Updating How We Teach (French) Literary Movements
Anita Jon Alkhas, University of Wisconsin-Milwaukee
Our students who increasingly appear daunted by literature can
benefit from understanding that the definition of literary movements
presents a challenge for established critics just as it does for them.
This article presents pedagogical strategies with a ludic twist that
involve students directly in the conceptualization of literary movements,
thereby moving them away from rote learning toward critical thinking.
Academic Exchange Quarterly Spring 2006 Volume 10, Issue 1