[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-38583-en":3,"doc-seo-38583-105":29,"detail-sidebar-cat-0-en-105":89},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":13,"seo_description":14,"update_tm":27,"read_time":28},38583,13056703019662,"Evangeline","https://ap-avatar.wpscdn.com/avatar/be000253a8e92610077?_k=1778726343310543188",2,"Literature","Literary Learning: Teaching the English Major","Literary Learning: Teaching the English Major presents an approach to teaching English that centers on making students’ literary thinking visible and developing literary learning through course design, analysis, and active classroom discussion. It frames learning as an engaged, critical conversation using novels and critical articles, while linking interpretation to readers’ backgrounds, including religion, ethnicity, and class. The book emphasizes practical teaching strategies for writing, critical thinking, and assessing students’ learning outcomes.","learning  \nteaching the english major  \nSherry Lee Linkon  \nLITERARY LEARNING  \nScholarship of Teaching and Learning Jennifer Meta Robinson  \nWhitney M. Schlegel Mary Taylor Huber Pat Hutchings editors  \nLITERARY LEARNING  \nTEACHING THE ENGLISH MAJOR SHERRY LEE LINKON  \nIndiana University Press Bloomington and Indianapolis  \nThis book is a publication of  \nIndiana University Press  \n601 North Morton Street  \nBloomington, Indiana 47404-3797 USA [iupress.indiana.edu](iupress.indiana.edu)  \nTelephone orders 800-842-6796  \nFax orders 812-855-7931  \nOrders by e-mail [iuporder@indiana.edu](iuporder@indiana.edu)[ ](iuporder@indiana.edu)© 2011 by Sherry Lee Linkon All rights reserved  \nNo part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The Association of American University Presses’Resolution on Permissions constitutes the only exception to this prohibition.  \n• The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 .  \nManufactured in the United States of America  \nLibrary of Congress Cataloging-in-Publication Data Linkon, Sherry Lee,[date]  \nLiterary learning : teaching the English major / Sherry Lee Linkon.  \n[p. cm](p. cm).—(Scholarship of teaching and learning) Includes bibliographical references and index.  \nISBN 978-0-253-35699-4 ([cloth : alk. pa](cloth : alk. pa)per)—ISBN 978-0-253-22356-2 (pbk. : [alk. pa](alk. pa)per)—ISBN 978-0-253-00559-5 (ebk.)  \n1. English literature—Study and teaching (Higher) 2. American literature—Study and teaching (Higher) 3. Literature—Study and teaching (Higher) I. Title.  \nPR33 .L55 2011  \n820.71'1—dc22  \n2011013252  \n1 2 3 4 5 16 15 14 13 12 11  \nFor the people who have taught me the most: my students and my colleagues  \nCONTENTS  \nPreface ix  \n1 n The Literary Mind 1  \n2 n Making Literary Thinking Visible 34  \n3 n Course Design for Literary Learning 70  \n4 n Analyzing Students’ Learning 105  \nAppendixes 145  \nNotes 153  \nBibliography 155  \nIndex 159  \nPREFACE  \nOn a blustery Thursday evening in January, the students in my graduate Working-Class Literature course have gathered around a conference room table. We have a novel and a critical article at hand along with some pretzels and M&Ms to sustain us through our three-hour conversation. The discussion moves quickly and widely between the ideas laid out by the critic and the example of the novel. A question about the writing style in Pietro Di Donato’s Christ in Concrete evolves into a review of the various ways the novel uses religious references and from there into the relationship between religion, ethnicity, and class, and onward to issues of how readers from different backgrounds might respond. Moving this conversation forward feels effortless, except that I occasionally have to bring one line of thought to a close in order to allow us time to apply another key idea from the critical article to the novel. We laugh often, even though the novel tells a grim story. We’re enjoying ourselves, but we’re also uncovering serious issues in this novel, considering it as a case that might help us define the broader genre that lies at the heart of the course, and identifying connections with students’ personal experiences and academic backgrounds.  \nThis is why I became an English professor, for the pure pleasure of this kind of engaged, critical conversation. I decided to go to graduate school because I thought I’d enjoy teaching, and I had a vague idea that teaching could matter. I believed that the most important outcome of my undergraduate education was the ability to think critically and write well, and I wanted to help others learn these skills. 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