Abstract
Literature and language teaching are popularly mistaken as two distinct domains of language. In reality they are two intertwined aspects of a language. It is pertinent to channelize literature, an output of the masters of a language, as an input to the learners of that language. Literature as a tool for teaching has gained acclaim though not widely practiced in non-native English classrooms. The paper attempts to exploit “Where the Mind is Without Fear,” a verse in Gitanjali and a masterpiece by Rabindranath Tagore, as a tool for teaching essay writing.
Keywords: essay writing, cohesion, impact, stylistic devices
Background
The lingua franca status of English has assigned significance to learning it. Mastery in English leads to widening of knowledge, rendering an opening to a career and aiding in development. Considerable numbers of teachers deem the use of literature in language teaching as an interesting and worthy choice (Sage 1987). Custodio and Sutton (1998) explain the potential literature has in opening horizons of possibility, allowing students to question, interpret, connect, and explore. Using poetry as a teaching tool is well explained by Sarac (2003) as he describes the educational benefits of poetry in providing readers with a different viewpoint towards language use.
Methodology
The objective is to use “Where the Mind is Without Fear” as a tool for teaching essay writing, through lecture supplemented by scaffolding method. The lecture components include briefing on essay writing, introducing the poem, and using it as a sample to teach essay writing techniques.
Characteristics of a Good Essay Learnt from the Poem
Instinct to Write
Rabindranath Tagore registers in the poem his longing and prayer for a country where people could live with respect and dignity with no fear and discriminations. Students can learn that belief in the worthiness of one’s ideas and strong faith in the genuineness of one’s thoughts result in drafting good content.
Formation of Ideas
Tagore, the great Indian nationalist and visionary, wanted India to awaken to a bright dawn of freedom — not restricted to freedom from slavery but also from mental chains. Students can learn that Tagore’s purity of thoughts laid the foundation for right sensitivity which in turn gets reflected in words.
Elaborating Ideas
Tagore makes it clear not to make his love for nation blur the glaring reality. He deplores the prevalence of superstitious old habits defying logical reasoning. Students can learn the importance of a clear mind that can see the complete picture and the art of being subtle while analyzing negative aspects.
Coherence of Ideas
“Where the Mind is Without Fear” demonstrates the art of achieving coherence. The ideas flow with an underlying connection with each other, one logically connected to the next. Students can learn the art of achieving coherence in their essays as it decides the appeal and impact of the essay.
Stylistic Devices
In the poem, Tagore uses Imagery, Anaphora (repetition of “where”), Alliteration (“head held high,” “dreary desert sand of dead habit”), Apostrophe (“my father”), Metaphor (“the clear stream of reason”), and Personification (“tireless striving stretches its arms towards perfection”). Students can understand appropriate use of stylistic devices through Tagore’s effective handling of them.
Conclusion
Pedagogy of English is an evolutionary field incorporating a wide range of teaching practices and teaching tools. Literature can be a powerful tool for teaching all four primary language skills. Teachers looking for teaching tools could have in mind the list of reasons forwarded by Maley (1989) for regarding literature as a potent resource in the language classroom, which include Universality, Non-triviality, Personal Relevance, Variety, Interest, Economy and Suggestive Power, and Ambiguity.
Works Cited
- Custodio, B. and M. Sutton. “Literature-Based ESL for Secondary School Students.” TESOL Journal. Vol. 7, No. 5, 1998. pp. 19-23.
- Maley, A. “Down from the Pedestal: Literature as Resource.” Literature and the Learner: Methodological Approaches. Cambridge: Modern English Publications, 1989.
- Pradhan, Gaurav. Rabindranath Tagore: Literary Concepts. New Delhi: APH Publishing Corporation, 2002.
- Sage, H. Incorporating Literature in ESL Instruction. New Jersey: Prentice-Hall, Inc., 1987.
- Sarac, S. “A Suggested Syllabus for the Teaching of Poetry Course in ELT Departments of Turkey.” Unpublished M.A. Thesis. Ankara: Hacettepe University, 2003.
- Wadikar, Shailaja. “Tagore’s Where the Mind is Without Fear: A Review.” Research Scholar. I.I (2013): 31-39.
- W.B. Yeats. Introduction to Gitanjali, 1912.