Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/115856
Title: | Colluding in the ‘torture’ of poetry : shared beliefs and assessment |
Authors: | Xerri, Daniel |
Keywords: | Assessment Literacy -- Analysis English language -- Study and teaching Poetry -- Study and teaching |
Issue Date: | 2013 |
Publisher: | Blackwell Publishing Ltd |
Citation: | Xerri, D. (2013). Colluding in the 'torture' of poetry: Shared beliefs and assessment. English in Education, 47(2), 134-146. |
Abstract: | Assessment is most often held responsible for teachers’ and students’ mechanical approach to poetry in class. This article shows how examination pressure leads a group of poetry teachers and A Level English students at a post-16 college in Malta to perpetuate an approach to poetry that is characterised by an emphasis on finding hidden meaning. However, it is also argued that to blame only assessment for this approach is to run the risk of ignoring the shared beliefs that teachers and students have about poetry. |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/115856 |
Appears in Collections: | Scholarly Works - CenELP |
Files in This Item:
File | Description | Size | Format | |
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Colluding_in_the_torture_of_poetry.pdf | 89.33 kB | Adobe PDF | View/Open |
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