Reacting in literary studies: Crossing the threshold from quality to meaning. (July 2017)

• Record Type: Journal Article
• Authors: Heinert, Jennifer; Chick, Nancy L
• Other Names: Chick Nancy L guest-editor.; Motley Phillip guest-editor.; Hipchen Emily guest-editor.
• Is Part Of: Arts and humanities in higher education. Volume 16:Number 3(2017)
• Page Start: 320
• Page End: 330
• Publication Date: 2017-07
• Subjects: Critique -- literary analysis -- literary criticism -- literature -- signature pedagogies; Arts -- Study and teaching (Higher) -- Periodicals; Humanities -- Study and teaching (Higher) -- Periodicals; 700.711
• DOI: 10.1177/1474022216652766
• Languages: English
• ISSNs: 1474-0222

Abstract

In this essay, the authors extend their ongoing conversations within the overarching project on "critique as signature pedagogy in the arts and humanities" by considering how the position of literary studies within this broader context may explain some of the difficulties students have with a cornerstone activity of the undergraduate literature classroom. Heinert and Chick unpack the work of literary analysis as a pedagogy that helps students develop the habits of mind of the discipline. While literary analysis has long been the signature assessment of literary studies, Heinert and Chick demonstrate how and why it can also be seen as a signature pedagogy.