Reacting in Literary Studies: Crossing the Threshold from Quality to Meaning

Autor/inn/en	Heinert, Jennifer; Chick, Nancy L.
Titel	Reacting in Literary Studies: Crossing the Threshold from Quality to Meaning
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 16 (2017) 3, S.320-330 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022216652766
Schlagwörter	Literary Criticism; Undergraduate Students; Language Usage; Teaching Methods; Humanities Instruction; College Instruction + Suchen Sie Ihr Suchwort? Literaturkritik; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Geisteswissenschaftlicher Unterricht; Hochschullehre
Abstract	In this essay, the authors extend their ongoing conversations within the overarching project on "critique as signature pedagogy in the arts and humanities" by considering how the position of literary studies within this broader context may explain some of the difficulties students have with a cornerstone activity of the undergraduate literature classroom. Heinert and Chick unpack the work of literary analysis as a pedagogy that helps students develop the habits of mind of the discipline. While literary analysis has long been the signature assessment of literary studies, Heinert and Chick demonstrate how and why it can also be seen as a signature pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01