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English Literature Frameworks Guide - Close Reading & Textual Analysis

Steph Atkinson | Monday September 06, 2010

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Introduction

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At EnglishEdu our aim is to help the overworked English teacher (including this writer!) with something that you will feel is both very useful and – where possible – very different from what might be found elsewhere, either on the Internet or in print.

All of the guides, schemes of work and classroom materials on Englishedu have been produced by experienced and well-respected English teachers. The guides are based on their best experience of teaching particular units of work.

This new guide is something a little unusual. We are aiming to offer you a series of guides that will offer you and your students a rather different way of approaching and analysing literary texts.

The idea has been borrowed from English Language teaching and the guides – of which this is the first – will offer a methodical series of linguistic ‘levels’ or ‘frameworks’ that can be applied to many different literary texts. Each guide will offer many worked examples – just the kind of thing students always ask for – from a selection of literary texts.

At the core of all current English Literature syllabuses is the need for students to carry out a ‘close reading’ or close analyses of texts at the levels of form, structure and language, looking for the effects these create and identifying the purpose intended by the writer.

Students need ways that will help them to locate and discuss the subtleties of texts rather than fall into the trap of writing descriptively about ‘what happens’ or of the text’s more mundane details. The ‘frameworks’ covered in this guide will, it is hoped, provide an effective and useful ‘toolkit’ for students. The frameworks have been designed and tested on a broad range of students of widely varying abilities and have shown themselves able to allow students access to the highest grades.

  • The guide is skills based and provides several examples using popular A Level texts in order to give...

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