EL.LE
1 | 1 | 2012

EL.LE
1 | 1 | 2012

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chevron_rightStudi linguistici

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it

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Vol. 1 | Num. 1 | Marzo 2012

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EL.LE | 1 | 1 | 2012

Short stories – Raccontare la vita
Un percorso didattico

Alberto Cassone
al.cassone@yahoo.com

DOI 10.14277/2280-6792/8p

Abstract

This article aims at showing a possible way of using short stories to effectively bring young non-English students of English Literature closer to the art of telling stories, enhancing their interest in literature and helping them develop an independent approach to it. Six short stories, for a total class time of 24 hours, have been selected from the works of Mark Twain, Saki, O. Henry, Edith Wharton, to be read by a Liceo Linguistico, Fourth Year. The main focus was not on literary analysis, nor on literary history and criticism, but on an authentic reading/listening experience. Although this work includes warm-ups and guided reading and understanding activities, the learners’ experience was made as independent as possible from ‘cultural interferences’ like, for example, the emphasis on ‘literary awareness’ (conscious knowledge of genres, of techniques etc.). In addition, the 25 students will be asked to write their own short stories (with the help of guidelines), seven of which to be told to the class after the end of the second phrase.



Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License 

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Campo DC Valore

dc.contributor.author

Cassone Alberto

dc.title

Short stories – Raccontare la vita

dc.type

Journal Article

dc.language.iso

it

dc.identifier.uri

http://doi.org/10.14277/2280-6792/8p

dc.description.abstract

This article aims at showing a possible way of using short stories to effectively bring young non-English students of English Literature closer to the art of telling stories, enhancing their interest in literature and helping them develop an independent approach to it. Six short stories, for a total class time of 24 hours, have been selected from the works of Mark Twain, Saki, O. Henry, Edith Wharton, to be read by a Liceo Linguistico, Fourth Year. The main focus was not on literary analysis, nor on literary history and criticism, but on an authentic reading/listening experience. Although this work includes warm-ups and guided reading and understanding activities, the learners’ experience was made as independent as possible from ‘cultural interferences’ like, for example, the emphasis on ‘literary awareness’ (conscious knowledge of genres, of techniques etc.). In addition, the 25 students will be asked to write their own short stories (with the help of guidelines), seven of which to be told to the class after the end of the second phrase.

dc.relation.ispartof

EL.LE

dc.relation.ispartof

Vol. 1 | Num. 1 | Marzo 2012

dc.publisher

Edizioni Ca’ Foscari - Digital Publishing

dc.date.issued

None

dc.dateAccepted

None

dc.dateSubmitted

None

dc.identifier.issn

dc.identifier.eissn

2280-6792

dc.rights

Creative Commons 4.0 Attribution alone

dc.rights.uri

http://creativecommons.org/licenses/by/4.0/

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