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
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Cited by in this index (10)

  1. Pedagogy
  2. Written Communication
  3. Pedagogy
  4. Pedagogy
  5. Pedagogy
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  1. Pedagogy
  2. Pedagogy
  3. Pedagogy
  4. Pedagogy
  5. Pedagogy

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