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 Order Copy
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