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TiPS

Text Reversioning: ICT and Poetry

Mary Martin and Oliver Shelley: Comberton Village College

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Summary

A critical evaluation was undertaken of the impact of using ICT for text reversioning (the physical reorganisation of an existing text so as to explore form, content, genre, etc.) in secondary school English lessons. The project focused on two top set year 9 classes, taught as single sex groups and working in pairs. The research methods included classroom observation, student interviews and student research diaries. The focus on text reversioning was intended as a logical, useful adjunct to preparation work for KS3 tests. The key aims were: (a) to improve pupils' capacity to examine poetry texts, identifying the techniques by which writers persuade and affect (using alliteration, assonance, onomatopoeia, metaphor and extended metaphor); (b) to use the provisionality function of ICT to explore ideas of structure, register and lexis; (c) to develop awareness of how text works at word, form and text level.

The findings included identification of a need for monitoring individual progress and learning gains, and difficulties in interacting sufficiently with students in a computer lab. Traditional whole class discussions proved an essential adjunct to work in the lab, if the level of deep understanding and appreciation hoped for was to be achieved. We concluded that the very provisionality and speed of ICT inhibits the natural gestation and growth of ideas that one witnesses in the ordinary classroom dynamic. While pupils were motivated and productive, the quality and level of oral collaboration within groups depended on explicitly structured and timed lesson tasks; the dialogue between pupils initially focused on the technology or produced mechanical rather than reflective responses to the task set. The report includes pupil comment on ICT input and their own learning and specific reference is made to gendered use of ICT. Possible further areas for research and ideas for practice are offered.