Teaching non-literary texts

Abstract

This chapter provides a practical guide to using concepts from the cognitive linguistic framework, Text World Theory, as a pedagogical tool to teach non-literary texts. It provides an overview of Text World Theory and its use as a pedagogical tool in helping students to conceptualise the process of textual analysis, as well as its benefits in enriching students' responses to texts. Cushing argues Text World Theory considers the reading process as a more 'reader-oriented stance' where individuals' interpretations are foregrounded. Text World Theory has been applied as an analytical framework as well as pedagogical tool in tracking this development where students take ownership over their evolving interpretations of texts and discussing these in the classroom. The chapter demonstrates how notions from Text World Theory can be applied to address the issues in encouraging students to interact with a text, discussing more personal, meaningful interpretations.