They then begin a study of what is involved in reading and analyzing literature through extensive reading and vocabulary guessing exercises. After a free association activity where the teacher shows students a picture, they write down their feelings about the picture and what it represents and share their answers with fellow students. The pre-reading activities begin with general information about how to study literature and narrow to more specifics about the issues brought up in the novel. This section also includes information about the title and the author in order to begin developing a sense of schema for students to draw upon once they begin reading the novel. The authors have also provided a brief summary of the novella Rita Hayworth and Shawshank Redemption in order to get students interested in the tasks ahead. The introduction gives students an overview of what to expect for the series.

There are five main sections (introduction, pre-reading activities, reading activities, the video project, the movie) plus a glossary, which take the student from pre-reading activities to beyond a viewing of the film version (Darabont & Marvin, 1994). The workbook accompanying Stephen King’s Rita Hayworth and Shawshank Redemption (King, 1982) follows the pattern common to other texts in the series. Of course, only those films that do not include “gratuitous. Students are even given a chance to create a film of their own. The authors of the series have taken English language novels with U.S.film versions and created a series of exercises that lead students through a reading of the original text to a critical viewing of the film version. Saindon (1998)Īnn Arbor, MI: The University of Michigan Pressįor teachers who seek to get students interested and involved in literary study, the series A Novel Approach may be just what they are looking for. Ethical Standards for Authors and ReviewersĪ Novel Approach: The Shawshank RedemptionĮlisabeth Gareis, Martine S.

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