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Teaching Eighteenth‐Century Women Writers

Bibliographic Data

ID12880877
AuthorsLaura Runge (0000-0002-5987-8542, University of South Florida, corresponding author)
Year2010
Volume7
Issue3
Pages145-159
Publication date2010-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLiterature Compass (JOURNAL)
Journal identifiersISSN: 1741-4113 • E-ISSN: 1741-4113
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1741-4113.2009.00692.x
OpenAlexW2042462150
LanguageEN
Citations received1
References cited39

Although the availability of classroom texts and scholarship on 18th century British women writers has grown substantially in the past 20 years, little has been written about the classroom experience. This essay surveys the questions and materials that shape the teaching of female authors from Behn to Barbauld (roughly 1660–1800). Beginning with the arguments on recovery and esthetic or cultural appreciation, the essay reviews available texts (paper and digital sources), organization and methods of teaching, and further resources for the instructor. Throughout, the essay includes strategies for recursive critical reading and achieving general education learning objectives, thus demonstrating how the classroom can be used as a critical space for feminist recovery of early women writers

Aesthetics · Art · Critical reading · Feminism · Linguistics · Literature · Pedagogy · Reading (process · Scholarship · Sociology · Teaching method · Autobiographical and Biographical Writing · Cultural History and Identity Formation · Gender Studies · Literature: history, themes, analysis · Philosophy · Psychology

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    Open Access•Kathleen Keown•Literature Compass•2021

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Unique citing works1
Citations per year0,2
Citation span2021 - 2021 (1)
Citation velocityhistorical
Highly citedNo
Citation typesNeutral: 1

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