress and boost focus. Individualized instruction, the incorporation
of stress-reduction strategies into the classroom, and adaptability in the evaluation
process can all help students feel less anxious and stressed. High levels of emotional
instability and anxiety are frequently traits of neurotic people. They may experience
stress and gain from controlled, predictable, and calm learning situations.
• LEARNERS' COGNITIVE AND DEVELOPMENTAL STAGES
Piaget's theory of cognitive development suggests that learners' cognitive abilities
develop in stages, and the curriculum should cater to the learners' cognitive
development stage. Jean Piaget then proposed four major cognitive development
stages which is also known as the ‘Staircase’ model of development.
• The Sensory-motor Stage: Birth to Age 2
According to Piaget, infants and young children in this stage learn through their
senses and motor skills. They develop object permanence, which is the understanding
that objects continue to exist even when they cannot be seen. Piaget observed this
stage in his own children and other infants through simple experiments, such as hiding
an object and observing the child's reaction (Piaget, 1954).
• The Pre-operational Stage: Age 2 to 7
In this stage, kids learn how to communicate verbally and how to express things and
concepts using symbols. They still have trouble using logic, though, and frequently
think egotistically. Through tests like the "three-mountains task," in which kids were
asked to describe what a doll might view from various angles, Piaget was able to
witness this stage (Piaget & Inhelder, 1956). With this information, curriculum
designers can adjust the material, goals, teaching tools, and learning activities to meet
the requirements and interests of the learners at this point. When creating an English
curriculum, creators must keep in mind that learners at this stage are in nursery
schools and should be focusing on fundamental aspects of language recognition, such
as phonics and consonant clusters. In light of this, the curriculum is created to ensure
that students make the most of the information they now possess by utilizing a variety
of activities and teaching tools along with a highly adaptable evaluation or assessment
process. Because this developmental stage can respond to it, the curriculum for the
prior two stages can make use of lower order thinking skills.
• The Concrete Operational Stage: Age 7 to 11
In this stage, children begin to think logically about concrete objects and events. They
develop the ability to conserve, which is the understanding that the amount of a
substance remains the same despite changes in its appearance. Piaget observed this
stage through experiments such as the conservation of liquid task, where children
were asked to compare the amount of liquid in two different containers and determine
if it was the same or different (Piaget, 1965). Curriculum developers are aware that at
this point learners are in the lower basic level where the foundation for academic
strength is laid and lifelong skills are developed. At this stage spoon feeding should
be limited, critical and creative thinking should be introduced to raise independent
thinkers who will succeed outside of the classroom. Therefore, real life experiences
and prior knowledge are integrated into the curriculum to aid learners’
comprehension. Evaluation methods become a bit rigid to meet certain standards,
group work is also introduced to build social and collaborative skills.
• The Formal Operational Stage: Age 11 and Beyond

In this stage, adolescents and adults develop the ability to think abstractly and use
hypothetical reasoning. They can think about and solve problems using logical and
deductive reasoning. Piaget observed this stage through experiments such as the
pendulum task, where participants were asked to determine the factors that affect the
swing of a pendulum (Piaget & Inhelder, 1958). When learners get to this stage, the
aims and objectives, content, teaching aides, teaching style and activity becomes more
learner centered rather than teacher centered. Learners are expected to use insightful
thinking skills to solve problems, analyze concepts and reason better. Therefore
curriculum developers should incorporate the higher order of thinking skills into the
curriculum to get the best out of learners.

• LEARNERS' LEARNING ABILITY AND STYLES

Many studies and research have shown the various learning style learners across the
world deploy in the educational context. It includes:
The VARK model:
Neil D. Fleming and Colleen Mills are credited with developing the VARK model,
which categorises learning styles into four categories: visual, auditory,
reading/writing, and kinesthetics. According to VARK Learn.com, the visual
preference includes the visual representation of information in maps, diagrams, charts,
graphs, flow charts, flash cards, and all other symbolic arrows, circles, hierarchies,
and other objects that people use to symbolise what could have been communicated in
words. An "aural mode" is a predilection for information that is "heard or spoken."
Information delivered in words is favoured by read/write users. Students who place a
high priority on this believe that lectures, group discussions, radio, email, utilising
mobile devices, speaking, and talking things out are the best ways for them to learn. It
is not surprising that many teachers and students favour this technique. Graduates
with certain skills, such as the capacity to write well and read widely, are sought after
by employers. This preference emphasises reading and writing in general, as well as
input and output that is text-based, such as manuals, reports, essays, and assignments.
The PowerPoint, the Internet, lists, articles, term papers, textbooks, class notes,
dictionaries, thesauri, quotes, and words that they frequently rely on as a
communication tool for themselves. Last but not least, the kinesthetics modality
represents the "perceptual preference related to the use of experience and practice
(simulated or real)." Even if such an encounter may elicit other modalities, it is crucial
that those who favour this mode be connected to reality, "either through concrete
personal experiences, examples, practice, or simulation" (Fleming & Mills, 1992). In
addition to demonstrations, simulations, and movies of "real" items, it also offers case
studies, practice activities, and applications.

• Felder-Silverman Learning Style model (FSLSM) (active/reflective,

sensing/intuitive, visual/verbal, and sequential/global); Felder and Silverman
(1988) separated learning styles preferences into four categories, which Tracy
Harrington-Atkinson (2022) describes as follows:
• Active and reflective; (Preference on how to process new
information)
Being contemplative and active is preferred when processing new information.
Active learners like manipulating external content and hands-on learning.
Children will recall information better when it is applied in real-world situations.
Additionally, the social learner or collaborator prefers more group interactions.
Conversely, reflective learners frequently show more contemplation.
They are contemplative, solitary learners who retain material best when they are proce
ssing it.They can, however, process information better with a partner's help than they
can in a group. They will learn and research information by doing internal reflection.
Prior to sharing or expressing their ideas, this type of learner needs some time to refle
ct on their knowledge in solitude.

• Sensing and Intuitive; (Preference on how information is presented)

Focusing on the facts and figures is the best method to learn. They favor logistics and
are meticulous and organized learners. They like the finer details and choose more
practical work; thus they are more detail-oriented. They prefer information that is
based on tried-and-true methods for resolving issues in the real world. Because of this
more methodical inclination, they learn more slowly and methodically. Concepts and
theories are appealing to those who learn intuitively. They look for novel and
fascinating ways to apply knowledge. They appreciate picking up new information
quickly. They also love perusing abstract content. This preference often absorbs new
information rapidly and thoroughly.
Visual and Verbal; (Preference to perceive or how information is taken in)
Visual learners will favor visual learning techniques including diagrams, graphs, pictu
res, and even demonstrations.
This type of learner generally struggles in traditional learning settings where informati
on is frequently delivered orally, as through lectures.
The term "audio learner" is used by the VAK paradigm to refer to verbal learners.
They'll perform very well in learning situations that prioritize listening, including disc
ussions, listening, or explanations. They will learn the most when they use language.
 • Sequential and Global; (Preference on how information is organised
and understood) The sequential learner will acquire knowledge through
careful sequencing. They tend to organize their strategy in little
increments and take a linear approach. They approach learning and
problem-solving logically. This preferred method of learning can begin
with bits of knowledge and progress to a larger picture without needing
all of it at once with a gradual increase in difficulty. Global preferences
are more comprehensive. With this strategy, the big picture will be
examined and broken down into more manageable chunks. This kind
of learner will gather information in bursts from seemingly unrelated
sources and then later put it all together. They are quick to analyse
difficult information and provide creative solutions (Tracy Harrington-
Atkinson, 2022)
Other learning styles includes
• Dunn model (environmental, emotional, sociological, and physiological)
• David Kolb model (diverging, assimilating, converging, and accommodating)

 THE SOCIO-ECONOMIC AND CULTURAL BACKGROUND OF THE

LEARNER

The socio-economic standing of a family is defined by Mueller & Parcel as

"the relative position of individuals or families within a hierarchical social
structure based on their access to, or control over, wealth, prestige, and power"
(as referenced by Caro, 2009, p. 559). According to Caro, there is a link
between students' academic success and their family's socioeconomic level.
Because of its progressive nature and upward trend across the spectrum of
socioeconomic status, this connection is known in the literature as a
socioeconomic gradient. The difference in academic achievement between
pupils from households with high or low socioeconomic status is often
referred to as the socioeconomic gap.
Additionally, a student's attitude and capacity to react to and benefit from the
teaching/learning scenario are influenced by their cultural background.
According to Purnell and Paulanka (as stated in Bastable, 2007), factors
influencing curriculum implementation include the learner's social standing,
the prevailing language, linguistic hurdles, and religious beliefs and practices.
Cong (2012) was concerned that pupils from non-mainstream cultural origins
would have to learn a different set of reading rules and frequently struggle in
school.
According to Arumugam et al. (2013), students' learning is infused with rich
culture and characteristics when they exhibit virtues including cooperation,
tolerance, obedience, and respect. Arumugam et al. discovered that students'
classroom interactions were affected by how they practiced and appreciated
their culture and customs. Manikulty et al. argued that understanding how and
why students respond in a certain way to a learning environment depends
greatly on the cultural background of education. Students' desire to respond to
and be able to utilize the teaching/learning scenario depends on their cultural
background.

TEACHER AS A FACTOR
There are a number of factors that can influence the curriculum, and teachers
are certainly among them. Teachers are crucial here; it is them who choose
and modify the learning activities, content, and pace that children need to
complete the curriculum in ways that ensure they learn properly. Here are
some ways in which teachers can impact the curriculum;
Teaching Experience and Expertise:
Since teachers who have spent time in the classroom have a strong idea of
what works for them and what doesn’t when it comes to teaching and learning,
their experience and knowledge can have an impact on how they create and
administer the curriculum. Teachers with greater subject-specific experience
and knowledge will probably have a deeper understanding of the curriculums
goals and objectives and will be better able to create engaging lesson plans.
Pedagogical Approach:
The development and implementation of the curriculum can also be influenced
by the pedagogical approach of the teachers, including their teaching methods,
strategies and styles. For instance, teachers that employ student-centered
methodologies could give preference to more rote learning over learning
outcomes that promote critical thinking and problem-solving abilities.
Additionally, some professors might favor focusing on classic literature while
others would favor including more modern works.
Attitudes and Beliefs:
Teachers’ attitudes and beliefs about education can also play a role in
curriculum design and implementation. For example, a teacher who places a
high value on creativity and innovation may design a curriculum that
emphasizes these skills, whereas a teacher who emphasizes traditional
teaching methods may design a curriculum that focuses on memorization and
repetition.
Teachers Personal Preference:
Teachers may have their own preference when it comes to the literature they
choose to teach, this may include their favorite novels, authors, or literary
genres they feel particularly passionate about. A teacher who has a degree in
American literature may be more likely to focus on American authors and
texts, likewise a teacher who prefers African literature over American
literature may be more likely to focus on African authors and texts.
Assessment Practices:
The methods used by teachers for assessing students, as well as the weights
placed on those results for deciding grades, can have an impact on the
curriculum. In order to ensure that the curriculum is fulfilling the needs of all
students, teachers play a crucial role in evaluating students learning and giving
feedback. This feedback can be utilized to change the curriculum as necessary.

Teachers must be involved in the development process if curriculum

development is to be successful and for schools to be successful. Without a
doubt, the teacher is the most crucial component of the curriculum
implementation process. Teachers are essential to any endeavor to construct
curriculum because of their knowledge, experiences and competencies.
Because they are most informed about the practice of teaching and are in
charge of introducing the curriculum in the classroom, better instructors
facilitate better learning.

RESOURCE MATERIALS AND FACILITIES

As inputs to the curriculum implementation process, this framework presents

physical facilities, teaching and learning resources. In order to produce the
intended educational outputs, namely syllabus coverage, employability skills,
and life-long skills, the inputs interact with the content, teaching and learning
process, assessment, and support services. As previously discussed in the
literature (e.g., Bandele & Faremi, 2012; Umunadi, 2012; Tshabalala &
Ncube, 2014), relevant equipment, materials, and tools such as workshops
laboratories, lecture rooms, course and reference texts are required in the
teaching and learning process to produce the intended educational outputs. For
example, textbooks are useful in the development of instructional content, and
rooms (workshops, laboratories, and lecture rooms) provide a supported
environment in which students interact with the content to achieve the desired
educational outcomes, specifically, syllabus coverage, employability skill
acquisition, and life-long skills. According to the framework, both physical
facilities, teaching and learning resources interact to influence the quality of
curriculum implementation. Furthermore, the framework sees curriculum
implementation as a symbiotic relationship between content, the teaching and
learning process, support services, and monitoring and feedback activities in
order to achieve the desired educational outcomes (Ebenehi, Rashid, & Bakar,
2016). As a result, how these physical facilities, teaching and learning
resources are used in the curriculum implementation process ultimately
determines the type of outputs of the educational process.

In the context of the literary curriculum, resource materials refer to books,

texts, magazines, and other literary works that are made available to students
and teachers to aid in the study of literature. Facilities refer to physical spaces
such as classrooms, libraries, and computer labs, as well as technological tools
like projectors, audio-visual aids, and digital resources.

 The availability of a diverse range of resource materials can have a

significant impact on the content and scope of literature that is studied in
the English curriculum. With a wide variety of literary works available,
students and teachers can choose from various literary genres, themes, and
styles to study, which can broaden their perspectives and help them
develop critical thinking skills. Resource materials can help teachers
design effective lesson plans, assessments, and assignments that align with
the curriculum objectives and learning outcomes.

 Access to a wide variety of resource materials such as books, journals,

digital archives and databases exposes students to a diverse range of
literary texts from different cultures and time periods. This helps to
broaden their understanding of literary traditions and styles, as well as
familiarize them with the historical, social, and cultural context in which
the literature was produced.

 Adequate facilities such as well-equipped libraries, classrooms and

computer labs, on the other hand, play an essential role in providing a
conducive learning environment and also helps to facilitate effective
teaching and learning of literature. Libraries and computer labs, for
example, can enable students to access a wide range of literary works and
 digital resources that can aid in their learning. Similarly, projectors and
audio-visual aids can help teachers enhance their teaching methods and
engage students effectively. With access to digital media and interactive
tools, students can engage with literature in more dynamic and multi-
dimensional ways, and explore literary concepts more creatively.

 Resource materials and facilities are crucial factors that shape the literature
component of the English curriculum. They are essential for creating a rich
and stimulating learning environment and enable students and teachers to
access a wide range of literary works. They also provide a conducive
learning environment that can help students develop critical thinking skills
and achieve the learning outcomes of the curriculum.

GLOBALIZATION AS A FACTOR THAT SHAPES THE LITERATURE -IN-

ENGLISH CURRICULUM

Globalization can be defined as a process or condition of the cultural, political,

economic, and technological meeting and mixing of people, ideas, and resources,
across local, national, and regional borders. In emphasizing the cultural, rather than
economic or political aspects of globalization, Roland Robertson pinpointed the
occurrence of globalization as a part of modernity, particularly a growing mutual
recognition among nationality-based communities. Globalization allows people to
identify with larger groups, beyond their tribe or country, as people saw others in
respective outside communities similarly developing national or national-like
identities. Through identifying their own societies as akin to those of outsiders, people
began measuring their cultural and political orders according to a broader,
international schema, and opening their eyes to transnational inspirations for internal
social change. In education, globalization refers to the increasing mobility of students
and teachers across the world, and the need for educators to be more inclusive.
Understanding globalization in education requires a broader perspective, one that
looks at local, national and global contextual influences in a unified way. Teachers
need to widen their cross-cultural skill set, and school leaders must update educational
policies in order to respond to these global impact changes.
Globalization has contributed to the development and implementation of
Literature-in-English curriculum in the sense that there is the need for students to be
acquainted with or to literature of different parts of the world. There has been an
integration of different cultures and values of people across countries of the world
with the introduction of literature in curriculum, particularly the English Literature.
Students are exposed to literatures of different writers from different cultural
backgrounds across the world. Globalization demands that through literature, students
develop a wider understanding of other cultures and how they perform, thus making
one feel like we live in a unified world or as McLuhan puts it, in a “global village”.
Globalization presupposes that students are competitive and informed members of
society.
Take for an example, Richard Wright’s Native Son. The novel is about twenty
years old Bigger who was born into abject poverty in the South Side of Chicago. The
novel takes us through the racial segregation and racial prejudice present in Chicago
at that time. We see the anger, fear and frustration of Bigger on a daily basis. Through
the reading of this novel, students are exposed to the reality of the hash living
condition faced by the Blacks in south side Chicago. We come to understand that
Bigger’s crimes were as a result of a dysfunctional society and that many more people
like him would be born if nothing is done to correct the system. Students are able to
understand and relate the story of the novel to the living conditions here in Nigeria.
We see a lot of people like Bigger on the streets of our states, causing a menace to the
society. Although, we do not experience racial segregation in this part of the world,
we are able to identify similar societal problems that makes us sort of unified. This is
what globalization has done through the inclusion of Literature-in-English to the
curriculum. The gap between different cultural and sociopolitical aspects of the world
is bridged with the introduction of the Literature-in-English curriculum.
There’s a well-known saying in the English language that says that ‘sometimes
silence speaks louder than words. Chimamanda Ngozi Adichie’s Purple Hibiscus
shows us how women can use writing to make their voice heard, even when they’re
being silenced by those around them or society itself. To Ade Coker, the thought of
being silenced is nothing but a distant possibility or prank. He can’t even fathom
having his voice and agency stripped away, but for Kambili this her reality.
Silence can be a way of showing emotion, point towards something left unsaid or
even offer up answers to otherwise unanswered questions, both in books as well as the
world around us. Throughout history and still around the world today, women find
themselves silenced or disregarded by society, those around them and louder
predominant voices. However, Purple Hibiscus both explores and promotes how
women can find and hone their voices through writing and sharing their stories or
experiences.
It is not just women’s voices that are oppressed throughout the novel, as we watch
others be silenced for such things as refusing to adopt Catholic religion or disagreeing
with current political policies or administration. Purple Hibiscus explores a kind of
‘double-silencing’. As a woman, Kambili is silenced not only by the censorship and
tensions of her country, but also by the societal norms and expectations of her gender.
Students are brought to the realization and experience as to what has happened and
still obvious in today's world. Furthermore, while colonialism sets the background for
the novel, Purple Hibiscus also takes place during a turbulent time for the Nigerian
government. The plot probably coincides with the real, historical military coup and
subsequent regime of Ibrahim Bangida, one of the country’s most corrupt leaders—
although in the novel he is only referred to as the Head of State, or “Big Oga.” Few
details about the government are given, but politics still affect the daily lives of
Adichie’s characters: workers’ strikes cut off power and water, police require bribes at
random checkpoints, and Ade Coker, who is based on the real-life journalist Dele
Giwa, is assassinated with a letter bomb. We see everything through a young adult’s
point of view, but Adichie still manages to make her novel a political one by showing
the tragic personal results of the legacy of colonialism, dictatorship, and corruption.

Why is Globalization as a factor that shapes the Literature-in-English

curriculum important?
Globalization promotes sharing of knowledge, skills and intellectual assets that are
necessary to multiple developments at different life levels.
Globalization encourages exploration and the drive to be frontiers of potential
leading technologies in the world.
Globalization makes students competitive as they strive to be better citizens of their
country and the world.
Global sharing of knowledge, skills, and intellectual assets that are necessary to
multiple developments at different levels.
Facilitating communications, interactions, and encouraging multi-cultural
contributions at different levels among students.

LITERARY WRITERS AND CRITICS

Literary writers and critics play a crucial role in shaping the literature in
English curriculum, as they help to develop and refine the study of literature.
The following are some of the ways in that literary writers and critics have
helped to shape the English curriculum:

- [ ] Developing literary texts:

Literary texts are created by literary authors.When readers attempt to decipher the me
aning an author is trying to convey, they are encouraged to broaden their knowledge t
hrough literary texts.In order to help children develop their abilities and critical thinki
ng skills, they are encouraged to evaluate themes, pick up new vocabulary, and learn
how to utilize new language in the readings.

- [ ] Developing Literary Theory:

The creation of literary theory must be a part of literature studies.Using the theories th
at literary critics and authors establish, readers can analyze and comprehend literary w
ritings.
These theories aid readers in their ability to decipher the symbols, patterns, and theme
s that appear in literary works.

- [ ] Promoting Critical Thinking:

Literature writers and critics encourage the use of critical thinking when studying liter
ature.
As they concentrate on language and plot threads, they aid to enhance their students' c
lose reading, reasoning, and analysis skills. They foster literary text analysis and inter
pretation in their students.
This focus on critical thinking helps students acquire transferable skills that they can a
pply to other aspects of their lives.

- [ ] Inspiring Future Writers:

Literary authors inspire subsequent generations of writers by providing as examples o
f originality and narrative.
Reading literary masterpieces inspires many students to create their own poetry and st
ories.
Because of this, literary authors have an impact on the next generation of writers as w
ell as the curriculum.
 - [ ] Focuses on Literary Devices:
Through their writing, literary authors assist in educating readers about literary eleme
nts including metaphor, simile, and symbolism.
These tools are crucial for literary analysis and aid students in comprehending a text's
underlying significance.

- [ ] Promoting Multicultural Understanding:

Literary reviewers are in favor of including works by authors from various backgroun
ds. Reading books would broaden their understanding of world cultures.
They might become interested due to the cultural content.Students can develop a deep
er awareness of the world around them and greater empathy for other cultures and poi
nts of view by reading literature from a range of perspectives.
Woman at Point Zero by Nawal El Sadawi, Heroes by Festus Iyayi,Penny Bussetto’s
The Story of Ana P as Told by Herself, and other works of literature are examples of t
his type.

- [ ] Providing Historical Context:

The historical background for literary works is aided by literary critics.
Students can comprehend the relevance of the work and the effect it has on its audienc
e by exploring the time and place in the text.

- [ ] Keeping the Curriculum Current and Relevant:

The curriculum is kept current and relevant with the aid of literary critics and writers.
They promote the incorporation of modern literary works and the application of innov
ative teaching techniques, which maintains the study of literature interesting and stim
ulating.

CONCLUSION
Without a doubt, all these factors are the most crucial component of
the curriculum implementation process. Teachers are essential to any
endeavor to construct curriculum, because of their knowledge,
experiences and competencies. Because they are most informed about
the practice of teaching and are in charge of introducing the curriculum
in the classroom, better instructors facilitate better learning. To have a
proper curriculum all these factors should be considered when
planning a curriculum. If all these factors are not properly
implemented in the curriculum, the learning process would be
disrupted.

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