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Developing Literacy Across the Curriculum for Subject English

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Abstract

This chapter develops the ideas presented in Chapter 2 by identifying a pedagogic grammar for English in the context of the curriculum for subject English. It also highlights how subject English at secondary level has its own discursive practices that are different from those of other subjects. It identifies the main patterns of register and genre that characterise the texts that are talked about, read and written across the secondary school curriculum for English. It draws upon examples of schemes of work and lesson plans at each of the three key stages of 3, 4 and 5, together with interviews undertaken with teachers and samples of student work, to illustrate how paying attention to language structure can be integrated into the curriculum.

Keywords

  • Rapid Rattle
  • Doomed Youth
  • registerRegister
  • Rhyming Poem
  • Newspeak

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

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  • Richmond, J. (2015). Grammar and knowledge about language. UKLA and Owen Education.

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  • Richmond, J., Burn, A., Dougill, P., Goddard, A., Raleigh, M., & Traves, P. (2017). Curriculum and assessment in English 11 to 19: A better plan. London: Routledge.

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Correspondence to Urszula Clark .

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Clark, U. (2019). Developing Literacy Across the Curriculum for Subject English. In: Developing Language and Literacy in English across the Secondary School Curriculum . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-93239-2_4

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  • DOI: https://doi.org/10.1007/978-3-319-93239-2_4

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-93238-5

  • Online ISBN: 978-3-319-93239-2

  • eBook Packages: Social SciencesSocial Sciences (R0)