Integrating Literature and Writing Instruction

First-Year English, Humanities Core Courses, Seminars

  • Editors: Judith H. Anderson, Christine R. Farris
  • Pages: vi & 336 pp.
  • Published: 2007
  • ISBN: 9780873529495 (Paperback)
  • ISBN: 9780873529488 (Cloth)
Integrating Literature and Writing Instruction Cover

“As a demonstration of possible ways to incorporate literature into the writing curriculum, the book does its work well. It provides often vivid examples of ways in which thoughtful and committed teachers have found literature to be a valuable tool, even for nonmajors (particularly for nonmajors).”

—George Levine, Rutgers University

“If some instructors question literature’s place in first-year writing programs, then this volume is available to respond to those concerns and to show how the use of literature may stimulate the analysis that eventually appears in students’ essays.”

Rocky Mountain Review

Judith H. Anderson and Christine R. Farris, colleagues at Indiana University and prominent scholars in literary studies and composition respectively, aim here to bridge the perceived division between the two disciplines. In a spirit of curricular collaboration, Integrating Literature and Writing Instruction presents an array of courses, mainly for non-English majors, that use literature in teaching first-year college students how to read, write, and think critically. Contributors teach at a range of institutions—from Research I and large state universities to small, selective colleges—and use different classroom approaches, some highly participatory and others combining lectures with small-group work. Divided into three groups, representing humanities core courses, courses that focus on literature, and courses that focus on cultural issues in relation to literature, the essays explore the use of a variety of literary texts, from Shakespeare’s sonnets to historical novels to detective fiction. Contributors offer imaginative assignments and innovative pedagogical techniques that can be adapted profitably in multiple courses and institutional contexts. The concluding section narrates the collaborative development of a course on language, metaphor, and textuality, which the editors offer as a successful model of what literature and writing instruction can accomplish together.

John Cyril Barton
Allison Berg
Michael P. Clark
Helen Emmitt
Tamara A. Goeglein
Faye Halpern
Douglas Higbee
Andre Hulet
Rona Kaufman
Elizabeth Losh
Daniel Manheim
Clyde Moneyhun
Mark Rasmussen
Milton Reigelman
Lori Robison
Jeanne Marie Rose
Gordon W. Thompson
Lee Torda
Margaret Vandenburg
Maryanne Ward
Helen M. Whall
Philip White
Eric A. Wolfe