Teaching Literature as Reflective PracticeTeaching Literature as Reflective Practice speaks to all those teachers who teach the "gen ed" literature course that their students must take to complete a general education or core curriculum requirement. These students--the 95 percent who are not English majors--are the students we hope will become active and reflective members of a reading public. Given this goal, Kathleen Blake Yancey outlines a course located in reflective practice and connected to readings in the world. The course invites students to theorize--about their own reading practices, about how literature is made, and about texts and their relationships to culture more generally. Such a course also encourages students to think about what places and occasions in the world are poetic, about the role of not-understanding in coming to understand literature, and about technological forms of literacy, such as multimedia pop-ups that link associatively to multiple contexts. In addition to cogent reflections on the realities of lived, delivered, and experienced curricula, Yancey defines, illustrates, and analyzes two kinds of literature portfolio--print and electronic--and shows how each fosters a particular kind of learning and leads to specific assessment practices. |
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Page 39
... mark up . Consequently , they can read , if by read we mean respond to a prescriptive set of instructions ; they haven't been asked to guide their own reading , to make their own ques- tions . 4. Students ' maps of their reading show a ...
... mark up . Consequently , they can read , if by read we mean respond to a prescriptive set of instructions ; they haven't been asked to guide their own reading , to make their own ques- tions . 4. Students ' maps of their reading show a ...
Page 41
... practices play a significant role in the dents bring with them to literature class . I'd like to mark two . First , in approaches and attitudes stu- general , reading literature - and in particular , poetry 41 The Delivered Curriculum.
... practices play a significant role in the dents bring with them to literature class . I'd like to mark two . First , in approaches and attitudes stu- general , reading literature - and in particular , poetry 41 The Delivered Curriculum.
Page 42
... mark their read- ings : arrows to other points , highlighting in different colors , underlin- ing and circling and writing their own texts in the margins ; all of these marginalia talk with and talk back to the text being read . The ...
... mark their read- ings : arrows to other points , highlighting in different colors , underlin- ing and circling and writing their own texts in the margins ; all of these marginalia talk with and talk back to the text being read . The ...
Contents
The Lived Curriculum | 20 |
The Delivered Curriculum | 41 |
Closing the Circle | 58 |
Copyright | |
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activity Annabel Lee articulate ask students assignment begin Billy Collins bring classroom connections context create culture curricula daughter-in-law delivered curriculum dents develop digital portfolios Donald Schön E.E. Cummings Edith Wharton education literature ence engage English erature essays experience experienced curriculum explain Figure genre help students high school House of Mirth images intellectual interpretation invisibility James Paul Gee Jerome McGann Kathleen Last accessed learning litera literary literature class literature course lived curriculum look LOUISE GLUCK McGann means mother-in-law movie multiple stories not-understanding novel Octopus palimpsest palimtext pedagogy performance play poetry Pop-Up Video pop-ups practice print portfolio questions READ THE POEM reader's block reader's theater reading process RealPlayer reflection rhetorical Robert Scholes role says Scholes seems specific talk teachers Teaching Literature tell term theme thought tion ture understand University visual Wallace Stevens words writing Yancey