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
Open Access
Closed
Topics

Citation Context

Cited by in this index (1)

  1. Pedagogy

Cites in this index (7)

  1. College English
  2. Pedagogy
  3. College Composition and Communication
  4. Pedagogy
  5. College English
Show all 7 →
  1. College English
  2. College English
Also cites 9 works outside this index ↓
  1. Reclaiming the Active Mind
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  2. Developing Doctoral Programs: New Models
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  3. The Practice of Reading
  4. ‘What Was I?’ Literary Witness and the Testimonial Archive
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  5. Freshman Composition: No Place for Literature
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  6. Why Literature Matters in the Twenty-First Century
  7. Conversations with Texts: Reading in the Teaching of Composition
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  8. A Place for Literature in Freshman Composition
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  9. Writing the Discipline: A Generic History of English Studies
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