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“Reading Fiction/Teaching Fiction”: A Pedagogical Experiment

“Reading Fiction/Teaching Fiction”: A Pedagogical Experiment PED 1.1-09 McGann 11/13/00 2:38 PM Page 143 “Reading Fiction/Teaching Fiction”: A Pedagogical Experiment Jerome McGann, in collaboration with John Griffith, Jennifer Kremer, Rebecca L. Kroeger, Brooks Moriarty, Jason Pikler, Bennett Simpson, and Kate Stephenson Genesis of “Reading Fiction/Teaching Fiction” This essay is an interpretation of a pedagogical experiment that I undertook in the spring term of 1997. It grew out of several previous years’ experience of developing and piloting a model for an “Introduction to Literary Studies” course for undergraduates at the University of Virginia — a course that would be open to all, but required for English majors. This course was being devel- oped by a small group of faculty who worked out the design of the course with groups of graduate students. The faculty and the graduate students would each run a section of the course, and the faculty and graduate students would meet together for an hour of teaching workshop once every week dur- ing the teaching term. The experience of teaching the course and participating in the teach- ing workshops revealed certain gaps in our program that were not being filled by the current course design. For instance, the teaching workshops led the graduate http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

“Reading Fiction/Teaching Fiction”: A Pedagogical Experiment

Pedagogy , Volume 1 (1) – Jan 1, 2001

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Copyright
© 2001 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-1-1-143
Publisher site
See Article on Publisher Site

Abstract

PED 1.1-09 McGann 11/13/00 2:38 PM Page 143 “Reading Fiction/Teaching Fiction”: A Pedagogical Experiment Jerome McGann, in collaboration with John Griffith, Jennifer Kremer, Rebecca L. Kroeger, Brooks Moriarty, Jason Pikler, Bennett Simpson, and Kate Stephenson Genesis of “Reading Fiction/Teaching Fiction” This essay is an interpretation of a pedagogical experiment that I undertook in the spring term of 1997. It grew out of several previous years’ experience of developing and piloting a model for an “Introduction to Literary Studies” course for undergraduates at the University of Virginia — a course that would be open to all, but required for English majors. This course was being devel- oped by a small group of faculty who worked out the design of the course with groups of graduate students. The faculty and the graduate students would each run a section of the course, and the faculty and graduate students would meet together for an hour of teaching workshop once every week dur- ing the teaching term. The experience of teaching the course and participating in the teach- ing workshops revealed certain gaps in our program that were not being filled by the current course design. For instance, the teaching workshops led the graduate

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PedagogyDuke University Press

Published: Jan 1, 2001

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