Providing high school students a course of study for becoming competent and thorough lifelong independent readers of complex texts was the goal for this thesis. This is accomplished by integrating literary theory that looks beyond just the typical level of analysis often emphasized in many Florida classrooms. If put into use and successful, this curriculum guide will aid Florida teachers in endowing their students with a new level of ability to analyze literature. Research of prior work done in the field of integrating critical theory into high school classrooms was analyzed and synthesized in order to create a larger course of critical theory study to be completed during the senior year of high school in the state of Florida. The curriculum guide acts as a starting point, providing teachers with all the tools necessary to bring literary theory into the high school classroom while maintaining their individual teaching style. The curriculum guide is broken into four distinct units which follow the most common course of Florida twelfth grade study, the English canon, with each chapter addressing two literary theories. The literary theories utilized are: New Criticism, New Historicism, Feminism, Marxism, Reader Response, Psychoanalysis, Structuralism, and Deconstruction.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses1990-2015-1656 |
| Date | 01 January 2007 |
| Creators | Philpot, Helen |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | HIM 1990-2015 |
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