Description
Studying Fiction provides a clear rationale alongside ideas and methods for teaching literature in schools from a cognitive linguistic perspective. Written by experienced linguists, teachers and researchers, it offers an overview of recent studies on reading and the mind, providing a detailed guide to concepts such as attention, knowledge, empathy, immersion, authorial intention, characterisation and social justice.
The book synthesises research from cognitive linguistics in an applied way so that teachers and those researching English in education can consider ways to approach literary reading in the classroom. Each chapter:
- draws on the latest research in cognitive stylistics and cognitive poetics;
- discusses a range of ideas related to the whole experience of conceptualising teaching fiction in the classroom and enacting it through practice;
- provides activities and reflection exercises for the practitioner;
- encourages engagement with important issues such as social justice, emotion and curriculum design.
Together with detailed suggestions for further reading and a guide to available resources, this is an essential guide for all secondary English teachers as well as those teaching and researching in primary and undergraduate phases.
Table of Contents
Chapter 1. Introduction
Chapter 2: Why Study Fiction?
Chapter 3: Identity
Chapter 4: Text Choices
Chapter 5: Attention
Chapter 6: Readers
Chapter 7: Writers
Chapter 8: Emotion
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References
Appendix: ‘Talking About Texts: Exploring reading and identity’ questionnaire
Index
