Activity 1: Using literature to develop critical thinking: Drawing inferences from a text
Activity 1
The term critical thinking suggests the idea of not readily accepting any given viewpoint. In terms of school students reading a literary text, critical thinking would involve asking why or how questions about the text: why has the writer used this character as the hero?/why is the story narrated in the first person?/how does the climax resolve the conflict? Engaging critically with a text implies not taking anything at face value; it means inferring the different meanings underlying a text.
In this activity, students will practise their inferential skills by reading excerpts of literary texts critically to try to discover the underlying meanings and themes in the text. To prepare them for this activity, you need to give them some practice in inferring information not directly said or given. Play the extract, or read the transcript, given in Resource 1, and ask the accompanying questions. The students should explain their answers. Then have a discussion on the answers to the questions, bringing to the students’ notice the strategies they had to use to come up with the answers. Tell them that such questions are called inferring questions and that they help us understand the underlying meanings of a text.
After some practice, give the students the main activity, which gives them practice in drawing inferences from a literary text. Put the students in pairs and distribute copies of a short literary text (you can use a prose text from their English course book or any passage from an actual piece of literature meant for adolescents). Each partner must think of three inferential questions to ask the other. Then each pair should select their best question, and ask the rest of the class for the answer. The pairs will take turns to ask a question until the whole class has had a chance to present. The students will have to support their answers by quoting related sections from the text. You could note down three of the best questions, and have a discussion on how these questions best bring out the theme(s) of the text and any underlying meanings. Ask your students to use the language expressions used for inferring, such as I feel the underlying meaning of the novel is…/In my opinion the focus of this piece…/In the climax of the novel, the actual message is…, etc. This exercise will expose them to the underlying meanings of a text and will prepare them to read and enjoy original and more challenging pieces of literature.
To make this activity more interesting, put the students in small groups and ask them to think of opposite arguments to the events described in the extracts: If the author had written this in the first person…/The main character in this play dies in the end… Then ask them to think of an opposite viewpoint to the one expressed in the text they have just read. They should then write a short paragraph, changing the story by changing the main character/climax/storyline/beginning, etc., to make the story more interesting. Give them about 30 minutes to write and present their story from this new perspective.