This article introduces a roundtable on teaching long poems by British women writers, presented as a special session at the 2014 Modern Language Association conference in Chicago. The articles in the roundtable provide teaching strategies that are pertinent to the writers under review but can easily be extended to many more writers and works. The resistance of students to long poems by any poet, much less by women, reveals that professors still have much work to do in establishing lesser-known women writers as coequal with their better-known male contemporaries. This resistance is a teaching opportunity to address issues of genre, gender, and canonicity. In a larger sense, the articles argue for the potential of pedagogical practice to reconstitute the canon.
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Donelle Ruwe; Teaching the Long Poem by Nineteenth-Century British Women Writers: Introduction. Pedagogy 1 April 2016; 16 (2): 297–300. doi: https://doi.org/10.1215/15314200-3435900
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