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Findings highlight autonomy in reading choices and connection to students’ lived experiences, plus opportunities to build transferable reading and writing skills.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/you-are-asking-me-to-do-more-than-just-read-a-book-student-reading-in-a-general-literature-course/597638/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/you-are-asking-me-to-do-more-than-just-read-a-book-student-reading-in-a-general-literature-course/597638.png","ImageObject",300,407,{"name":42,"@type":43},"pop out","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of the study in this CEA Forum article?","Question",{"text":63,"@type":64},"The study examines how non-majors read literature in a general literature course and how teachers facilitate that reading through course practices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were student and teacher data collected?",{"text":68,"@type":64},"Data were collected over two years: students shared writing about their reading practices, and researchers conducted interviews with six teachers.",{"name":70,"@type":61,"acceptedAnswer":71},"What do teachers and students report as increasing engagement in the course?",{"text":72,"@type":64},"Engagement is highest when students have autonomy to direct reading choices and when they identify how texts connect to their lived experiences.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597638,1792164912,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE CEA FORUM  \nWinter/Spring 2015  \n“You are asking me to do more than just read a book”: Student Reading in a General Literature Course  \nAnn N. Amicucci  \nUniversity of Colorado, Colorado Springs  \nMichael M. Williamson  \nIndiana University of Pennsylvania  \nSarah E. DeCapua  \nSouthern Connecticut State University  \nJohn R. Hrebik  \nIndiana University of Pennsylvania  \n“[T]here are no honors college kids and there are no English majors in those classes…so you’ve already really reduced the identity of‘reader’ in that class.”  \n—A teacher of a general college literature course  \nIn the 1970s, the College English Association Committee on the Undergraduate Curriculum took up the task of reenvisioning literature studies in ways that work for all college students—English majors and non-majors alike. The committee argued that faculty should pay attention to students’interests and expectations in designing literature courses that will appeal to non-majors (Foulke  \nTHE CEA FORUM  \nWinter/Spring 2015  \nand Hartman 474-75). Prior to this conversation, little attention in English studies had been paid since the 1950s to the subject of teaching literature effectively to non-majors. At that time, the National Council of Teachers of English (NCTE) formed a Committee on College English for Non-Major Students and surveyed students and teachers to gauge attitudes toward the learning and teaching of non-majors in composition and literature courses (Foster 387) . Other scholars publishing in the field at the time explored the value of literature for non-majors as well (see Christensen; King; Robbins; Schutte and Steinberg). Little attention would be paid to the subject again until much more recently, with scholars such as Charles J. Nolan suggesting that nonmajors’ discussion of literature is effective when it is located within students’emotional responses to texts (8) and Richard C. Gebhardt drawing similarly on reader response theory in proposing how non-majors can effectively be taught literature.  \nIn this article, we carry the conversation of how literature is taught to non-English majorsa step further. As our epigraph indicates, working with non-majors in a course that demands a great deal of students as readers is quite different from working with students who are perhaps more drawn to the task of reading literature. Driven by the goal of learning about ways that nonmajors read literature and ways that teachers facilitate such reading, we conducted a study of students’ reading practices within a general literature course at a public, mid-sized American university. We identified the values that students and teachers perceive reading within the course to hold by studying writing in which students discuss their reading practices and conducting interviews with teachers of the course. Study findings indicate that both students and teachers find students to be most engaged in literature when given some autonomy to direct their reading choices and when prompted to identify the relevance of texts to their lived experiences; that a  \nTHE CEA FORUM  \nWinter/Spring 2015  \nliterature course for non-majors offers opportunities for students to develop or reclaim reading habits; and that both students and teachers perceive such a course to offer students opportunities to learn transferrable reading and writing skills.  \nStudy Design  \nWe collected student and teacher data related to the general literature course during a two-year period. All steps of data collection were approved by the Institutional Review Board at the study site, at which the course in question is a general education requirement for undergraduates. We interviewed six teachers, all of whom were either teaching sections of the course or had taught the course recently. Teacher participants were identified via purposeful,“snowball” sampling (Mertens 322); we began by interviewing one teacher, asking that teacher to identify other potential participants, then asking subsequent participa","cbCaibdQt65JUpqe","https://ap.wps.com/l/cbCaibdQt65JUpqe","pdf",14128008,29,"English","# THE CEA FORUM\n## Study Design","[{\"question\":\"What is the focus of the study in this CEA Forum article?\",\"answer\":\"The study examines how non-majors read literature in a general literature course and how teachers facilitate that reading through course practices.\"},{\"question\":\"How were student and teacher data collected?\",\"answer\":\"Data were collected over two years: students shared writing about their reading practices, and researchers conducted interviews with six teachers.\"},{\"question\":\"What do teachers and students report as increasing engagement in the course?\",\"answer\":\"Engagement is highest when students have autonomy to direct reading choices and when they identify how texts connect to their lived experiences.\"}]","“You are asking me to do more than just read a book” - Student Reading in a General Literature Course | PDF",1792085399,73]