Edith Wharton's lack of recognition as a short story writer depends on several factors, including conflicting theories about short story form and technique, her relationship to literary and cultural history, and her use in literature classrooms. Her problematic relationship to the short story form provides an important case study in critical reception and canon formation.

Research Article| January 01 2008 Teaching Native American Literature: Inviting Students to See the World Through Indigenous Lenses Carol Zitzer-Comfort Carol Zitzer-Comfort Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 160–170. https://doi.org/10.1215/15314200-2007-031 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Carol Zitzer-Comfort; Teaching Native American Literature: Inviting Students to See the World Through Indigenous Lenses. Pedagogy 1 January 2008; 8 (1): 160–170. doi: https://doi.org/10.1215/15314200-2007-031 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| October 01 2005 Taking Stock in Live People: Using Contemporary Literary Journals in the American Literature Classroom Karen Weekes Karen Weekes Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 461–464. https://doi.org/10.1215/15314200-5-3-461 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Karen Weekes; Taking Stock in Live People: Using Contemporary Literary Journals in the American Literature Classroom. Pedagogy 1 October 2005; 5 (3): 461–464. doi: https://doi.org/10.1215/15314200-5-3-461 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Recently Robert J. Scholes (2002: 166) wrote in this journal that in our teaching of first-year college students “the natural reciprocal of writing—which, of course, is reading—ha[s] somehow disappeared, apparently subsumed under the topic of literature.” He goes on to say that “this division of the English project” is the way most college English departments today think of their enterprise. This unfortunate split in our pedagogy has become so widespread that many people have sought strategies to counter it. For example, the Modern Language Association recently accepted a proposal to develop a volume on “Integrating Literature and Writing Instruction in First-Year English.”1 Scholes would like to replace “the word literature with the word reading” as the proper reciprocal of writing and would prefer to see students read more argumentative texts, including literary criticism (166, 169 – 70). I have no doubt that large-minded Emerson would have included nonliterary texts in his definition of a book that is read creatively. However, I would like to argue, mainly by example, for a beginning course focused intensely on the creative reading of literature as we usually understand the word. Although it is only

Recent attention to the institutionalization of English literature has reminded us that the academic study of literature has a short history, with literature entering the universities as a subject only at the end of the nineteenth century. It is worth remembering that what we do now in the classroom has a history, one that has consequences for our classroom practice. We take it for granted now, however much concern for context and culture has become part of our practice, that interpretation is one of the fundamental responsibilities of the critic. But widespread interpretation of secular texts has a relatively short history and grew out of a tradition of Biblical hermeneutics. In considering that secular transition, I want to suggest that our practice in teaching both the Victorians and the history of criticism needs to be modified to come to terms with the literary sophistication with which the Victorians are rarely credited, and, more important yet, to throw light on our current critical practice by showing the kinds of problems literary interpretation faced as it developed out of the religious hermeneutic tradition. It is sometimes assumed that interest in the theory of literary interpretation is a twentieth-century phenomenon. Anglo-American critics in earlier periods did not reflect on the problems of interpretation; they simply took meaning for granted and pushed on straightaway to make evaluative or ethical judgments on a text’s literary merits or content. Discussing eighteenthand nineteenth-century British criticism, for instance, K. M. Newton (1990: 1–2)

In the spring of 2000, following the completion of a Ph.D. specializing in rhetoric and composition, I taught my first literature course: a writing-intensive survey of African American literature. The course, open to all students, regardless of major, used both traditional literature assignments, such as close readings, and more rhetorical assignments that asked the students to “join a conversation” on issues such as gender relations and African American education. After years of teaching argument in rhetoric and composition courses, I was excited about bringing some of the methods that had proved successful in this environment to the literature curriculum: peer review, audience analysis, guidance through the writing process, intensive revision, writing conferences. These were elements of writing instruction that I felt had been missing from my own undergraduate study in English literature, and I was eager to share them with my students. I envisioned transforming the lower-level writing course in literature by guiding students through the writing process and encouraging them to think of their writing in terms of the impact it would have on specific readers. The result was a disaster. Strategies that had elicited thoughtful revision from my rhetoric students fell flat in the literature classroom. For instance, I had had wonderful success with a peer review technique developed by Barbara Sitko (1993) in which students read a peer’s paper aloud and paused at the end of every sentence to summarize the main point of the essay and to predict what would appear next. My composition students had found this

Research Article| October 01 2002 Teaching American Literature in Francophone West Africa David G. Nicholls David G. Nicholls Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 392–395. https://doi.org/10.1215/15314200-2-3-392 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David G. Nicholls; Teaching American Literature in Francophone West Africa. Pedagogy 1 October 2002; 2 (3): 392–395. doi: https://doi.org/10.1215/15314200-2-3-392 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Review Article| April 01 2002 Teaching American Literature Linda Wagner-Martin Linda Wagner-Martin Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 271–275. https://doi.org/10.1215/15314200-2-2-271 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Linda Wagner-Martin; Teaching American Literature. Pedagogy 1 April 2002; 2 (2): 271–275. doi: https://doi.org/10.1215/15314200-2-2-271 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2001 Increasing the Deadness Roger Sale Roger Sale Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 195–196. https://doi.org/10.1215/15314200-1-1-1951 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Roger Sale; Increasing the Deadness. Pedagogy 1 January 2001; 1 (1): 195–196. doi: https://doi.org/10.1215/15314200-1-1-1951 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: The Longman Anthology of British Literature and the Norton Anthology of English Literature You do not currently have access to this content.

Review Article| January 01 2001 Norton and Longman Travel Separate Roads Karen Saupe Karen Saupe Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 201–207. https://doi.org/10.1215/15314200-1-1-201 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Karen Saupe; Norton and Longman Travel Separate Roads. Pedagogy 1 January 2001; 1 (1): 201–207. doi: https://doi.org/10.1215/15314200-1-1-201 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: The Longman Anthology of British Literature and the Norton Anthology of English Literature You do not currently have access to this content.

Review Article| January 01 2001 Placing the Canon: Literary History and the Longman Anthology of British Literature George Drake George Drake Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 197–201. https://doi.org/10.1215/15314200-1-1-197 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation George Drake; Placing the Canon: Literary History and the Longman Anthology of British Literature. Pedagogy 1 January 2001; 1 (1): 197–201. doi: https://doi.org/10.1215/15314200-1-1-197 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: The Longman Anthology of British Literature and the Norton Anthology of English Literature You do not currently have access to this content.