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This nine-chapter book narrates a writing-centered approach to the
teaching of literature and literary research. As the title
suggests, the book also embraces a thematic approach to reading and
writing about twentieth-century American literature, focusing on
the grounds for hope in an age of despair. The first five chapters
explore in detail the teaching of the twentieth-century American
literature course at the University of Pristina in Kosovo, where
the author served as Fulbright Professor of American Literature in
the spring semester of 2012. Throughout, these chapters narrate
students' in-class interactions to illustrate writing-to-learn
strategies for teaching the literature. Chapter six then follows
the same cohort of 22 students as they learned to ground their
literary research in their own questions about American and Balkans
narratives of oppression and liberty, of despair and hope. The last
three chapters document the responses of students and their
professors to this American theme of liberty and hope as seen
through the Balkans lenses of ethnic violence and emerging
republican government. Specifically, chapter seven focuses on
students' participation in a blog featuring Balkans literature that
explores the same issues of liberty and justice examined in the
American literature they have read. Chapter eight then celebrates
student writing, the fruit of the writing-to-learn strategies
narrated in earlier chapters. Finally, chapter nine narrates
professors' and students' responses, gathered through surveys and
interviewing, to questions about their country's violent past and
the value of literary study in preparing citizens to shape a new
republic.
As the title suggests, this six-chapter book responds to a question
which, in Western culture, goes back to Plato, Aristotle, Cicero,
and Quintilian, namely, What should rhetoric teachers ask their
students to read? Primarily historical, the first two chapters
trace conflicting answers to the question above, focusing on two
constructive results of the debate: the re-invention of rhetoric
and writing as a discipline, a coherent and growing body of
knowledge; and, as a result, the emergence of independent
departments of writing, free from departments of English, free,
therefore, to develop their own curriculum and to manage their own
budgets. Additionally, the second chapter examines two destructive
consequences of this debate: the ban of literature from writing
courses, where students might profitably study both; and, as a
result, the often painful departmental splits, which not only
separate former colleagues but also cramp the pedagogy of those
trained to teach both writing and literature. More than a survey of
key publications, this chapter encourages readers to honor the
discipline of rhetoric but to make a place for literature on their
composition syllabi. The next four chapters provide pedagogical
support for these chief claims: that literature can and should be
taught in writing courses, and that such readings need not distract
students from the primary text, their own writing. On the contrary,
these readings motivate serious writing when students feel invited
into a conversation on issues that touch their lives. These
pedagogical chapters, then, move entering professionals from the
theoretical debate to the application of theory; therefore, the
book would serve well professors of courses in composition theory,
particularly those who enjoy 'teaching the conflicts' and preparing
their graduate students to design assignments and courses that
apply theories of learning, reading, and composing.
This nine-chapter book narrates a writing-centered approach to the
teaching of literature and literary research. As the title
suggests, the book also embraces a thematic approach to reading and
writing about twentieth-century American literature, focusing on
the grounds for hope in an age of despair. The first five chapters
explore in detail the teaching of the twentieth-century American
literature course at the University of Pristina in Kosovo, where
the author served as Fulbright Professor of American Literature in
the spring semester of 2012. Throughout, these chapters narrate
students' in-class interactions to illustrate writing-to-learn
strategies for teaching the literature. Chapter six then follows
the same cohort of 22 students as they learned to ground their
literary research in their own questions about American and Balkans
narratives of oppression and liberty, of despair and hope. The last
three chapters document the responses of students and their
professors to this American theme of liberty and hope as seen
through the Balkans lenses of ethnic violence and emerging
republican government. Specifically, chapter seven focuses on
students' participation in a blog featuring Balkans literature that
explores the same issues of liberty and justice examined in the
American literature they have read. Chapter eight then celebrates
student writing, the fruit of the writing-to-learn strategies
narrated in earlier chapters. Finally, chapter nine narrates
professors' and students' responses, gathered through surveys and
interviewing, to questions about their country's violent past and
the value of literary study in preparing citizens to shape a new
republic.
As the title suggests, this six-chapter book responds to a question
which, in Western culture, goes back to Plato, Aristotle, Cicero,
and Quintilian, namely, What should rhetoric teachers ask their
students to read? Primarily historical, the first two chapters
trace conflicting answers to the question above, focusing on two
constructive results of the debate: the re-invention of rhetoric
and writing as a discipline, a coherent and growing body of
knowledge; and, as a result, the emergence of independent
departments of writing, free from departments of English, free,
therefore, to develop their own curriculum and to manage their own
budgets. Additionally, the second chapter examines two destructive
consequences of this debate: the ban of literature from writing
courses, where students might profitably study both; and, as a
result, the often painful departmental splits, which not only
separate former colleagues but also cramp the pedagogy of those
trained to teach both writing and literature. More than a survey of
key publications, this chapter encourages readers to honor the
discipline of rhetoric but to make a place for literature on their
composition syllabi. The next four chapters provide pedagogical
support for these chief claims: that literature can and should be
taught in writing courses, and that such readings need not distract
students from the primary text, their own writing. On the contrary,
these readings motivate serious writing when students feel invited
into a conversation on issues that touch their lives. These
pedagogical chapters, then, move entering professionals from the
theoretical debate to the application of theory; therefore, the
book would serve well professors of courses in composition theory,
particularly those who enjoy 'teaching the conflicts' and preparing
their graduate students to design assignments and courses that
apply theories of learning, reading, and composing.
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