This essay suggests that students can gain a deeper appreciation for how nineteenth-century women poets inscribe themselves into poetic traditions by building networks of references to one another. It highlights Landon as the pivotal poet in a chain of elegies that canonize Tighe, Hemans, Landon, Jewsbury, Barrett Browning, and Rossetti.

The introduction explores some of the reasons that teaching Landon’s poetry has historically posed difficulties for scholars seeking to present Landon to students and shows how these very difficulties can help teachers confront myriad interesting questions in the classroom, including periodicity, the recovery of women’s writing, affect, narratives of influence, lyricism, and such topics as globalism, through five innovative approaches to her work.

This article argues that students still must be encouraged to participate in active, interpretive communities that build viable textual meanings in literature classes (and elsewhere). It questions how instructors in student-centered classrooms negotiate the balance between maintaining professorial authority and empowering students to test out interpretive arguments.

Research Article| January 01 2001 How It Is: Teaching Women's Poetry in British Romanticism Classes Harriet Kramer Linkin Harriet Kramer Linkin Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 91–116. https://doi.org/10.1215/15314200-1-1-91 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Harriet Kramer Linkin; How It Is: Teaching Women's Poetry in British Romanticism Classes. Pedagogy 1 January 2001; 1 (1): 91–116. doi: https://doi.org/10.1215/15314200-1-1-91 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

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