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Abstract

This article has come about due to a synthesis of my
experience and research into English teaching pedagogy.
Whenever I taught a text, I found that the best
methodology to use was one that analysed the piece for
the most affective elements that were present and constructed lessons around these elements. This conscious
search for emotional content also leads to improved
engagement with the language, characters and the plot
of the story by the students.
However, the articulation of these processes is not so
straightforward. I have found elements of what happens
when a teacher looks for emotional content and uses it
to construct their classes in reader response theory
(Holland 1968), in that great English classes narrow in
on the affects that are present in texts, and they make
them live through the work that the teachers and
students share.

Item Type:	Article
Authors/Creators:	Cole, DR
Journal or Publication Title:	English in Australia
Publisher:	Australian Association for Teaching of English
ISSN:	0155-2147
Item Statistics:	View statistics for this item

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