Language and textual structure

4.2.2.1 Plot

Plot features were a key element for the teachers with 21 commenting on aspects of plot. The idea of an engaging plot was recurrent and this was supported by a desire for excitement, intrigue a strong story or twists in the narrative. Two teachers referred to gender preferences in the plot, but several teachers thought that the plot should be relevant or address issues their students would relate to. One teacher also required a strong narrative voice and another specifically required the potential for emotional involvement. Teachers thought that action would draw students in and sustain interest. Plot and narrative were both used to indicate the need for a good story.

4.2.2.2 Characters

Fourteen teachers referred to characters as being key to a good work of fiction to use in class. They wanted characters that students could relate to, often of a similar age to the readers. They wanted characters, to be interesting, to appeal to both genders and to develop in some way. Teachers described such characters as gripping, captivating or relatable.

4.2.2.3 Writing

Teachers preferred books that were well written, although this was less important than a strong plot. Definitions of well written included strong narrative voice and

158 good use of language. The need for well-crafted language was linked to linguistic tasks which might arise from a reading of the text where the linguistic features might provide models or a beginning for discussion. Five teachers specifically referred to hoping to find good description, excellent detail or accessible imagery in the texts they chose for use in class.

4.2.3 Definitions of quality

Teachers’ definitions of quality in terms of fiction for students from 11 – 16 correlated closely with the reasons for choosing texts to use in class. The criteria used to express ideas about quality were closely linked to how books might be used or understood in a literary sense with less emphasis on personal pleasure. Only two teachers specifically mentioned long established as being a sign of quality (it has stood the test of time) and two teachers linked the gaining of an external award with quality, although one teacher specifically noted that because a book has won an award does not always mean it has quality. In the descriptions of quality words such as engaging or interesting prevailed without further explanation.

Some teachers were honest about the difficulty in explaining quality with any clarity. One teacher thought that fiction for the 11 – 16 year old age range lacked quality entirely; another honestly stated that any view of quality must be subjective; whilst a third teacher found it difficult to think of any criteria for quality at all. However two teachers described quality in one case as substance and honesty and in another as: integrity; humanity; warmth; moral purpose; absence of gratuitous violence.

Some common themes emerged, as stated above, but the struggle to explain in any precise detail prevailed.

4.2.3.1 Accessibility

Just as with books for use in class, teachers felt that books representative of quality should be accessible. This meant accessibility across the ability range and

159 to both genders, but also that it could be read and appreciated on a range of levels. Length, surprisingly, was noted by one teacher as a marker of quality and this appeared to mean not overly long.

4.2.3.2 Entertaining

Teachers expected books of quality to engage and entertain and one teacher saw the level of engagement or entertainment as a criteria for quality in itself. Engagement meant an opportunity for the student to get lost in a story, a story for the student to get lost in or want to read on. Engaging was used as a discriminator by itself and also in conjunction with plot, character and narrative/ storylines and themes. There was some consensus that quality provided a link to the students’ own experiences either through themes or plot.

On the other hand six teachers noted that a book of quality should challenge the readers. There was little amplification of challenge as a concept, although one teacher linked it to complexity and another to the themes. Three teachers also wanted the book to specifically engage the imagination.

It was surprising that only four teachers linked the idea of a book of quality to developing or extending the students’ reading habits. Perhaps this is assumed. One teacher stated that a book of quality might make them actually want to read.

4.2.3.3 Relevance

Teachers linked quality in fiction for 11 – 16 year olds to its relevance to the lives and interests of the readers. This idea of relevance included the possibility of teenage readers being able to identify with themes, story or characters. For some teachers relevance linked to themes of merit and two teachers also thought that relevance included an element of topicality, what is happening in the world today; for others this meant broader challenging and engaging themes linked to the students’ own experiences.

160 4.2.3.4 Themes

Themes deemed of quality linked to issues and relevance to the target audience. No specific themes were noted but words used to describe appropriate themes described them as meaningful and substantial, topics of merit, challenging, clear themes explored in a mature and accessible way. One teacher thought quality lay in books dealing with the theme of the moment but did not specify further. There was again some consensus that themes might also relate to the students’ own experiences.

Some teachers also mentioned issues. Again there was a common feeling that issues should be relevant to the students’ own experience and that these might include sensitive or cultural matters.

4.2.3.5 Thinking

Teachers had the aspiration that a book they considered of quality might have a lasting or transformational effect on the reader. These aspirations were broad based and high. At a basic level teachers wanted the books of quality to be thought-provoking or simply provoking. At a more complex level teachers hoped that books might affect the individual student’s world view at a deep level. One teacher expressed this as books containing a literary truth and thus point the way to a more humane world; another wanted books of quality to reveal what it is to be human. Another hoped that the reader of such a book would feel the benefit of completing the journey either emotionally, intellectually or aesthetically. Others wanted a book of quality to help the reader to evaluate their ideas or think and view the world differently as a result of the reading experience.