{"product_id":"teaching-english-language-and-literature-1619-national-association-for-the-teaching-of-english-nate-9780367322045","title":"Teaching English Language and Literature 1619","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book offers both a scholarly and practical overview of an integrated language and literature approach in the 16-19 English classroom. Providing a comprehensive overview of the identity of the subject, it outlines the pedagogical benefits of studying a unified English at post-16 and provides case studies of innovative classroom practice across a range of topics and text types.\u003c\/p\u003e\u003cp\u003eIncluding contributions from practising teachers and higher education practitioners with extensive experience of the post-16 classroom and drawing on a range of literature, this book covers the teaching of topics such as:\u003c\/p\u003e\u003cul\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003eMind style in contemporary fiction\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003eComparative poetry analysis\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003eInsights from linguistic cohesion\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003eCriticality through creative response\u003c\/li\u003e \u003c\/ul\u003e\u003cp\u003eWritten to complement the two other \u003cem\u003eTeaching English 16\u003c\/em\u003eâ\u003cem\u003e19\u003c\/em\u003e titles in the NATE series, \u003cem\u003eTeaching English Language and Literature 16\u003c\/em\u003eâ\u003cem\u003e19\u003c\/em\u003e is the ideal companion for all practising A-level English teachers, of all levels of experience.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"This book is an excellent addition to any English teacher’s bookshelf. Its informative introduction provides a very engaging overview of historical approaches to English teaching, successfully persuading readers of the importance of stylistics and offering a strong platform for the chapters that follow. Chapters all share good practice, offer practical steps to take in lessons and helpfully follow a teacher’s train of thought regarding teacher and student tasks.\u003c\/p\u003e\u003cp\u003eThe book acts as a great support and coach for practitioners, experienced or otherwise. Some chapters are must-reads and, where others explore more challenging concepts, you are carefully guided by relatable and reliable authors. Crucially, it offers very clear, practical teaching of language and demonstrates how to put it into action in analytical and creative tasks that students will find engaging. It is, however, more than a ‘how to teach this book’ guide. Each short and accessible chapter provides rigorous academic and pedagogical context. The reader is left educated and feels reassured. \u003c\/p\u003e\u003cp\u003eNotably, this book gives welcome time and space to unpacking and exploring some of the key introductory ideas to be found in current textbooks. This text is a very different next step on from that and will be welcomed by teachers who might be overwhelmed by the idea of teaching literature through language, or who seek fresh thinking on approaches to familiar literary texts.\" - \u003cstrong\u003eNick King, King George V College, Southport, UK\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"This fascinating collection of essays seeks to bridge what Giovanelli describes as ‘the lang-lit problem’ in the teaching of English. It traces some of the historical routes of this dichotomy, arguing that stylistics can bring an extra dimension to the teaching of texts and students’ understanding of them. These approaches are exemplified through practical examples from a diverse range of texts including \u003ci\u003eThe Kite Runner, Frankenstein, The Great Gatsby\u003c\/i\u003e, \u003ci\u003eA Streetcar Named Desire \u003c\/i\u003eand an assortment of poetry. Thoughtful and dynamic, this is a great starting point for any teacher of English at A-level.\" - \u003cstrong\u003eRachel Roberts, University of Reading, UK\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"In 1921, Sir Henry Newbolt wrote that a university School of English should comprise both language and literature. Yet today university English is usually defined as English Literature, while language study in schools is often subsidiary to the study of literary works. This book outlines the historical development of this compartmentalisation and shows how integrated study could offer students a much richer and more useful experience by revealing the grammar of the literary and non-literary text. Fifteen case studies by practitioners in post-16 English education demonstrate how this can be done. It will be of enormous interest and help to teachers of English at every level.\" - \u003cstrong\u003eJohn Hodgson, University of the West of England, UK\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e\"This book is an excellent addition to any English teacher’s bookshelf. Its informative introduction provides a very engaging overview of historical approaches to English teaching, successfully persuading readers of the importance of stylistics and offering a strong platform for the chapters that follow. Chapters all share good practice, offer practical steps to take in lessons and helpfully follow a teacher’s train of thought regarding teacher and student tasks.\u003c\/p\u003e\u003cp\u003eThe book acts as a great support and coach for practitioners, experienced or otherwise. Some chapters are must-reads and, where others explore more challenging concepts, you are carefully guided by relatable and reliable authors. Crucially, it offers very clear, practical teaching of language and demonstrates how to put it into action in analytical and creative tasks that students will find engaging. It is, however, more than a ‘how to teach this book’ guide. Each short and accessible chapter provides rigorous academic and pedagogical context. The reader is left educated and feels reassured. \u003c\/p\u003e\u003cp\u003eNotably, this book gives welcome time and space to unpacking and exploring some of the key introductory ideas to be found in current textbooks. This text is a very different next step on from that and will be welcomed by teachers who might be overwhelmed by the idea of teaching literature through language, or who seek fresh thinking on approaches to familiar literary texts.\" - \u003cstrong\u003eNick King, King George V College, Southport, UK\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"This fascinating collection of essays seeks to bridge what Giovanelli describes as ‘the lang-lit problem’ in the teaching of English. It traces some of the historical routes of this dichotomy, arguing that stylistics can bring an extra dimension to the teaching of texts and students’ understanding of them. These approaches are exemplified through practical examples from a diverse range of texts including \u003ci\u003eThe Kite Runner, Frankenstein, The Great Gatsby\u003c\/i\u003e, \u003ci\u003eA Streetcar Named Desire \u003c\/i\u003eand an assortment of poetry. Thoughtful and dynamic, this is a great starting point for any teacher of English at A-level.\" - \u003cstrong\u003eRachel Roberts, University of Reading, UK\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"In 1921, Sir Henry Newbolt wrote that a university School of English should comprise both language and literature. Yet today university English is usually defined as English Literature, while language study in schools is often subsidiary to the study of literary works. This book outlines the historical development of this compartmentalisation and shows how integrated study could offer students a much richer and more useful experience by revealing the grammar of the literary and non-literary text. Fifteen case studies by practitioners in post-16 English education demonstrate how this can be done. It will be of enormous interest and help to teachers of English at every level.\" - \u003cstrong\u003eJohn Hodgson, University of the West of England, UK\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"This is a valuable contribution to A Level English teaching and one that has already informed my teaching and thinking about the subject and will no doubt do the same for many others.\" - \u003cstrong\u003eDan Clayton\u003c\/strong\u003e, \u003cem\u003eTeaching English (NATE)\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Teaching English Language and Literature 2. Teaching Sentence-level Analysis in Fictional Texts 3. Teaching Language Methods to Support Analysis 4. Teaching Non-Literary Texts 5. Teaching Modal Shading Through Recast Activities 6. Teaching Criticality Through Creative Response to Literature 7. Teaching Characterization and Voice Using \u003ci\u003eThe Great Gatsby \u003c\/i\u003e8. Teaching Narrative Voice in Browning’s Dramatic Monologues 9. Teaching Point of View in \u003ci\u003eFrankenstein \u003c\/i\u003e10. Teaching Mind Style in Contemporary Fiction 11. Teaching the Context of \u003ci\u003eDracula \u003c\/i\u003e12. Teaching Drama Using Discourse Analysis 13. Teaching Prosodics in Drama Texts 14. Teaching the Language of Poetry 15. Teaching Comparative Poetry Analysis 16. Teaching Poetry: Insights from Linguistic Cohesion\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd (Sales)","offers":[{"title":"Default Title","offer_id":51017868443991,"sku":"9780367322045","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367322045.jpg?v=1750774930","url":"https:\/\/bookcurl.com\/products\/teaching-english-language-and-literature-1619-national-association-for-the-teaching-of-english-nate-9780367322045","provider":"Book Curl","version":"1.0","type":"link"}