Abstract

Drawing on the author’s experience at the University of Pristina in Kosovo, the article narrates writing-to-learn strategies designed to help students to navigate a thematic approach to twentieth-century American poetry. The piece also situates this narration within the ongoing disciplinary debate on how and why students should learn to read literature.

Journal
Pedagogy
Published
2014-04-01
DOI
10.1215/15314200-2400503
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Cited by in this index (1)

  1. Pedagogy

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