Keen Readers : a study of communication and learning in adolescents reading of pre-twentieth century poetry

Abstract

This thesis elaborates how communication and learning strategies can foster keen adolescent readers of pre-twentieth century poetry. The term 'keen' readers (Benton, 1988: ix) denotes both senses of the word 'keen': intellectually acute and also enthusiastic. Investigating these two elements of keenness therefore involved a study of the aesthetic, cognitive and motivational aspects of response. Fieldwork has been undertaken in a three year longitudinal action research study of six selected readers (aged 14 - 16), saturated in late twentieth century culture, responding to a range of pre-twentieth century poems. Readers from the middle to upper ability range were selected who were not particularly keen on poetry, so that reasons for change could be evaluated. This research theorises knowledge and practice concerning the dynamic system that governs, 'the relation of cognitive and emotional development to the growth of aesthetic capabilities' (Rosenblatt, 1985: 43) and synthesises elements of both literary and educational theory into a coherent position.

Following the account of the fieldwork, a model of the reading process is described and previous models are problematized. Pupils' ability to engage in theorising about the nature of literary transactions and aesthetic reading are examined in the context of a GCSE English Literature course. Subsequently, a contribution is made to pedagogy in poetry lessons through the development and application of a 'personal transactional model' of 'keen' reading. A number of specific recommendations are made for the fostering of keen readers as a result of the success of a range of strategies developed through action research. The development of 'keen' reading in the six readers is analysed and conclusions are drawn that it is hoped will be beneficial to other readers. Although this thesis focuses on responses to classic poetry, it is envisaged that the conclusions about how to improve pupils' motivation and attainment will have a wider application.

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