Work

Colluding in the ‘torture’ of poetry: Shared beliefs and assessment

Year: 2013

Type: article

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.

Source: English in Education

DOI: 10.1111/eie.12012

Author: Daniel Xerri

Institution: University of Malta

Language: English

Topic: Educational Philosophies and Pedagogies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: University of Arkansas