This chapter explores the particular contribution made by the characteristic pedagogies of English to the ways in which knowledge is created in the English classroom and discipline. It considers the testing effect and how it relates to knowledge and teaching in the secondary English Literature classroom. There are two characteristic pedagogies that are important to English Literature across the varieties of classroom across the globe. The first is the communal reading of a text, with interspersed glossing, which may be either commentary directly by the teacher or via the use of questioning of students. The second is the guided discussion of a text, a conversation that uses textual evidence to explore questions of interpretation, of character, of context and of values. Genre illustrates the difference between the simple acquisition of facts and the application of those facts into something that becomes knowledge. Concepts of genre in early secondary school are largely learned from writing.