‘What do you think?’ Let me tell you : discourse about texts and the literature classroom

MASON, Jessica and GIOVANELLI, Marcello (2017). ‘What do you think?’ Let me tell you : discourse about texts and the literature classroom. Changing English, 24 (1), 318-329.

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Link to published version:: https://doi.org/10.1080/1358684X.2016.1276397
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    This article examines the practice of studying texts in secondary school English lessons as a particular type of reading experience. Through a critical stylistic analysis of a popular edition of John Steinbeck’s Of Mice and Men, the article explores how reading the text is framed by educational editions, and how this might present the purpose of studying fiction to students. The article draws on two cognitive linguistic concepts – figure/ground configuration and narrative schemas - in order to explore how ‘discourse about a text’ (Mason, 2016) can potentially influence how students read and engage with a text. Building on a previous article (Giovanelli and Mason, 2015), the notion of pre-figuring is developed to offer an account of how a reader’s attention can be directed to particular elements of a text, thus privileging some interpretations and downplaying others. The article then reflects more widely on the perceived purposes of studying fiction with young people, exploring in particular the recent rise of support within the profession in England for Hirsch’s (1988) ‘cultural literacy’ model, which sees knowledge about texts as more valuable than authentic reading and personal response.

    Item Type: Article
    Uncontrolled Keywords: literature, reading, cognitive linguistics, stylistics, knowledge
    Departments - Does NOT include content added after October 2018: Faculty of Social Sciences and Humanities > Department of Humanities
    Identification Number: https://doi.org/10.1080/1358684X.2016.1276397
    Page Range: 318-329
    Depositing User: Jessica Mason
    Date Deposited: 14 Feb 2017 10:02
    Last Modified: 18 Mar 2021 07:48
    URI: http://shura.shu.ac.uk/id/eprint/15203

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