{"title":"What Keeps a Narrative going? Teaching Narrative Interest","authors":"Robert Jean LeBlanc","doi":"10.1080/1358684x.2023.2260756","DOIUrl":null,"url":null,"abstract":"ABSTRACTThis article explores the potential of narrative interest for secondary literature education. Narrative is a purposeful construction which is organised with the intent of having effects on readers. For rhetorical narratologists, narrative is driven by the production of narrative gaps – suspense, curiosity, and surprise – which in turn drive reader interest in their potential fulfilment. Drawing from rhetorical-functionalist approaches to literature, I rethink contemporary perspectives on reader response to focus on the pedagogical implications of narrative interest, suggesting how English teachers might use narrative interest to explore narrative openings, the power of narrator perspective, and the ethics of storytelling. This reorientation of instruction balances specific reader responses with the textual production of narrative interest through genre forms, narrator voice, and narrative organisation.KEYWORDS: Literature instructionnarratologynarrativenarrative interestreader response Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRobert Jean LeBlancRobert Jean LeBlanc, (PhD, University of Pennsylvania) is Associate Professor of ELA/Literacy and Board of Governors Research Chair of Literacy Studies at the University of Lethbridge, and Coyle Fellow at the University of Notre Dame’s Center for Literacy Education. He conducts research on literature instruction and classroom interaction. His work has appeared in journals such as Research in the Teaching of English, Written Communication, Literacy, Classroom Discourse, English Journal, Text & Talk, and Linguistics and Education.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Changing English-Studies in Culture and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1358684x.2023.2260756","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACTThis article explores the potential of narrative interest for secondary literature education. Narrative is a purposeful construction which is organised with the intent of having effects on readers. For rhetorical narratologists, narrative is driven by the production of narrative gaps – suspense, curiosity, and surprise – which in turn drive reader interest in their potential fulfilment. Drawing from rhetorical-functionalist approaches to literature, I rethink contemporary perspectives on reader response to focus on the pedagogical implications of narrative interest, suggesting how English teachers might use narrative interest to explore narrative openings, the power of narrator perspective, and the ethics of storytelling. This reorientation of instruction balances specific reader responses with the textual production of narrative interest through genre forms, narrator voice, and narrative organisation.KEYWORDS: Literature instructionnarratologynarrativenarrative interestreader response Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRobert Jean LeBlancRobert Jean LeBlanc, (PhD, University of Pennsylvania) is Associate Professor of ELA/Literacy and Board of Governors Research Chair of Literacy Studies at the University of Lethbridge, and Coyle Fellow at the University of Notre Dame’s Center for Literacy Education. He conducts research on literature instruction and classroom interaction. His work has appeared in journals such as Research in the Teaching of English, Written Communication, Literacy, Classroom Discourse, English Journal, Text & Talk, and Linguistics and Education.
摘要本文探讨了叙事兴趣在中学文学教育中的潜力。叙事是一种有目的的结构,其目的是对读者产生影响。对于修辞叙事学家来说,叙事是由叙事间隙的产生——悬念、好奇和惊喜——驱动的,这些间隙反过来又推动了读者对它们潜在实现的兴趣。从修辞功能主义的文学方法中,我重新思考了当代读者反应的观点,以关注叙事兴趣的教学含义,建议英语教师如何利用叙事兴趣来探索叙事的开端,叙述者视角的力量,以及讲故事的伦理。这种教学的重新定位平衡了特定的读者反应和通过体裁形式、叙述者的声音和叙事组织产生的叙事兴趣。关键词:文学教学叙事学叙事性读者反应披露声明作者未报告潜在的利益冲突。作者简介:robert Jean LeBlanc(博士,宾夕法尼亚大学)是莱斯布里奇大学文化教育协会/扫盲的副教授和理事会扫盲研究主席,也是圣母大学扫盲教育中心的科伊尔研究员。主要从事文学教学与课堂互动的研究。他的作品曾发表在《英语教学研究》、《书面交流》、《读写能力》、《课堂话语》、《英语杂志》、《文本与谈话》、《语言学与教育》等期刊上。