Abstract

To engage in critical praxis, teachers of literary response writing need concepts and methods for understanding the efficacy of teaching practices in helping students develop particular dispositions towards texts and the social issues they represent. In this article, the author uses concepts from Legitimation Code Theory (LCT) and Systemic Functional Linguistics (SFL) to reveal the value positions constructed by 8^th grade English language arts (ELA) students in essays produced in a critical literary analysis unit. After reading excerpts from two Harry Potter novels, students compared the main characters’ views on elvish enslavement as evidenced by the passages. This study uses axiological constellation analysis to explore the language choices in essays that constructed contrasting stances towards Harry’s character and the representation of elvish enslavement in the texts. The study contributes to understanding how values are constructed in literary response writing and how these relate to broader sociopolitical discourses, with implications for critical praxis in subject English education.

摘要

为了参与批判性实践，文学回应写作的教师需要概念和方法来理解教学实践在帮助学生发展对文本及其所代表的社会问题的特定倾向方面的功效。在这篇文章中，从合法性代码理论（LCT）和系统功能语言学（SFL）笔者采用的概念，揭示了8构建的价值立场^个年级的英语语言艺术（ELA）学生在一个关键的文学分析单元产生的散文。在阅读了两个哈利波特的摘录之后在小说中，学生们比较了主要人物对精灵奴役的看法，正如段落所证明的那样。本研究使用价值论星座分析来探讨散文中的语言选择，这些散文对哈利的性格和文本中精灵奴役的表现构成了对比立场。该研究有助于理解文学回应写作中的价值观是如何构建的，以及这些价值观如何与更广泛的社会政治话语相关，并对学科英语教育中的批判性实践产生影响。