“Death by PEEL?” The teaching of writing in the secondary English classroom in England

Gibbons, Simon

doi:10.1080/04250494.2019.1568832

Cited by 20 publications

(6 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Such objections extend to the formula for paragraphs and the use of topic sentences. After-all, paragraphs are much more than rules (Gibbons, 2019;McKnight, 2021) and teaching formulaic rules can both include and exclude writers (McKnight, 2020).…”

Section: Improving Counterargument Integrationmentioning

confidence: 99%

Metadiscourse and Counterargument Integration in Student Argumentative Papers

McCarthy¹,

Kaddoura²,

Ahmed³

et al. 2021

ELT

View full text Add to dashboard Cite

Incorporating counterarguments can be challenging for many student-writers, including those for whom English is a second or other language. In this study, we present findings that may lead to improvements in students’ understanding of the benefits of integrating counterarguments. In our study, expert readers were presented with excerpts of student academic writing in order to assess the degree to which counterarguments could be identified through student deployment of metadiscoursal features. The results suggest that student-writers deploy metadiscoursal features with insufficient frequency and consistency. The results further suggest that when metadiscoursal features are used in counterarguments, their deployment is largely restricted to the sentence-initial position. The study also considers the pedagogical and technological issues associated with the findings.

show abstract

Section: Improving Counterargument Integrationmentioning

confidence: 99%

Metadiscourse and Counterargument Integration in Student Argumentative Papers

McCarthy¹,

Kaddoura²,

Ahmed³

et al. 2021

ELT

View full text Add to dashboard Cite

show abstract

“…The account of Hardcastle and Yandell (2018) account suggests an approach to pedagogic and curriculum development which is animated by a joy for learning and developing one's expertise as an English teacher, a joy which is under threat (Goodwyn 2012;Gibbons 2016Gibbons , 2019Jones 2019). The role of memory work, therefore, is to provide a counternarrative, with the caveat that viewing the past through the ideological prism of the present can never be a fully illuminating process.…”

Section: The Purposes and Pitfalls Of Memory Workmentioning

confidence: 99%

Selective amnesia and the political act of remembering English teaching

Pitfield

Gilbert

Boateng

et al. 2021

Pedagogy, Culture & Society

View full text Add to dashboard Cite

In this article the authors explore the phenomenon of 'selective amnesia' as it relates to education. We define this as a politically engineered loss of collective memory, both curricular and pedagogic, which has adversely affected what teachers and teachereducators do. Through an intergenerational dialogue between four secondary English teachers/teacher-educators, we invoke the power of memory to explore alternatives to currently dominant narratives in English teaching. Our starting point is 'what exactly has been forgotten?' 1 From there we move on to consider the underlying principles and values of the different model of English that emerges from our collective memory, and discuss how this might engage with policy in order to identify new forms and ideas. We propose that, for those involved in English teaching and teacher education in the here and now, memory has both a critical and motivational role to play.

show abstract

“…Echoing recent research about beginning teachers' attitudes towards the teaching of writing (Gibbons, 2019), the language used by these participants, especially the more experienced HoDs, can be negative:…”

Section: Performancementioning

confidence: 99%

How are Heads of English responding to policy changes in the English school system?

Perry

2021

English in Education

View full text Add to dashboard Cite

Changes to education policy in England since 2010 have led teachers to reflect on what and how they teach. Heads of English departments have had particular need to review their work, but have been overlooked in the research literature. This paper presents original data exploring how a small selection (n = 10) of Heads of English in some English secondary schools are coming to accommodate policy changes. Ball's analytic framework developed to explore neoliberal policy enactment in education (Ball, 2016) is used to reveal how Heads of English might be at odds with recent policy changes, particularly regarding the range of text choices in available for examination studies, but are using their limited agency to accommodate their values in practice. This is allowing them to develop a sense of agency, albeit within a tight policy framework. This research shows how these Heads of Department are generally positive and confident in their approach to teaching English.

show abstract

“Death by PEEL?” The teaching of writing in the secondary English classroom in England

Cited by 20 publications

References 6 publications

Metadiscourse and Counterargument Integration in Student Argumentative Papers

Metadiscourse and Counterargument Integration in Student Argumentative Papers

Selective amnesia and the political act of remembering English teaching

How are Heads of English responding to policy changes in the English school system?

Contact Info

Product

Resources

About