Against the background of available pedagogical advice, this article describes the challenges faced and innovations undertaken in a large lecture-discussion literature class for nonmajor undergraduates. The professor and graduate teachers found the task fraught with problems but also fertile in possibilities for improving undergraduate literacy and pedagogical skills and techniques.
literature pedagogy, literature, classics of literature, education, general education, teacher training, literacy, reading skill
The text of this article is only available as a PDF.
© 2016 by Duke University Press
2016
You do not currently have access to this content.
