Teaching Frankenstein and Wide Sargasso Sea Using Affective Literacy

Cole, DR

Teaching Frankenstein and Wide Sargasso Sea Using Affective Literacy

Cole, DR

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Publisher:: Australian Literacy Educators'Assoc
Publication Type:: Journal Article
Citation:: English in Australia, 2007, 42 (2), pp. 69 - 75
Issue Date:: 2007-01

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Field	Value	Language
dc.contributor.author	Cole, DR	en_US
dc.date.issued	2007-01	en_US
dc.identifier.citation	English in Australia, 2007, 42 (2), pp. 69 - 75	en_US
dc.identifier.issn	0046-208X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9844
dc.description.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.	en_US
dc.publisher	Australian Literacy Educators'Assoc	en_US
dc.relation.ispartof	English in Australia	en_US
dc.title	Teaching Frankenstein and Wide Sargasso Sea Using Affective Literacy	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	42	en_US
utslib.for	130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	2003 Language Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.issue	2	en_US
pubs.volume	42	en_US

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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/9844