Pedagogy Oct 2014

Literary Discipline in the Margins

Lisa Schreibersdorf

Abstract

Survey responses suggest that students in introductory literature classes perceive a mismatch between what they believe is important to do in assignments and what they learn from comments on their papers. Survey questions focused on the relative importance of key concepts in literary study: accurate understanding, independent insight, and written expression.

Journal
Pedagogy
Published
2014-10-01
DOI
10.1215/15314200-2715823
Open Access
Closed

Citation Context

Cited by in this index (3)

  1. Reeds (2026)
    Defining and Teaching Close Reading as Disciplinary Method
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  2. Mische (2020)
    Breaking Through the Prison Walls of Feedback
    Pedagogy
  3. Corrigan (2017)
    Teaching What We Do in Literary Studies
    Pedagogy

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CrossRef global citation count: 3 View in citation network →