Multiple reading: text and theory
Moffat, K. (2009). Multiple reading: text and theory. English in Aotearoa, 59, 56-65.
Permanent Research Commons link: https://hdl.handle.net/10289/4106
It was with great pleasure that I accepted an invitation to run a workshop at the recent NZATE Conference. The topic of my session was an overview of the use of literary theory in the teaching of English and that same focus directs this written version of my presentation. I approach this topic not as a theory guru or expert, but as a practitioner who has found that an understanding and application of theory has made me a better teacher. In particular, I believe that judicious use of theory enables me to communicate to students the diverse ways in which written and visual texts can be read, encouraging them to think for themselves in a fresh and original manner and to see points of connection between a range of texts. Combined with the essential critical tools of close reading and textual analysis and support, a knowledge of theory helps students to think critically and to shape informed, coherent arguments.
New Zealand Association for the Teaching of English
This article has been published in the journal: English in Aotearoa. ©2009 New Zealand Association for the Teaching of English. Used with permission.