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dc.contributor.authorLocke, Terry
dc.date.accessioned2012-04-24T02:50:11Z
dc.date.available2012-04-24T02:50:11Z
dc.date.issued2003
dc.identifier.citationLocke, T. (2003). 13 ways of looking at a poem: How discourses of reading shape pedagogical practice in English. Waikato Journal of Education, 9, 51-64.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttp://hdl.handle.net/10289/6246
dc.description.abstractDifferent discourses of reading construct differing ways of reading texts. This article illustrates such differences by showing how three contrasting ways of interrogating a literary text arise from three contrasting discourses of reading. In doing so, it shows how "similar" constitutive elements in a view of reading are highlighted and constructed differently in these three interrogations. The implications of these differing constructions for classroom practice and the professional development agenda of English teachers are discussed.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.php/WJE/issue/archiveen_NZ
dc.rights© 2003 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectreadingen_NZ
dc.subjectlectures & lecturingen_NZ
dc.subjectquestioningen_NZ
dc.subjectclassroomsen_NZ
dc.subjectcareer developmenten_NZ
dc.subjectenglish teacheren_NZ
dc.title13 ways of looking at a poem: How discourses of reading shape pedagogical practice in English.en_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page51en_NZ
pubs.elements-id29480
pubs.end-page64en_NZ
pubs.volume9en_NZ


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