‘What Do You Think?’ Let Me Tell You: Discourse about Texts and the Literature Classroom

Mason, Jessica

doi:10.1080/1358684x.2016.1276397

Cited by 30 publications

(21 citation statements)

References 21 publications

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“…Further, explicit acknowledgement of readers' active roles in the diachronic construction of textual meaning serves to emphasise the 'authentic reading' (Giovanelli and Mason, 2015) of a text, as opposed to their treatment as inflexible cultural artefacts to be studied and understood. This issue could have implications for wider debates in UK education about the treatment of English as a school subject and, in particular, its varying conceptions as a discipline which facilitates personal responses to texts, or rather the ability to respond appropriately to a shared cultural heritage (Mason and Giovanelli, 2017: 325; see also Gibbons, 2013;Marshall, 2000). In practical terms, understanding the kinds of processing and experiential differences that distinguish (re)readings has relevance beyond undergraduate teaching, for example, in the teaching of English Language/and Literature in secondary education, where students are variably assessed on their ability to analyse texts encountered for the first time under exam conditions, or those texts previously read (and re-read) in class (e.g.…”

Section: Conclusion: Re-reading and Pedagogymentioning

confidence: 99%

Re-reading in stylistics

Harrison

Nuttall

2018

Language and Literature: International Journal of Stylistics

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Cognitive stylistics is primarily concerned with the cognitive processes -mental simulationsexperienced by readers. Most cognitive stylisticians agree that experiences of reading texts are dynamic and flexible. Changes in the context of reading, our attentional focus on a given day, our extra background knowledge about the text, and so on, are all factors that contribute to our experience of a fictional world. A second reading of a text is a different experience to a first reading.As researchers begin to systematically distinguish between the 'solitary' and 'social' readings that constitute reading as a phenomenon (Peplow et al., 2016), the relationship between multiple readings and the nature of their processing become increasingly pertinent. In order to explore this relationship, firstly we examine the different ways in which re-reading has previously been discussed in stylistics, grounding our claims in an empirical analysis of articles published in key stylistics journals over the past two decades. Next, we draw on reader response data from an online questionnaire in order to assess the role of re-reading and the motivations that underpin it. Finally, we describe an exercise for the teaching of cognitive stylistics, specifically applying schema theory in literary linguistic analysis (Cook, 1994), which illustrates the need to distinguish between readings as part of an analysis.Through these three sections we argue that our experiences of texts should be considered diachronically, and propose that the different readings that make up an analysis of a text should be given greater attention in stylistic research and teaching.

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Section: Conclusion: Re-reading and Pedagogymentioning

confidence: 99%

Re-reading in stylistics

Harrison

Nuttall

2018

Language and Literature: International Journal of Stylistics

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“…If some autistic pupils have a similar response to literature, a teacher must find ways of allowing that pupil to engage with classroom literature in a space and time that is comfortable. When reflecting on her experience of the approaches to poetry as outlined in the original session (Lawrence 2020), and as explored to elicit an "authentic engagement" with the text (Mason and Giovanelli 2017), Celia articulates a difference not just in the experience of, but in the regulation of, empathy. She describes how when first encountering the poem A Fine Romance (McGough 2009) she was very much put in the place of the poem's narrator "I found it difficult to step back and apply a layer of filter .…”

Section: Theme 1: Understanding "Autistic Readings" Of Literature In mentioning

confidence: 99%

“…Theme 2: accepting the differences autistic people bring to the study of literature Mason and Giovanelli (2017) have described the need to preserve an "authentic engagement" when literature is taught in the classroom. Sometimes, they argue, this is lost when the teacher "foregrounds" certain aspects, or when classroom versions of texts anticipate events and dictate the relative values of what is written.…”

Section: Theme 1: Understanding "Autistic Readings" Of Literature In mentioning

confidence: 99%

“Howling at the scrabble-board”: exploring classroom literature from an autistic viewpoint

Lawrence

Celia

Collyer

et al. 2020

English in Education

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There has, to date, been little discussion of how autism may affect the experience of the reading of fiction for pupils in the classroom, other than through a deficit model. One of the researchers in this study ("Celia") is training to be a secondary school English teacher and identifies as autistic. Her experience provides an enriched understanding of the subject and enables the study to be undertaken in line with best practice for autism research. Her experiences are explored within the concepts of Theory of Mind, empathic regulation, language awareness and local rather than global processing bias. Impact on managing authentic engagement with texts for all pupils is discussed, together with specific questions for teachers regarding appropriate support for-and celebration ofautistic pupils' reactions to fiction.

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“…Despite its limitations, the progressive principles LATE were trying to encompass in their paper have influenced concepts and beliefs (e.g. authenticity, contextualised learning, student-led lessons) that teachers and academics share today (see: Cushing 2018a; Cushing 2018c; Mallet 2017; Mason & Giovanelli 2017;Mallet 2016;Cremin 2015;Giovanelli & Mason 2015). However, it is difficult to determine the impact the paper had.…”

Section: 'Aims Of English Teaching' Paper -A Conclusionmentioning

confidence: 99%

“…Despite arguing that reading can help to develop students' cultural, emotional, social, spiritual and intellectual understandings (across the whole curriculum and in themselves) the NC prioritises "the depth and power of literary heritage" (DfE 2014a: 86). The DfE's (2014a: 86) reference to "classic literature" also suggests that reading is only credible when 'worthy' texts are studied (as evidenced by Mason & Giovanelli 2017); making it difficult for students to develop an interest in reading and understanding of their reading preferences.…”

Section: Secondary Studying Fictionmentioning

confidence: 99%

The application of cognitive poetics to the primary school reading experience

Devoy¹

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This thesis examines the reading experiences of Key Stage 2 students, through a cognitive poetic lens. Cognitive poetics is a strand of stylistics that helps us to understand the reading process. This is particularly useful given the current state of English education, where scores, tests, de-contextualised grammar and linguistic analysis dominates the field. This thesis champions authentic reading as a way of challenging these distorted priorities and seeks to reflect and engage with an individual’s own interpretation and reading of the text. Legitimising individual students’ responses, with the use of cognitive poetics, has allowed me to unearth the elements of English and reading I believe are particularly salient. The thesis details the findings of my ethnographic investigation of a school advocating for reading for pleasure, authenticity and personal response. It draws on two cognitive poetic frameworks (schema theory and text-world theory) to examine the potential of individual student textual interpretation, the aspects of their background knowledge that had contributed to these interpretations, and the process of their eventual understanding. This research is especially valuable in highlighting the potential of cognitive poetics as a ‘lens’ through which to view reading practices in schools. The relevance of this research is undeniable when situated alongside current debates in the field of English - including arguments surrounding a ‘best’ pedagogical practice, the effects, value and importance of reading, and the current content and culture of English in the classroom.

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‘What Do You Think?’ Let Me Tell You: Discourse about Texts and the Literature Classroom

Abstract: She has research interests in cognitive poetics, reader response, stylistics and English education. Recent publications include chapters in Knowing About Language

Cited by 30 publications

References 21 publications

Re-reading in stylistics

Re-reading in stylistics

“Howling at the scrabble-board”: exploring classroom literature from an autistic viewpoint

The application of cognitive poetics to the primary school reading experience

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