Welcome to our Year 12 guest contributors from Dr. Challoner’s Grammar School, Buckinghamshire, who have been invited to share their literary thoughts and reading recommendations with our own Year 12 students.
I had the pleasure of teaching at DCGS at the start of my teaching career in 2001 and worked alongside the inimitable Miss Day, who will oversee blogging proceedings in Bucks.
The aim of this literary link is to hopefully extend your wider reading and to give you all an opportunity to discuss literature and all things cultural with a different audience. Miss Day and I will eagerly read your comments (hoping to point score and assert the prowess of our own students….no pressure!)
Please post your lively and engaging comments responding to the following three prompts:
- What you have enjoyed studying most on your AS Literature course since September – which texts/ characters/ activities/ ideas/ authors
- Your wider reading (yes, we hope there has been some) – favourite books, recommended reads for other A-level students…
- Other things cultural – theatre, film, tv, music, radio… A round up of your recent cultural engagement
p.s for your amusement…. I have included below an excerpt from a study about gender and reading. Whilst our blog’s name may not do much to recommend our students as post-feminist literary scholars, please be reassured that our girls do not solely read books about ponies…..
Mrs Taylor ( English teacher and literary blogging chaperone)
‘Girls will read books about males or females, while boys choose fiction about males or avoid fiction as a “feminine” genre. Although many interests are common, a large-scale gender analysis of reading preferences reports that males select graphic media such as comics, computers and newspapers (Hall & Coles, 1999) as well as topics such as transportation, sports, and war, while females show greater interest in horses, mystery fiction, romance fiction, and fine arts and crafts (Sturm, 2003). Girls read more than boys, but they choose narrative fiction to the neglect of other genres. Simpson (1996) argues that boys’ nonfiction reading is more “congruent with the acquisition of social power and financial success” since secondary school and the workplace demand the reading of expository and information texts and the writing of reports, procedures, explanations and arguments.’ http://www.noodletools.com/debbie/consult/articles/gender.html