A critique of the ‘chronological/non‐chronological distinction in the National Curriculum for English

Howard Gibson, Richard Andrews

Research output: Contribution to journalArticlepeer-review

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In this article we first examine the history of the ‘chronological/non‐chronological’ distinction, then look in more detail at the way it has been absorbed into the National Curriculum for English. We note that others have had problems with the distinction, reconsider it in relation to alternative theoretical work on narrative and discourse, and end by summarising our position.
Original languageEnglish
Pages (from-to)239-249
Number of pages11
JournalEducational Review
Issue number3
Publication statusPublished - 1993

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