Review Article| October 01 2017 Beginning Where the Students Are Beginning Nancy L. Chick Nancy L. Chick Search for other works by this author on: This Site Google Pedagogy (2017) 17 (3): 563–569. https://doi.org/10.1215/15314200-3975703 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Nancy L. Chick; Beginning Where the Students Are Beginning. Pedagogy 1 October 2017; 17 (3): 563–569. doi: https://doi.org/10.1215/15314200-3975703 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. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal You do not currently have access to this content.

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.

Presents an assignment in which students look through a handful of poetry collections or anthologies, seeking 20 poems they like and thus understand or want to understand to some extent. Describes the benefits of this assignment, including honing students’ interpretive skills, dispelling their misconceptions about the genre, and continuing their "initiation into art."