Textual Anaysis: Why Use a ‘Meaning First’ Approach?

In various A-Level English Language tasks, you’re asked to analyse text. This may be to comment on the meanings and representations created within it, or it may be in relation to a particular topic, such as child language acquisition or ethnicity. Whatever the task is, many students are tempted to jump on features that they… More Textual Anaysis: Why Use a ‘Meaning First’ Approach?

YA Book Feature: A Change Is Gonna Come Anthology (review plus teaching resources)

I have added to and adapted this slightly since its original run. There is more here for A Level Language in particular. Age range: YA (12+) Themes: as this is an anthology, these are really varied, but include: love, sexuality, racism, islamophobia, bereavement, refugees, OCD, friendship, punishment, fantasy, time travel, fairness, identity. Narrative style and genre:… More YA Book Feature: A Change Is Gonna Come Anthology (review plus teaching resources)

Why can’t I write ‘it makes the reader want to read on’ – and what on earth do I write instead?

As teachers, we’re pre-programmed to sigh – or roll our eyes – when students write or say that fateful phrase ‘it makes the reader read on’. But here’s the thing: when we’re talking about things like chapter ends, cliffhangers and clever titles, writers DO choose things to keep us reading. After all ‘page-turner’ or ‘I… More Why can’t I write ‘it makes the reader want to read on’ – and what on earth do I write instead?