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

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.