Literature study guides and guided notes : a guide to guided reading

Abstract

Keeping in mind the challenges brought by the European Higher Education Area (EHEA), particularly those connected with independent study and the promotion of variety and flexibility in the learning experience, new teaching strategies are required to cope with new educational demands. One of the problems involved in the teaching of second-language literature at undergraduate level is ensuring that our students read the assigned texts. Reading is a complex communication process which requires thought and individual construction of meaning. Close reading the assigned texts thus is essential to be able to take part in class discussion. I have introduced 'study guides' and 'guided notes' in the English Literature class not only to help my students become self-sufficient readers but also to make reading and close-reading easier. 'Guided notes' are teacher-prepared hand-outs that outline or map the assigned readings, leaving blank spaces for students to fill in with key concepts, facts or important ideas. 'Study guides' are lists of written questions and activities created to provide direction, and highlight critical information to students. Results indicated that the introduction of both 'guided notes' and 'study guides' in the classroom was successful at increasing the students' participation in class discussion and improving their English fluency and articulation of ideas. They were overwhelmingly preferred when compared with students' reading on their own.