A poetry lesson

Journal article


Shann, Steve, Macken-Horarik, Mary and Edwards, CeCe. (2021). A poetry lesson. Changing English. 28(1), pp. 14-28. https://doi.org/10.1080/1358684X.2020.1826906
AuthorsShann, Steve, Macken-Horarik, Mary and Edwards, CeCe
Abstract

What do we see when we observe an excellent English lesson? What’s going on in the room? Perhaps what stands out is a collaborative making of meanings inspired by stimulating texts. Perhaps what’s most important is an ever-deepening knowledge about, and facility with, the many ways that language works. Maybe what we’re seeing is a carefully sequenced preparation for future hurdles to be negotiated. Or a blend of all three. And perhaps, as this story suggests, there is more. Perhaps every English lesson is affected in all kinds of subtle and sometimes invisible ways by unconscious fears and desires and by half-remembered histories, the territory towards which a story – more easily than a piece of non-fiction – can gesture.

KeywordsEnglish; poetry; grammar; classroom; mythopoetics; story; Auden
Year2021
JournalChanging English
Journal citation28 (1), pp. 14-28
PublisherRoutledge
ISSN1358-684X
Digital Object Identifier (DOI)https://doi.org/10.1080/1358684X.2020.1826906
Scopus EID2-s2.0-85100532636
Research or scholarlyResearch
Page range14-28
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online04 Feb 2021
Publication process dates
Deposited25 Mar 2022
Permalink -

https://acuresearchbank.acu.edu.au/item/8x9v3/a-poetry-lesson

Restricted files

Publisher's version

  • 61
    total views
  • 0
    total downloads
  • 4
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Learning science through generating multimodal digital explanations : Contributions to multimodality in educational practice
Nielsen, Wendy, Jones, Pauline, Georgiou, Helen, Turney, Annette and Macken-Horarik, Mary. (2020). Learning science through generating multimodal digital explanations : Contributions to multimodality in educational practice. In In Wildfeuer, Janina, Pflaeging, Jana, Bateman, John, Ognyan Seizov and Tseng, Chiao-I (Ed.). Multimodality : Disciplinary thoughts and the challenge of diversity pp. 48-78 De Gruyter. https://doi.org/10.1515/9783110608694-010
Tracking and mentoring semogenesis in boundary students
Macken-Horarik, Mary. (2020). Tracking and mentoring semogenesis in boundary students. In In Elf, Nikolaj, Høegh, Tina, Kabel, Kristine, Krogh, Ellen, Piekut, Anke and Rørbech, Helle (Ed.). Grænsegængere og grænsedragninger i nordiske modersmålsfag pp. 43-84 Syddansk Universitetsforlag.
Changing stories: Linguistically-informed assessment of development in narrative writing
Sandiford, Carmel and Macken-Horarik, Mary. (2020). Changing stories: Linguistically-informed assessment of development in narrative writing. Assessing Writing. 45, pp. 1 - 12. https://doi.org/10.1016/j.asw.2020.100471
Building a knowledge structure for a twenty-first century discipline : The affordances and challenges of textual concepts
Macken-Horarik, Mary, Small, Ann, Dixon, Mel and Gold, Eva. (2019). Building a knowledge structure for a twenty-first century discipline : The affordances and challenges of textual concepts. English in Australia. 54, pp. 28-41.
Rethinking grammar in language arts: insights from an Australian survey of teachers' subject knowledge
Macken-Horarik, Mary, Love, Kristina and Horarik, Stefan. (2018). Rethinking grammar in language arts: insights from an Australian survey of teachers' subject knowledge. Research in the Teaching of English. 52(3), pp. 288 - 316.
Functional grammatics: reconceptualizing knowledge about language and image for school English
Macken-Horarik, Mary, Love, Kristina, Sandiford, Carmel and Unsworth, L.. (2017). Functional grammatics: reconceptualizing knowledge about language and image for school English Routledge.
Diagnosing development: A grammatics for tracking student progress in narrative composition
Macken-Horarik, Mary and Sandiford, Carmel. (2016). Diagnosing development: A grammatics for tracking student progress in narrative composition. International Journal of Language Studies. 10(3), pp. 61 - 94.
Interpretive responses to images in picture books by primary and secondary school students : Exploring curriculum expectations of a 'visual grammatics'
Unsworth, Len and Macken-Horarik, Mary. (2015). Interpretive responses to images in picture books by primary and secondary school students : Exploring curriculum expectations of a 'visual grammatics'. English in Education (online version). 49(1), pp. 56 - 79. https://doi.org/10.1111/eie.12047
New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics
Macken-Horarik, Mary, Sandiford, Carmel, Love, Kristina and Unsworth, Leonard. (2015). New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics. Linguistics and Education. 31, pp. 145 - 158. https://doi.org/10.1016/j.linged.2015.07.004
New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics
Macken-Horarik, Mary, Sandiford, Carmel, Love, Kristina and Unsworth, Len. (2015). New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics. Linguistics and Education. 31, pp. 145 - 158. https://doi.org/10.1016/j.linged.2015.07.004
Language knowledge and its application : A snapshot of Australian teachers' views
Love, Kristina, Macken-Horarik, Mary and Horarik, Stefan. (2015). Language knowledge and its application : A snapshot of Australian teachers' views. Australian Journal of Language and Literacy. 38(3), pp. 171 - 182.
From 'bored witless' to 'rhetorical nous': Teacher orientation to knowledge about language and strengthening student persuasive writing
Love, Kristina, Sandiford, Carmel, Macken-Horarik, Mary and Unsworth, Len. (2014). From 'bored witless' to 'rhetorical nous': Teacher orientation to knowledge about language and strengthening student persuasive writing. English in Australia. 49(3), pp. 43 - 56.
Appraising appraisal
Macken-Horarik, Mary and Isaac, Anne. (2014). Appraising appraisal. In In G. Thompson and L. Alba-Juez (Ed.). Evaluation in Context pp. 67 - 92 John Benjamins Publishing Company.
From 'bored witless' to 'rhetorical nous' : Teacher orientation to knowledge about language and strengthening student persuasive writing
Love, Kristina, Sandiford, Carmel, Macken-Horarik, Mary and Unsworth, Leonard. (2014). From 'bored witless' to 'rhetorical nous' : Teacher orientation to knowledge about language and strengthening student persuasive writing. English in Australia. 49(3), pp. 43 - 56.
Disciplinarity and school subject English
Christie, Frances and Macken-Horarik, Mary. (2011). Disciplinarity and school subject English. In In F. Christie and K. Maton (Ed.). Disciplinarity: Functional linguistic and sociological perspectives pp. 175 - 196 Continuum International Publishing Group Ltd.
Towards a metalanguage adequate to linguistic achievement in post-structuralism and English: Reflections on voicing in the writing of secondary students
Macken-Horarik, Mary and Morgan, Wendy. (2011). Towards a metalanguage adequate to linguistic achievement in post-structuralism and English: Reflections on voicing in the writing of secondary students. Linguistics and Education. 22(2), pp. 133 - 149. https://doi.org/10.1016/j.linged.2010.11.003