Go to the Courses section
Go to the Research section
Go to the Staff and students section
Go to the About section
The Oxford Brookes Language and Discourse interdisciplinary group has a specific focus on the relation between forms discourse, ideology and society.
Our interests range from the production, interpretation and comprehension of discourse; to its mediation through materials, media and technologies; to the role it plays in social issues of gender, class, race, identity, politics, culture, literacy, and beyond.
Department of English and Modern Languages
Faculty of Humanities and Social Sciences
+44 (0)1865 484308
I teach, research and publish in the areas of stylistics, narratology and cognitive poetics, with a specialism in deixis.
I also research the language of charity fundraising, and am the project lead for 'The Use and Misuse of Language' project for the Commission on the Donor Experience.
I research stylistics, cognitive poetics and narratology, most recently focusing on deixis and deictic shifting in fiction. I have further particular interests and expertise in flash fiction, metafiction, and performance poetry.
I also specialise in the language of charity fundraising, and am the project lead for 'The Use and Misuse of Language' project for the Commission on the Donor Experience. I lead workshops on topics such as persuasive language at national charity conventions and conferences.
I also research in the area of pedagogical stylistics, and co-lead the Integrating English project (www.integratingenglish.com), promoting stylistics and its place in English education. I have worked with the AQA in developing aspects of the Language and Literature A level specification, and producing teaching and learning resources for teachers and students.
I would particularly welcome prospective PhD students in the fields of cognitive poetics (especially deixis and deictic shifting), stylistics and narratalogy, and/or charity fundraising discourse.
Oxford Brookes Language and Discourse (OBLaDi) Research Cluster
This edited collection brings together an international, interdisciplinary group of scholars who together offer cutting-edge insights into the complex roles, functions, and effects of pronouns in literary texts. The book engages with a range of text-types, including poetry, drama, and prose from different periods and regions, in English and in translation. Beginning with analyses of the first-person pronoun, it moves onto studies of the subject dynamics of first- and second-person, before considering plural modes of narration and how pronoun use can help to disperse narrative perspective. The volume then debates the functional constraints of pronouns in fictional contexts and finally reflects upon the theoretical advancements presented in the collection. This innovative volume will appeal to students and scholars of linguistics, stylistics and cognitive poetics, narratology, theoretical and applied linguistics, psychology and literary criticism.--Provided by publisher.
In September 2015, students in secondary, sixth-form and further education began A-level courses in English (English Literature, English Language, and English Language and Literature), all of which had been newly modified as part of the educational reforms introduced by the coalition government in 2010. This recent modification process was part of a drive to reform school qualifications in England more generally and coincided with a range of other changes to the curriculum and assessment practices in English teaching from primary school upwards. For A level English specifications, the key changes were, in addition to revised content, a shift from a modular to a two-year linear system, the decoupling of AS- and A- level qualifications and a reduction in the weighting of coursework, now rebranded as Non-exam assessment (NEA) (see Ofqual 2015 for a summary of all changes following reform). This paper reports on a survey through which we explored how far undergraduate English course providers were first, aware of this latest round of reform, and second, had made or were making changes to their programmes in light of reform. In the context of discourse around the involvement of universities in reform and the need to develop meaningful links between school and university English, we were interested in the reality of higher education academics’ awareness of and interest in post-16 study. This paper begins by outlining the context and process of A level reform before examining the importance of higher education/school relationships with regards to the curriculum and transition. We then present the findings of the survey, and following this we offer some analysis and discussion of the implications for various stakeholders.
Poetics and Linguistics Association
International Society for the Study of Narrative
European Narratology Network (ENN)
Previously, Expert Panel member for AQA English Language and Literature
‘Sharing pedagogies’, English: Shared Futures conference, Newcastle, 5-7th July 2017
‘What do we do when we analyse texts?’ English: Shared Futures conference, Newcastle, 5-7th July 2017
‘Testing, testing … one, two, … see?’, Institute of Fundraising convention, London, 3th-5th July 2017
‘Persuasive language: Writing words that work’, Psychology of Communications CharityComms conference, London, 29th May 2017
'Empathetic / social / relational deixis: What does it do and how does it do it?' Aix-en-Provence, France (28 April 2017)
Guest lecture: 'Masterclass in Close Reading', University of Oxford Forum for English, Drama and Media, Oxford, UK (24 Aptil 2017)
'Changing streets into stories: A MCDA analysis of the graffiti appeals of the homeless charity Depaul UK', International Association of Literary Semantics conference, University of Huddersfield, UK (10-12 April 2017)