In Blossoms of the Savannah by H.R. Ole Kulet, hapless Ole Nkipida is faced with the dilemma of confronting either a marauding lion and risk being mauled/eaten alive or fighting off a vicious python.

Literature teachers in Kenya today are equally faced with a similar dilemma.

The question begs; which is the best method to use when teaching English 101/3 literature to secondary school students?

If you are one of those within the literature sphere then you should be familiar with the term episodic approach. Literature cognoscenti, especially seasoned examiners, advance this method as the best way to dispense literary knowledge to learners.

However, critics of this method feel that teaching literature using the episodic approach is doing injustice to the study of literature and they choose instead to front the so called old style of teaching set books where the learners are taken through the plot, themes, characters and styles. Let’s call this the old approach.

Episodic Approach vs Old Approach

So which between the two methods is more effective?

Well, there’s no straight answer to that. Episodic approach vs old approach is an illusion that we seek to debunk in this article.

Syllabus

In 2006 the KNEC syllabus changed but teachers refused to change with it. The trends in testing English 101/3 have since changed, and we teachers ought to change our methods of delivery as well.

The main objective of teaching set books to leaners according to the KNEC syllabus is to make the learners appreciate universal human values in literary works.

Since reading is one of the four skills taught in English, other vital objectives include:

a) Read and comprehend literary materials.

b) Read and analyze literary works from Kenya, East Africa, Africa and the rest of the world.

c) Enjoy reading literary and nonliterary materials.

d) Analyze characters and themes from selected novels and plays.

Literature is mainly tested in paper 2 and paper 3.

In teaching English 101/2, you are required to use the so called old approach. The questions always revolve around the plot of the novel, the characters and characterization, themes and languages use (stylistic/literary devices).

While handling the seen passage (literary appreciation) the learner acquires the features of the literary text e.g. the setting: time and place, or when and where a story happens; the plot: the flow of events in the story (including the conflict and resolution); characters: the participants in a story and their character traits; themes: subject matter; styles and language use.

When leaners simply cram these features, then the learning process ceases to be useful after completion of their four year course.

In testing English 101/3, the nature of the questions do not require the learners to simply analyze characters, themes and styles. The questions usually revolve around moral values-certain actions and their outcomes.

Episodic approach

The best way to approach this paper is by the use of the episodic approach. Some critics who haven’t understood how this works think that a novel or a play is simply chopped into a series of disjointed episodes and studied independently.

This could not be farther from the truth!

Usually, the episodes are formed around moral values. In an episode, we study a character’s action and its outcome, and then we come up with an evaluation of its didactic value. Usually good actions are rewarded whereas bad deeds are punished or they go unrewarded.

In literature we only see good or bad and nothing in between. In literary works we have good characters or bad characters. In A Doll’s House, when Nora Helmer borrows 250 pounds to take her ailing husband to Italy for his own sake, the values that a student espies are selflessness, compassion, self-sacrifice, determination and love. The outcome of these virtues is success or a reward.

In Blossoms of the Savannah we learn through Resian that determination, resoluteness, courage, strength of will pay off. She fights off Olarinkoi when he attempts to rape her. Nabaru says: “You fought on. You had the will to live.” (P 232)

Both Nora and Resian succeed. Nora’s husband recovers and Resian manages to join Egerton University against odds such as early marriage and FGM.

Virtuous characters such as Nora, Resian, Nabaru and Juana often succeed while evil ones like the doctor, Olarinkoi and Torvald Helmer are always unrewarded or they are punished.

We should impress upon students that in life they are at liberty to make choices. The decision one makes, however, comes with consequences.

Since 2006, set book questions in paper 2 never test plot, themes, characters and style. When preparing students for KCSE KNEC exams, giving students notes on the above features is preparing them to fail. The main purpose of literature is to create morally upright individuals who respect human values. You cannot achieve this with notes on Nils Krogstad’s character traits, for example.

SAMPLE KCSE LITERATURE QUESTIONS

ENGLISH KCSE 2006 ESSAY QUESTION

"Racial and religious prejudice only cause misery" Write a composition in support of this statement drawing your illustration from the Merchant of Venice.

ENGLISH KCSE 2017 ESSAY QUESTION

Contentment and humility are the secrets to happiness. Write a composition in support of this statement drawing illustrations from The River and the Source.

ENGLISH KCSE 2018 ESSAY QUESTION

With illustrations from Bertolt Brecht's Caucasian Chalk Circle, write a composition entitled: Self Centerdness does not pay.

ENGLISH KCSE 2019 ESSAY QUESTION

Desire without limits can be a source of agony both to ourselves and our family members. Using illustrations from The Pearl, write an essay in support of this statement.

From the KCSE questions above, we can see that KCSE KNEC paper 3 focusses on a character’s actions and the consequences. Therefore, teachers should guide learners on values or lack of them and their outcomes.

For example;

· Kino is greedy, as a result he suffers; The Pearl by John Steinbeck

· Self-sacrifice is always rewarded like in the case of Nora and Mrs. Linde; A Doll’s House by Henrik Ibsen

· Irresponsible decisions have serious consequences like in the case of Olarinkoi; Blossoms of the Savannah by Henry Ole Kulet

· The effects of war in “The president” in Memories we Lost; etc.

The episodic approach is not a vehicle to teach values but a means to help students analyze a text critically with a view of mastering it to the point of making informed choices that can help them beyond their life in school.

How to execute the episodic approach

1. Students should read the whole text aloud with the supervision of a teacher. Allow them to enjoy the story. They may have pencils to underline and note any useful parts.

2. They should then read it as many times as possible on their own for further comprehension.

3. Guide the learners on how to come up with episodes and ask them to identify the episodes.

4. Learners may study specific episodes on their own or with the supervision of a teacher. Ask some questions to test their comprehension e.g. what is the name of Olarinkoi’s village?

Learners must master the nitty-gritty details since KNEC KCSE exams require a candidate to back up every claim with sufficient illustration from the text. The devil is in the details.

We can conclude that there's is no battle between the episodic approach and the so called old approach. One is indispensable for paper 3 while the other is useful for paper 2.

Back to you mwalimu, which method do you prefer?

Watch this video on how to answer KCSE essay questions on Blossoms of the Savannah.