Pedagogy Oct 2009

“Pressing an Ear against the Hive”

Nancy L. Chick ; Holly Hassel ; Aeron Haynie

Abstract

This article documents a scholarship of teaching and learning project designed to help literature students cultivate the core disciplinary skill of reading for complexity. We offer a close reading of student responses from a collaboratively designed lesson to understand what happens when students read complex texts in introductory literature courses.

Journal
Pedagogy
Published
2009-10-01
DOI
10.1215/15314200-2009-003
Open Access
Closed
Topics
multimodality

Citation Context

Cited by in this index (10)

  1. Reeds (2026)
    Defining and Teaching Close Reading as Disciplinary Method
    Pedagogy
  2. Li (2025)
    Beyond Surfaces and Depths: An SFL Analysis of Fine Gradations of Meaning in Un…
    Written Communication
  3. Carter et al. (2022)
    Too Close for Context
    Pedagogy
  4. Corrigan (2018)
    The State of Scholarship on Teaching Literature
    Pedagogy
  5. Corrigan (2017)
    Teaching What We Do in Literary Studies
    Pedagogy
Show all 10 →
  1. Lockhart et al. (2016)
    The Critical Place of Reading in Writing Transfer (and Beyond)
    Pedagogy
  2. Schreibersdorf (2014)
    Literary Discipline in the Margins
    Pedagogy
  3. Tinkle et al. (2013)
    Teaching Close Reading Skills in a Large Lecture Course
    Pedagogy
  4. Manarin (2012)
    Reading Value
    Pedagogy
  5. Allen (2012)
    Reprivileging Reading
    Pedagogy

Cites in this index (4)

  1. Wolfe (2003)
    A Method for Teaching Invention in the Gateway Literature Class
    Pedagogy
  2. Scholes (2002)
    The Transition to College Reading
    Pedagogy
  3. Wilder (2002)
    “Get Comfortable With Uncertainty”
    Written Communication
  4. Schilb (2001)
    Preparing Graduate Students to Teach Literature: Composition Studies as a Possi…
    Pedagogy
Also cites 4 works outside this index ↓
  1. Chick, Nancy L. 2009. “Unpacking a Signature Pedagogy in Literary Studies.” In Exploring Signature Pedagogies…
     ↗
  2. Dean, Ann. 2003. “The River and the Chestnut Tree: When Students Already Know the Answers.” In Teaching Liter…
     ↗
  3. Lewis, Catherine, Rebecca Perry, and Aki Murata. 2006. “How Should Research Contribute to Instructional Impro…
     ↗
  4. Shulman, Lee S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher15: 4–14.
     ↗
CrossRef global citation count: 32 View in citation network →

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