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 15
In contrast , causal inquiry in organizations typically centers on a particular
situation in a single organization , and ... guide inquiry in other organizational
situations — prototypes that depend , for their validity , on modification and
testing “ in the ...
In contrast , causal inquiry in organizations typically centers on a particular
situation in a single organization , and ... guide inquiry in other organizational
situations — prototypes that depend , for their validity , on modification and
testing “ in the ...
Page 56
In describing the value of the heuristic , Young also suggests the value of any
technique that can be used to structure a creative act such as writing or reading :
For to use a heuristic appropriately the writer must see the situation he is ...
In describing the value of the heuristic , Young also suggests the value of any
technique that can be used to structure a creative act such as writing or reading :
For to use a heuristic appropriately the writer must see the situation he is ...
Page 96
The course as genre is a response to both . What I wanted for this course was a
larger rhetorical situation in which to situate it . Observation Two . We do read out
of our own Teaching Literature as Reflective Practice: A Reflective Conclusion.
The course as genre is a response to both . What I wanted for this course was a
larger rhetorical situation in which to situate it . Observation Two . We do read out
of our own Teaching Literature as Reflective Practice: A Reflective Conclusion.
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Contents
The Lived Curriculum | 33 |
The Delivered Curriculum | 41 |
Closing the Circle | 58 |
Copyright | |
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activity American approach asked assignment become begin believe better bring called chapter classroom communication connections construct context course create critical culture delivered curriculum dents describe 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 material means move multiple never notes novel Observation performance perhaps person places play poem poetry pop-ups portfolio possible practice presentation questions reader reading reflection relationship role says seems sense situation specific story suggests talk teachers teaching tell term theme thing thought tion understand University 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 California |
| Digitized | 27 Mar 2008 |
| ISBN | 0814151167, 9780814151167 |
| Length | 123 pages |
| Subjects | › › Language Arts & Disciplines / Linguistics / General |
| Export Citation | BiBTeX EndNote RefMan |