Epilogue…

“If you have nothing better to do at a party you can always try on a literary critical analysis of it, speak of its styles and genres, discriminate its significant nuances or formalize its sign-systems. Such a ‘text’ can prove quite as rich as one of the canonical works.” Terry Eagleton

It is important to keep in mind that we are here to teach students in the most efficient manner possible.

Annotated Bibliography…

Duff A., Patricia. “Pop Culture and ESL students: Intertextuality, Identity, and Participation in Classroom Discussions”. Journal of Adolescent & Adult Literacy. Newark: Mar 2002. Vol.45 Iss.6

Prologue…

“If you have nothing better to do at a party you can always try on a literary critical analysis of it, speak of its styles and genres, discriminate its significant nuances or formalize its sign-systems. Such a ‘text’ can prove quite as rich as one of the canonical works” Terry Eagleton

We are living in an age in which students no longer relate to reading and literature as prior generations did. As educators we have to always keep this in mind and think of alternate ways of getting our students interested without entirely disregarding reading.

Introduction-I

“If you have nothing better to do at a party you can always try on a literary critical analysis of it, speak of its styles and genres, discriminate its significant nuances or formalize its sign-systems. Such a ‘text’ can prove quite as rich as one of the canonical works” Terry Eagleton

The first article dealing with the subject matter is entitled: Pop Culture and ESL students: Intertextuality, Identity, and Participation in Classroom Discussions by Patricia A. Duff.

Introduction-II

In a quite original introduction to a promising article named Much ado about ‘Friends’: What Pop Culture Offers Literature, Richard Keller starts out by creating fictional characters, one called Literature and the other called Vulgara.

Introduction-III

Jerome Evans, in his essay From Sheryl Crow to Homer Simpson: Literature and Composition through Pop Culture, starts out discussing films and states that: “References to the films serve two purposes: to give the reader a way into reasonably difficult ideas and to examine elements of the contemporary American zeitgeist to see how cultural artifacts reflect essential ideas and concepts.”(32)

Introduction-IV

In Mass Appeal: Pop Culture in the Composition Classroom, Roslyn Weedman starts out by telling us that in order to teach a course on mass media one must know about the subject matter and she then begins to summarize certain pertinent articles which can be helpful for educators.

Introduction-V

Mitzi Witkin’s A Defense of Using Pop Media in the Middle-School Classroom starts out by describing mass media using numbers, a census to be specific. What it intends to prove is that teenagers are key components of today’s mass media phenomenon. They are the creators and destroyers of everything pop around them.