Beatrice A. Adesanya and Stephen O. Eveh

Department of English, Joseph Ayo Babalola University, Ikeji-Arakeji


This paper demonstrates how using graphic organizers to study literary texts contribute to the successful performance of students in the Use of English as a medium of communication. Besides the teaching of reading and writing skills, grammar and letter writing, literary texts are introduced to first year undergraduates in order to facilitate their communication prowess through analysis of characters, themes, setting, conflict, and response to literature. Two literary texts, one prose and one drama were assigned to undergraduates as part of the course content for the Use of English/Communication Skills. The answer scripts of 78 students from three departments were analyzed using the descriptive survey method in order to determine their level of performance. Picture frames, charts and story maps were administered during the examinations taken by students. The researchers found that about 62.117% of the students performed well in the literature section of the questions not only because they read the literary texts but because they were also exposed to using graphic organisers to retell or assess comprehension. 37.883% performed poorly because they did not read nor give attention to the use of the graphic organisers. The study reveals that irrespective of students’ discipline, their abilities to read, understand, analyze and respond adequately to literature in the questions examined, the use of graphic organizers are veritable strategies to increase and improve comprehension of literary texts in particular and reading generally.

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