Studying Fiction

Studying Fiction provides a rationale and set of ideas and methods for teaching literature in schools from a cognitive linguistic perspective. Written by experienced linguists and teachers it offers an overview of recent research on reading and the mind and a detailed guide to concepts such as attention and immersion.

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.

Autorentext

Jessica Mason is Senior Lecturer in English Language at Sheffield Hallam University, UK. She has published widely in the fields of cognitive linguistics, stylistics and English education.

Marcello Giovanelli is Senior Lecturer in English Language and Literature at Aston University, UK. He is the author of ten books and over thirty research articles and book chapters in literary and applied linguistics, and in English education.

Klappentext

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.

Zusammenfassung
Studying Fiction provides a rationale and set of ideas and methods for teaching literature in schools from a cognitive linguistic perspective. Written by experienced linguists and teachers it offers an overview of recent research on reading and the mind and a detailed guide to concepts such as attention and immersion.

Inhalt

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

Coda

References

Appendix: 'Talking About Texts: Exploring reading and identity' questionnaire

Index