George Murdoch

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In this article it is argued that currently popular approaches to the teaching of literature are too narrow in their focus and do not do justice to the stimulating content of literary texts. In particular, learners are not shown how to develop an authoritative personal response to texts. For this reason, the teaching activities generated by language-based approaches need to be situated within a broader-based approach takes account of the different elements in a text that generate meanings and response. A number of categories for text analysis and exploitation are suggested as a framework for course development. The categories draw upon both language-based and text-based insights. It is argued that this approach can create conditions that will enable learners to perceive, and react to, the writer's semiotic intentions.



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