Susan Brindley

• Part I: An historical perspective 1. Shaping the image of an English teacher 2. The new orthodoxy examined 3. The National Curriculum in English Part II: Speaking and listening 4. The National Oracy Project 5. Perspectives on oracy 6. Planning for learning through talk 7. Talking and assessment in secondary English 8. Bilingualism and oracy 9. Standard English: The debate Part III: Reading 10. Reading 11. Making sense of the media: From reading to culture 12. Information skills 13. Working within a new literacy 14. The centrality of literature 15. Teaching black literature 16. Teaching Shakespeare in schools 17. Balancing the books: modes of assessment in a level English literature 18. How Do They Know It’s Worth It? The untaught reading lessons Part IV: Writing 19. Writing 20. The National Writing Project 21. Teaching writing: process or genre? 22. School students’ writing: some principles 23. Writing in imagined contexts 24. Teaching poetry in the secondary school 25. Getting into grammar Part V: Research 26. Girls and literature: promise and reality 27. Knowledge about Language in the curriculum 28. Vygotsky’s contribution to pedagogical theory

Susan Brindley

• Part I: An historical perspective 1. Shaping the image of an English teacher 2. The new orthodoxy examined 3. The National Curriculum in English Part II: Speaking and listening 4. The National Oracy Project 5. Perspectives on oracy 6. Planning for learning through talk 7. Talking and assessment in secondary English 8. Bilingualism and oracy 9. Standard English: The debate Part III: Reading 10. Reading 11. Making sense of the media: From reading to culture 12. Information skills 13. Working within a new literacy 14. The centrality of literature 15. Teaching black literature 16. Teaching Shakespeare in schools 17. Balancing the books: modes of assessment in a level English literature 18. How Do They Know It’s Worth It? The untaught reading lessons Part IV: Writing 19. Writing 20. The National Writing Project 21. Teaching writing: process or genre? 22. School students’ writing: some principles 23. Writing in imagined contexts 24. Teaching poetry in the secondary school 25. Getting into grammar Part V: Research 26. Girls and literature: promise and reality 27. Knowledge about Language in the curriculum 28. Vygotsky’s contribution to pedagogical theory

Susan Brindley

• Part I: An historical perspective 1. Shaping the image of an English teacher 2. The new orthodoxy examined 3. The National Curriculum in English Part II: Speaking and listening 4. The National Oracy Project 5. Perspectives on oracy 6. Planning for learning through talk 7. Talking and assessment in secondary English 8. Bilingualism and oracy 9. Standard English: The debate Part III: Reading 10. Reading 11. Making sense of the media: From reading to culture 12. Information skills 13. Working within a new literacy 14. The centrality of literature 15. Teaching black literature 16. Teaching Shakespeare in schools 17. Balancing the books: modes of assessment in a level English literature 18. How Do They Know It’s Worth It? The untaught reading lessons Part IV: Writing 19. Writing 20. The National Writing Project 21. Teaching writing: process or genre? 22. School students’ writing: some principles 23. Writing in imagined contexts 24. Teaching poetry in the secondary school 25. Getting into grammar Part V: Research 26. Girls and literature: promise and reality 27. Knowledge about Language in the curriculum 28. Vygotsky’s contribution to pedagogical theory