Further study: Teaching unfamiliar texts

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Drawing on the experience of teaching an introductory course in university-level practical criticism, an argument is made for the importance of an element of professional improvisation in the teaching of English Literature undergraduates, based on the discovery and demonstration in the classroom of an unfamiliar text's formal arrangement, rather than a schematically prepared reading or more specialist extratextual knowledge. Poems by Tom Raworth, John Ashbery and Ron Padgett are briefly cited.
Original languageEnglish
Pages (from-to)281-283
Number of pages3
JournalCambridge Quarterly
Issue number3
Publication statusPublished - 1 Jan 2005

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