Abstract

The authors invite English studies faculty to reconsider traditional graduate seminar pedagogies in light of the changing academy and evolving professional identities. Recommendations include balancing currently conventional methods that may emphasize lecturing, content coverage, or scholarly production with a workshop-style focus on writing, teaching, and metacognition. Examples from several graduate classroom experiences are provided.

Journal
Pedagogy
Published
2015-01-01
DOI
10.1215/15314200-2799132
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References (23) · 1 in this index

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