ABSTRACT
This article discusses some ways in which a principled account of the organization of vocabulary can assist in the development of language use and in an appreciation (which is not wholly impressionistic and inexplicit) of how lexis can work in literary texts. Attitudes to words both within and outside a literary context are explored as part of a sociolinguistic framework for analysing literary and non-literary language. Teaching suggestions for integrating language and literature work are made together with a proposal for a joint language and literature syllabus for upper-school students of English.
