Abstract:In this paper, I attempt a bridge between linguistics, in particular text pragmatics, and school reading of
literary texts. I propose a linguistic model of these peculiarities of the reading of literary texts, especially poetry, that have
been called ‘aesthetic reading’, arguing that a linguistically founded basis is what is lacking for school engagement with (not
only literary) texts. In the last years there has been extensive research on the linguistics-literature interface; however, what
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