Drawing on the author’s experience at the University of Pristina in Kosovo, the article narrates writing-to-learn strategies designed to help students to navigate a thematic approach to twentieth-century American poetry. The piece also situates this narration within the ongoing disciplinary debate on how and why students should learn to read literature.
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Research Article| April 01 2014
Richard C. Raymond; Considering Claims and Finding One’s Place: Teaching Students to Read Twentieth-Century American Poetry. Pedagogy 1 April 2014; 14 (2): 251–287. doi: https://doi.org/10.1215/15314200-2400503
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