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My reaction on Examiner's Comments:                    I strongly agree with the examiner's comments. I thought that the student would be penalized for referring the text 'A Doll's House' as a whole rather choosing an extract. Also when the Examiner states in the General Commentary "the student should have referred to other images from Rezkallah’s work that had been studied as part of the course" I learnt that I should be aware that none of my students commit these kind of errors while preparing for their IO. I am able to understand the marking criteria and how to apply it. More practice will surely help.     

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My reaction on Examiner's Comments:                    I strongly agree with the examiner's comments. I thought that the student would be penalized for referring the text 'A Doll's House' as a whole rather choosing an extract. Also when the Examiner states in the General Commentary "the student should have referred to other images from Rezkallah’s work that had been studied as part of the course" I learnt that I should be aware that none of my students commit these kind of errors while preparing for their IO. I am able to understand the marking criteria and how to apply it. More practice will surely help.     

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Syllabus Course Design

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The 3, 2, 1 questions1. What are the three things I want to make sure I do when I design my own course?  a) Initially I would ensure that the 3 AOE is incorporated in my designed Course.  b) Also I would design the course in such a way that my students engage themselves exploring several different types of texts and focus on critical reading.  c) And finally I would make sure that my students investigate ways in which literary texts may represent and be understood from a variety of cultural and historical perspectives.2. What two principles of course design spoke to you personally, why, and how will you use that to design your syllabus?I would go with Variety and AutonomyVariety: Students are encouraged to select from a wide range of texts, texts from different literary forms and from from diverse times and places. Henceforth the students are exposed to different conceptions of language and literature.Autonomy: This principle grabbed my interest as students develop the skill to make decisions on their own about the choice of texts for assessment components.  They grow to be extraordinary decision-makers.3. What one question do you still have about the philosophy or the practicalities of designing a course syllabus?How do we assign the choice of texts for each AOE? How does it work ?

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The 3, 2, 1 questions1. What are the three things I want to make sure I do when I design my own course?  a) Initially I would ensure that the 3 AOE is incorporated in my designed Course.  b) Also I would design the course in such a way that my students engage themselves exploring several different types of texts and focus on critical reading.  c) And finally I would make sure that my students investigate ways in which literary texts may represent and be understood from a variety of cultural and historical perspectives.2. What two principles of course design spoke to you personally, why, and how will you use that to design your syllabus?I would go with Variety and AutonomyVariety: Students are encouraged to select from a wide range of texts, texts from different literary forms and from from diverse times and places. Henceforth the students are exposed to different conceptions of language and literature.Autonomy: This principle grabbed my interest as students develop the skill to make decisions on their own about the choice of texts for assessment components.  They grow to be extraordinary decision-makers.3. What one question do you still have about the philosophy or the practicalities of designing a course syllabus?How do we assign the choice of texts for each AOE? How does it work ?

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The term “canon” refers to a body of books, narratives and other texts considered to be the most important and influential of a particular time period or place. Canons, can be recognized as value-determining lists that are ingrained in our education system, perhaps unavoidably so. The function of a canon has always raised confusion and complexity. Only the white and male writers of antiquity have been given membership. Women, minorities, and non-Western writers were kept out of this kind of arbitrary practice for a long time – until they won recognition such as the writers of the Harlem Renaissance. It’s been pointed out that most of the texts studied in secondary and post-secondary schools are written by white men, which might give the impression that only white men are capable of writing canonical works. None of this is to say that white male authors need to be removed from the canon, but that our idea of what constitutes the canon needs to be updated and expanded.There’s actually no official list, nor any specific criteria for what can be described as an “essential” book. A book can be highly enjoyable, and even really well written but that’s not enough to qualify it as “essential.” What the canon is intended to represent, though, is our collective idea of which books you need to know in order to have a high-quality, well-rounded education; it doesn’t take the form of a specific list until high schools, universities, critics, or respected institutions determine their own canons. Reading the great literary works is vitally important in the pursuit of better writing as well the students should enjoy reading the works.  Some of our literary canon choices are Animal Farm by George Orwell, Malgudi Days by R.K Narayan also Persepolis by Marjane Satrapi . In my opinion while not all books are enjoyable (or easy) to read, challenging books help boost students’ comprehension and reading proficiency, they argue, and force them to grapple with difficult, timeless questions about love, life and death, and societal dynamics. 

# data[].attributes.subject
The term “canon” refers to a body of books, narratives and other texts considered to be the most important and influential of a particular time period or place. Canons, can be recognized as value-determining lists that are ingrained in our education system, perhaps unavoidably so. The function of a canon has always raised confusion and complexity. Only the white and male writers of antiquity have been given membership. Women, minorities, and non-Western writers were kept out of this kind of arbitrary practice for a long time – until they won recognition such as the writers of the Harlem Renaissance. It’s been pointed out that most of the texts studied in secondary and post-secondary schools are written by white men, which might give the impression that only white men are capable of writing canonical works. None of this is to say that white male authors need to be removed from the canon, but that our idea of what constitutes the canon needs to be updated and expanded.There’s actually no official list, nor any specific criteria for what can be described as an “essential” book. A book can be highly enjoyable, and even really well written but that’s not enough to qualify it as “essential.” What the canon is intended to represent, though, is our collective idea of which books you need to know in order to have a high-quality, well-rounded education; it doesn’t take the form of a specific list until high schools, universities, critics, or respected institutions determine their own canons. Reading the great literary works is vitally important in the pursuit of better writing as well the students should enjoy reading the works.  Some of our literary canon choices are Animal Farm by George Orwell, Malgudi Days by R.K Narayan also Persepolis by Marjane Satrapi . In my opinion while not all books are enjoyable (or easy) to read, challenging books help boost students’ comprehension and reading proficiency, they argue, and force them to grapple with difficult, timeless questions about love, life and death, and societal dynamics. 

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A