[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-39266-en":3,"doc-seo-39266-105":29,"detail-sidebar-cat-0-en-105":90},{"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":20,"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},39266,7971461741311,"Ophelia","https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826",2,"Literature","Teaching and Learning English Literature","Teaching & Learning English Literature provides a structured framework for higher-education instruction in literary studies. The material guides readers through key questions of academic teaching, including what constitutes good teaching, how to teach literary theory and academic writing, and how to plan curriculum and course design using clear aims and progression. It also addresses practical delivery methods, electronic teaching approaches, student assessment with transparent criteria, feedback, and varied assessment forms. Concludes with evaluation of courses and emerging future trends.","Teaching & Learning English Literature  \nTeaching & Learning English Literature  \nEllie Chambers & Marshall Gregory  \nSAGE Publications  \nLondon 􀀁 Thousand Oaks 􀀁 New Delhi  \n􀀁 Ellie Chambers and Marshall Gregory, 2006  \nFirst published 2006  \nApart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication maybe reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.  \nSAGE Publications Ltd  \n1 Oliver’s Yard  \n55 City Road London EC1Y 1SP  \nSAGE Publications Inc  \n2455 Teller Road  \nThousand Oaks, California 91320  \nSAGE Publications India Pvt Ltd  \nB-42, Panchsheel Enclave  \nPost Box 4109  \nNew Delhi 110 017  \nBritish Library Cataloguing in Publication data  \nA catalogue record for this book is available from the British Library  \nISBN-10 0-7619-4171-1  \nISBN-10 0-7619-4172-X  \nISBN-13 978-0-7619-4171-2  \nISBN-13 978-0-7619-4172-9 (pbk)  \nLibrary of Congress Control Number: 2005934569  \nTypeset by TW Typesetting, Plymouth, Devon  \nPrinted in Great Britain by Athenaeum Press, Gateshead Printed on paper from sustainable resources  \nContents  \nAcknowledgements vii  \nTeaching and Learning the Humanities in Higher Education ix  \nForeword xi  \nIntroduction 1  \n1 The discipline today 5  \nIn crisis? 5  \nFrom ancient pedagogy ... 10  \n... To the modern academy 25  \nIntrinsic justification 37  \n2 What is good teaching? 40  \n‘Teaching’ and ‘good teaching’ 40  \nAn approach to teaching close reading: textual analysis and interpretation 49  \nPostscript 61  \n3 Teaching literary theory and teaching writing 63  \n‘Positioning’ literary theory 63  \nApproaching the teaching of theory and criticism 68  \nTeaching theory and criticism 72  \nApproaches to teaching academic writing 80  \nAcademic literacies 84  \nWriting pedagogy 86  \nPostscript 89  \n4 Planning for teaching: curriculum and course design 91  \n‘Modelling’ curriculum design 91  \nThe curriculum 95  \nCurriculum aims 97  \nSubject benchmarking 99  \nvi Teaching & Learning English Literature  \nCourse design issues 107  \nProgression 114  \nModels of curriculum design revisited 118  \nPostscript 120  \n5 Methods of teaching 122  \n‘Good teaching’ revisited 122  \nTeaching beginning students: socio-cultural pedagogic principles 125  \nWorking methods: methods that work 135  \nElectronic teaching methods 156  \nPostscript 158  \n6 Student assessment 161  \nTransparent assessment criteria and standards 162  \nDesigning an assessment regime 168  \nFeedback and learning 176  \nVarious forms of assessment 182  \nPostscript 190  \n7 Evaluating teaching; future trends 193  \nEvaluating courses and teaching 193  \nTrends 205  \nBibliography 212  \nIndex 223  \nAppendices  \n(on the book’[s website: www.sagepub.co.uk/chambers.pdf](s website: www.sagepub.co.uk/chambers.pdf))  \n1 Text of ‘Araby’  \n2 Teaching theoretical orientations: a tutorial  \n3 Sample curricula  \n4 Sample exam papers  \n5 Generic and graduate skills  \n6 Sample course assessment designs  \n7 Electronic sources  \nAcknowledgements  \nMany colleagues and students have contributed to this book – on both sides of the Atlantic, in formal discussion and conversation – sometimes unwittingly. To all of them, thank you. In particular, thanks should go to Wayne Booth, whose conversations and collaborations with Marshall Gregory over four decades have been foundational to Gregory’s views about teaching, and to the many faculty members who over the years have participated in Gregory’s pedagogy seminars. Conversations with them have given him a level of intellectual stimulation and motive for thinking through pedagogical issues that all too few faculty members are fortunate enough to","cbCainlHr40BDHPF","https://ap.wps.com/l/cbCainlHr40BDHPF","pdf",922915,1,241,"English","en",105,"# Contents\n## Introduction\n## The discipline today\n## What is good teaching?\n## Teaching literary theory and teaching writing\n## Planning for teaching: curriculum and course design\n## Methods of teaching\n## Student assessment\n## Evaluating teaching; future trends\n## Appendices","[{\"question\":\"What topics are covered about English literature teaching in higher education?\",\"answer\":\"The book covers approaches to discipline, what makes teaching effective, teaching literary theory, teaching academic writing, planning curricula, methods of teaching, and student assessment.\"},{\"question\":\"How does the book suggest planning courses and designing curricula?\",\"answer\":\"It discusses curriculum 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