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English in Education
Research Journal of the National Association for the Teaching of English
Volume 47, 2013 - Issue 1
128
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Original Article

Journals and student engagement with literary theory

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Pages 18-32 | Published online: 27 Feb 2018

References

  • Campbell, A. (1997) ‘Teaching Literary Theory to Undergraduates: What Have We learned?’, English. 46, 131–59.
  • Creme, P. (2008) ‘A Space for Academic Play: Student learning journals as transitional writing’, Arts and Humanities in Higher Education. 7(1), 49–64.
  • Eaglestone, R. (2000) ‘What we read, how we read: Teaching Literature after Eighteen’ in M. Blocksidge (ed.) Teaching Literature 11‐18. London: Cassell, 132–141.
  • Eaglestone, R. (2007) ‘Transition, ‘Hard’ Theory and disciplinary consciousness’, International Journal of Adolescence and Youth, 14 (1) 31–42.
  • Lang, A. ‘Using online learning journals to enhance students’ engagement with literary theory’, available at http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/journals.php (accessed 3.11.12)
  • Green, A. (2005) Four Perspectives on Transition: English literature from Sixth Form to University. Royal Holloway: English Subject Centre.
  • Knights, B. (2005) ‘Intelligence and Interrogation: The Identity of the English Student’, Arts and Humanities in Higher Education, 4 (1) 33–52.
  • Mccormick, K. (1992) ‘Always Already Theorists: Literary Theory and Theorizing in the Undergraduate Curriculum’, in M‐R. Kecht (ed.) Pedagogy Is Politics: Literary Theory and Critical Teaching. Urbana and Chicago: University of Illinois Press, 111–131.

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