Teaching Composition through Literature
D.R. Ransdell, Course Director
Teachers sometimes ask: Why teach composition through literature? In fact, there is considerable
debate about what the best materials for teaching composition are, but countless texts make
excellent sources for students to read, react to, and write about. Even though the UA
Composition Program focuses on different materials to teach English 101 (principally short
stories and other fictional texts) as opposed to English 102 (principally essays and other nonfiction texts), the goals of both courses are similar. Students need to practice writing organized,
developed essays using Standard Written English. (This includes writing introductions, body
paragraphs that start with topic sentences and use proof and analysis, and conclusions. It also
includes paying attention to style and language.) Students need to gather sources and integrate
several into extended arguments. Most students profit from working diligently through both
semesters of composition instruction to improve on or to develop these basic features in their
essays.
Here are some reasons I think teaching composition through literature is a smart choice for
students:
1 There are no “answers” to a story.
Each one can generate multiple interpretations. This is wonderful! Students have to use their
analytical skills to find a way of understanding a story. They have to puzzle things out as they
infer meanings. Many students (and even instructors) find this frustrating; however, it is
important cognitive practice in critical thinking.
For their first essay, I ask students to perform an Analytical Essay in which they explain a
possible message the author suggests through the text. Students might use any number of
elements from a story to create their interpretations. I might not even agree with them! But if the
students offer reasonable analysis, they can still write compelling and effective essays. (Not
convinced? In my first semester teaching, my students analyzed James Joyce’s “Araby” for their
first essay. Not only were the fifty interpretations different, but the essays were mirrors that
allowed me to better understand my students as individuals.)
2 Analyzing stories invites students to explore their own value systems.
For their Reader-Response Essay, I ask students to make comparisons between themselves and
one of our class texts. I ask them to analyze the moral decisions of the characters and contrast
those situations to times when they have had similar difficult choices or conundrums. By asking
students to analyze material on a personal basis, they realize that the stories they “have” to read
can help them understand their own situations. (For the best explanation of this argument, read
Louise Rosenblatt’s Literature as Exploration. She argues convincingly that the reason to read
literature is to help us analyze our own lives. After all, what could be more important? Film often
performs a similar function.)
3 Literary material lends itself to opportunities for research and the use of multiple texts.
Students might study about the history behind a text or its author or its time period. They might
read criticism of a text or find out more about its subject matter.
For the Text-in-Context Essay, I usually ask students to find a theme that interests them and
study how it plays out in various texts.
4 The use of UA resources enriches my students’ lives.
When appropriate, I ask students to attend a play put on by the UA Theatre Department. This
introduces students to a wonderful resource, helps them integrate into the UA community, and
dictates an assignment so unique that they can’t find it on line.
Last semester I designed a unit on As You Like It for the reader-response assignment. While the
Shakespeare material was especially difficult for foreign students, I prepared them by showing
parts of film versions and providing a summary with key quotes. The previous semester, I
achieved similar results with the UA production of Dracula. Most of the students had never been
to a play, enjoyed themselves immensely, were thrilled with the level of expertise of the student
actors, and wrote especially interesting essays.
5 Enthusiasm on the part of the instructor enhances the student experience.
I’ve always loved literature, so I’m always excited to have an excuse to read stories I might not
otherwise find time for. I come to each class eager to lead discussions about stories or workshop
essays about them. Since I’m genuinely interested in the material, I come to each class fresh.
A teacher’s honestly positive attitude is infectious—and one of the most important factors in
effective teaching.
dr 7/11