By Ronald Carter
During this hard and now and then debatable booklet, Ronald Carter addresses the discourse of 'English' as a subject matter of training and learning.Among the foremost themes investigated are:* grammar* correctness and traditional English* serious language know-how and literacy* language and creativity* the methodological integration of language and literature within the curriculum* discourse idea and textual interpretation.Investigating English Discourse is a set of revised, re-edited and newly written papers which comprise wide contrastive analyses of alternative kinds of foreign English. those diversity from informal dialog to commercial, poetry, jokes, metaphor, tales through canonical writers, public notices and kid's writing. Ronald Carter highlights key matters for the examine and instructing of 'English' for the yr 2000 and past, focusing specifically on its political and ideological inflections.Investigating English Discourse is of relevance to academics and scholars and researchers within the fields of discourse research, English as a primary, moment and overseas language, language and schooling, utilized and literary linguistics.
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Additional info for Investigating English Discourse: Language, Literacy and Literature
11) There are several ways in which responses to this text can be developed. It would, of course, be inappropriate in most classroom teaching sequences to put grammar under the microscope at the outset but, given an appropriate pedagogic sequence, one initial question about grammar would be to focus on the noun phrases in the first sentence and to ask what is the function of the repetition in its various forms of the word black. The question prompts many different answers depending on the purpose of the lesson and the place of this text within that lesson.
There is no reference to his physical 23 LANGUAGE, DISCOURSE AND ‘ENGLISH’ position or disposition. By contrast headline (2) represents MacGregor as acted upon (Coal Supremo felled) and underlines the lack of ‘agency’ by use of a passive verb, markedly emotive lexis (felled/fury) and, in contrast with (3), an intransitive verb felled. Headline (1) seeks to be altogether more neutral by use of the word incident and the use of a complement structure (NCB chief (is) fit) avoids a passive/active distinction with its necessary assignment of agency.
Additionally, there is much work to be done to explore in what ways knowledge about grammar might inform processes of language development. It is not tenable to claim that there is no connection between explicit grammar study and enhanced language performance in spite of research evidence (largely pre-1970s) disavowing such a connection, not least because such research (see note 1) investigated grammar teaching based on ‘old-style’ descriptive frameworks and methodologies. A new approach to grammar brings with it further questions for classroom practice and classroom-based research, about which it is essential for us to retain an open mind.