Page 133 - Handbook Undergraduate 2015 2016

Assessment Method : Assignment - 60%, Examination - 40%

Medium of Instruction : English Language

References :

Kennedy, X.J., & Gioia, Dana. (2002). An introduction to poetry (10th ed.). New York: Longman.
Maley, A., & Duff, A. (1989). The inward ear: Poetry in the language classroom. Cambridge: CUP.
Moon, B. (2000). Studying poetry: Activities, resources & texts. Urbana/IL: NCTE.

PBET2210 – TEACHING DRAMA IN THE LITERATURE CLASS (3 Credit Hours)

Synopsis:

This course focuses on the teaching of drama. Students will draw on their knowledge of the literary elements of the genre of
drama including plot, character, setting and theme, as well as the use of common dramatic devices, to develop teaching-
learning activities to facilitate and understanding and appreciation of the play. Students will explore the use of a variety of
techniques and supplementary materials to scaffold the literary experience of the learner at various stages of the encounter
with text. Students will also draw on their knowledge of stagecraft to explore ways of enabling learners to experience drama,
including reading the play text, staging and watching a performance. Some consideration will be given to better integrating
texts in English by Malaysian authors.

Assessment Method : Assignment - 60%, Examination - 40%

Medium of Instruction : English Language

References :

Collie, J., & Slater, S. (1987). Literature in the language classroom: A resource book of activities and ideas. Oxford: Oxford
University Press.
Styan, J. L. (1980). The dramatic experience. Cambridge: Cambridge University Press.
Wallis, M., & Sheperd, S. (1998). Studying plays. London: Arnold.

PBET3105 – ASSESSMENT IN LITERATURE EDUCATION (3 Credit Hours)

Synopsis:

Issues related to various forms of assessment in literature education including formal, informal and self assessment. These
will be examined in relation to the knowledge, skills and attitude objectives of literature-based programmes. Students will
develop assessment aims and procedures to monitor and obtain feedback on the learner’s progress throughout the
programme. More specifically, students will develop strategies or ongoing assessment including the development of student
portfolios as well as develop formal tests based on seen and unseen texts using various formats and information resources.
Students will also construct marking schemes, as well as analyse and interpret assessment results. The relationship
between testing and teaching will also be discussed.

Assessment Method : Assignment - 60%, Examination - 40%

Medium of Instruction : English Language

References :

Laud, L. & Patel, P. (2013). Using formative assessment to differentiate middle school literacy instruction: 7 practices to
maximize learning. Thousand Oaks, CA: Corwin.
Brown, H. D. & Abeywickrama, P. (2010). Language assessment: principles and classroom practices. White Plains, New
York: Pearson Education.
Luongo-Orlando, K. (2003). Authentic assessment: designing performance-based tasks for achieving language arts
outcomes. Ontario: Pembroke Publishers.

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