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ERIC Number: ED333445
Record Type: RIE
Publication Date: 1991
Pages: 45
Abstractor: N/A
Reference Count: N/A
To Teach (Literature?) Report Series 5.4.
Petrosky, Anthony
Teaching models, derived from theory and research, are static, and lack responsibility. Models substitute an abstracted notion for teachers. Literature can be viewed as a field of play, where meaning opens, rather than as a body of knowledge. The teacher's challenge consists of posing questions that allow students to formulate their takes on a text, constructing opportunities for students to critically exchange their takes, and posing questions that encourage self-reflexive readings of the offered takes. In one 12-week sequence of assignments, students worked from two short stories and an interview and completed four writing assignments (plus two revisions for each writing assignment). The sequence was designed to let students share interpretations from challenging readings and take a critical stance towards the readings and interpretations. Some examples from the students' writings show their struggles with their close readings. The use of multiple texts and assignments allows students to posit meaning in a continuous but bounded field of play. By contrast, teaching models treat knowledge as objects rather than discursive practices, and turn discussions of theory and practice into debates over which is the right or true pedagogical model. (Samples of student writings are included; 20 references are attached.) (SG)
Literature Center, University of Albany, Ed B-9, 1400 Washington Ave., Albany, NY 12222.
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Endowment for the Arts, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Literature, Albany, NY.
Identifiers: Aesthetic Reading; Literary Theory