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.--Publisher. |
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Page 59
As it sounds , reader ' s theater is a performance of a text . The performers might
focus on key words , highlighting those in chorus . The performers might focus on
alternating or juxtapositioned voices in a text , performing those so as to draw ...
As it sounds , reader ' s theater is a performance of a text . The performers might
focus on key words , highlighting those in chorus . The performers might focus on
alternating or juxtapositioned voices in a text , performing those so as to draw ...
Page 60
Although both are narrative poems , they ( seemed to me to ) offer different
opportunities for performance . Additionally , most of the students tend to know
the Poe and most do not know the Brooks , so there is the chance to work with
both ...
Although both are narrative poems , they ( seemed to me to ) offer different
opportunities for performance . Additionally , most of the students tend to know
the Poe and most do not know the Brooks , so there is the chance to work with
both ...
Page 62
Equally ( or perhaps more ) significant is the audience for this performance : their
peers . Because the assignment is not graded — and that fact is worth repeating :
this is an ungraded , informal exercise — the motivation is intrinsic and social ...
Equally ( or perhaps more ) significant is the audience for this performance : their
peers . Because the assignment is not graded — and that fact is worth repeating :
this is an ungraded , informal exercise — the motivation is intrinsic and social ...
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Contents
The Lived Curriculum | 26 |
Closing the Circle | 58 |
Portfolios and the Representation of Student Work | 77 |
Copyright | |
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activity American approach asked assignment begin believe better bring called chapter classroom communication connections construct context course create critical culture delivered curriculum dents describing develop discussion engage English English studies essays example experience experienced explain feel Figure genre given going idea images important intellectual interesting interpretation invisibility invite issues kind language learning least literary literature lived curriculum look means move multiple never notes novel Observation performance person places play poem poetry pop-ups portfolio possible practice presentation problem questions reader reading reflection relationship role says seems sense situation specific story suggests talk teachers teaching tell term theme thing thought tion understand University visual writing
Bibliographic information
| Title | Teaching Literature as Reflective Practice |
| Author | Kathleen Blake Yancey |
| Edition | illustrated |
| Publisher | National Council of Teachers of English, 2004 |
| Original from | the University of Michigan |
| Digitized | 30 Apr 2008 |
| ISBN | 0814151167, 9780814151167 |
| Length | 123 pages |
| Subjects | › › Language Arts & Disciplines / Linguistics / General |
| Export Citation | BiBTeX EndNote RefMan |