Abstract

Abstract The author interrogates creative-critical writing assignments from an introductory literature course (ENG 125: Literary Narrative) for concerns about “truth,” arguing that writing and reflection, especially when informed by a theoretical vocabulary, alter the way students construct and understand both their own stories and the stories of others.

Journal
Pedagogy
Published
2021-10-01
DOI
10.1215/15314200-9131862
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