Writing a book about literature is challenging, especially when one takes on an institution that has been entrenched in California education for many years. While I am not taking on literature, I am challenging how it is taught to average students who make up the preponderance of students in school. Average students are taught from a textbook, and that is what I object to. I believe that average students should have a reading program that develops their literacy incrementally, rather than relying on a textbook that is linguistically and culturally out of touch with them. I present my arguments for why this is necessary in two different sections of the book. The first section illustrates why there are problems with how literature is taught to average students. The second section of the book offers solutions to the problem of how to teach literature to average and below-average students.
Chapter 10 argues that English teachers should be reading teachers rather than literature teachers. The distinction concerns the role of the English teacher in average classes. The English teacher should be a cheerleader for reading and convince students that their literacy development depends on how much time they spend reading. In Chapter 11, I argue that the goal of teaching English is to advance students' literacy through reading and writing. I argue against the notion that English teachers are there to make students love or understand literature and its associated terminology. I am not saying they should abandon this, but it should not be the primary goal; improving their literacy should be. Chapter 12 distinguishes between the traditional approach to teaching average students and the new approach I am proposing: a Step Ladder Approach to improving their literacy by focusing on reading literary works that are linguistically and culturally appropriate for them. Chapter 13 demonstrated that English teachers, even in my high school days, did not know how to assign literature. They had us reading so many books that we were far above our reading levels. They were ignorant about the readability of novels. They also knew their students' reading levels.
Chapter 14 discusses the importance of readability and cultural relevance to improving literacy. Chapter 15 provides proof of the textbook's poor readability. Chapter 16 explains why literature can be frustrating to read. Chapter 17 argues that English teacher training should offer two distinct majors: one for those who wish to teach English at the secondary level and one for those who wish to teach English at the college level. Chapter 18 offers the independent reading program to advance the literacy of average students. Chapter 19 offers insight into why there should be two tracks in the secondary English major and in the English major for those who want to teach at a community college or a four-year college.
Part I presents evidence that reading textbooks is not the optimal way to improve the literacy of average students, yet they are the only ones forced to use them. It is a publishing company's demand and a state educational tradition to show parents that their students are being educated by having a textbook. Part II offers a solution for using the textbook. The solution is to create a reading program featuring a range of literary works, some from the textbook and most purchased independently, including novels and nonfiction. In short, it should be a custom-designed program like the one advanced students have for Advanced Placement English, honors classes, or the International Baccalaureate program.
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