TY - JOUR
T1 - ‘Suddenly, I am part of the poem’: texts as worlds, reader-response and grammar in teaching poetry
AU - Cushing, I.
PY - 2018/1/5
Y1 - 2018/1/5
N2 - This article draws on research into using reader-response theory as a way of thinking about teaching grammar and poetry in the English classroom. Framing my discussion around world-based models of reader-response such as Transactional Theory (Rosenblatt 1938, 1978) and Text World Theory (Gavins 2007; Werth 1999), I argue that this approach is useful in that it foregrounds the creative nature of reading whilst providing a systematic way of analysing language. I analyse data from a series of Key Stage 3 poetry lessons, showing how world-based approaches provide a “concept-driven pedagogical tool” for the teaching of grammar, giving KS3 students the opportunity to build and develop on KS2 grammatical knowledge. I also show how this approach helped to produce authentic responses to literature and generated meta-reflective discussions on the reading process. I argue that this approach offers an intuitive, accessible and contextualised method for exploring how language and grammar work.
AB - This article draws on research into using reader-response theory as a way of thinking about teaching grammar and poetry in the English classroom. Framing my discussion around world-based models of reader-response such as Transactional Theory (Rosenblatt 1938, 1978) and Text World Theory (Gavins 2007; Werth 1999), I argue that this approach is useful in that it foregrounds the creative nature of reading whilst providing a systematic way of analysing language. I analyse data from a series of Key Stage 3 poetry lessons, showing how world-based approaches provide a “concept-driven pedagogical tool” for the teaching of grammar, giving KS3 students the opportunity to build and develop on KS2 grammatical knowledge. I also show how this approach helped to produce authentic responses to literature and generated meta-reflective discussions on the reading process. I argue that this approach offers an intuitive, accessible and contextualised method for exploring how language and grammar work.
KW - grammar teaching
KW - poetry
KW - reader-response theory
KW - text world theory
KW - transactional theory
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U2 - 10.1080/04250494.2018.1414398
DO - 10.1080/04250494.2018.1414398
M3 - Article (journal)
SN - 1754-8845
VL - 52
SP - 7
EP - 19
JO - English in Education
JF - English in Education
IS - 1
ER -