Teaching Secondary English: Readings and Applications

By Daniel Sheridan | Go to book overview
LV Literary and linguistic stylistics. Nature of literary criticism.
LP Teaching literature in schools, aims and objectives.

APPENDIX B: DESCRIPTION OF CONTEMPORARY ENGLISH
I have discussed in the body of this paper the possibility of describing samples of real language in use and of contrastive text analysis. This clearly needs some framework for describing texts, but I have not discussed this at all. This is partly because it does not really matter which framework is used, as long as it obeys various criteria. It must be nonprescriptive and fairly comprehensive: able to describe what actually occurs. If teachers are familiar with, for example, tagmemic grammar, systemic grammar or various other descriptive frameworks, then these could serve.If I had to recommend one particular framework, however, I would recommend A Grammar of Contemporary English by Randolph Quirk and his colleagues. I would recommend this for various reasons.
1. It is fairly traditional in many ways. It is based on some of the best of contemporary descriptive linguistics, but many of the concepts are compatible with more traditional notions of English grammar, and will therefore be accessible to many teachers.
2. It is based on a survey of contemporary English usage, spoken and written.
3. It is published in various forms: a substantial, basic reference volume ( Quirk et al., 1972), and also two more condensed versions by Leech and Svartvik ( 1975) and by Quirk and Greenbaum ( 1973). The second of these also has an associated workbook.

ACKNOWLEDGMENTS

I am grateful to Margaret Berry, Oscar Collinge, and Anne Gunter for providing data and ideas for this article; and to the audience at my address in Perth for formulating over fifty questions on the address and giving me the opportunity to try and respond to some of them.

This article was originally prepared as the Keynote Address given to the Australian Association for the Teaching of English at their national conference in Perth, Western Australia, in September 1979, and published in English in Australia, 51, March 1980. Some remarks in the article were designed for its original Australian presentation, but since they are relevant to the theme of the article, which is English language in the modern world, they have been left unaltered here.


REFERENCES

Australian Department of Education ( 1977). Education in Australia, Canberra, Australian Government Publishing Service.

Bailey M. ( 1979), Oilgate, London, Hodder & Stoughton.

Campbell-Platt K. ( 1976), "Distribution of linguistic minorities in Britain", in CILT ( 1976), pp. 15-30.

Das J. Gupta ( 1969), "Official language problems and politics in South Asia", in T. A. Sebeok (ed.) ( 1963-76).

DES ( 1975), A Language for Life, The Bullock Report, London, HMSO.

Dixon R. M. W. ( 1971), "A method of semantic description", in D. D. Steinberg and L. A. Jakobovits (eds) ( 1971), pp. 436-71.

Flew A. ( 1975), Thinking about Thinking, London, Fontana.

Grassby A. J. ( 1977), "Linguistic genocide", in E. Brumby and E. Vaszolyi (eds) ( 1977), pp. 1-4.

Hale K. ( 1971), "A note on a Walbiri tradition of antonymy"

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Teaching Secondary English: Readings and Applications
Table of contents

Table of contents

  • Title Page i
  • Contents iii
  • Preface vii
  • Acknowledgments ix
  • 1 - English Teachers 1
  • 2 - Teaching Literature 42
  • 3 - Teaching Writing 119
  • 4 - Teaching about Language 197
  • Appendix A - Sample Outline Syllabus 220
  • Appendix B - Description of Contemporary English 222
  • 5 - What to Teach 283
  • 6 - Joining the Profession 365
  • Appendix A - Classroom Activities 375
  • Appendix B - Childhood Toy Papers 381
  • Appendix C - Hundred-Year Birthday Papers 386
  • Appendix D - Early Drafts: Changes in School 395
  • Appendix E - Comparison Assignment: Then-Now/There-Here Papers 400
  • Appendix F - Sentence Exercises 408
  • Index 419
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