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.

This essay describes a pedagogy designed to re-place literature in research-based writing courses without sabotaging the primary purpose of such courses, teaching studentsto find personally and culturally important questions and to report their answers in documented academic writing.

The article explores writing-centered pedagogies that deepen student learning in literature survey courses. More broadly, the article also responds to Richard Fulkerson and Maureen Daly Goggin, who challenge professors of English studies to find disciplinary unity within the diverse epistemologies of rhetoric.

Research Article| January 01 2003 Rhetoricizing English Studies: Students' Ways of Reading Oleanna Richard C. Raymond Richard C. Raymond Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 53–72. https://doi.org/10.1215/15314200-3-1-53 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Richard C. Raymond; Rhetoricizing English Studies: Students' Ways of Reading Oleanna. Pedagogy 1 January 2003; 3 (1): 53–72. doi: https://doi.org/10.1215/15314200-3-1-53 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Describes how three faculty members created a learning community at a nonresidential campus by creating and teaching a linked block of three core-curriculum courses (Composition 1, Speech Communication, and Cultural Anthropology) for incoming freshman students. Relates first-day class activities, describes the linking of assignments and communal learning, and discusses assessment. Notes excellent student retention, and student and teacher enthusiasm.