Abstract When teaching in neighboring fields such as creative writing and writing studies, instructors can draw on the explicit recommendations of professional organizations and an existing scholarly consensus about threshold concepts. However, the struggle to define what exactly it is we teach when we are teaching literary studies continues. Rather than advocating for transferable skills in deference to the neoliberal marketplace, we should spend more time explaining to ourselves and to our students the particular practices, habits, and concerns that distinguish literary studies as a valuable scholarly discipline. Metacognition is essential for students to learn, and this can be facilitated more effectively by instructors able to articulate how the methods and goals of a course are informed by disciplinary norms, especially the ubiquitous and yet continually contested practice of close reading. This article reviews both recent scholarship and pedagogical resources on close reading to identify the intertwined challenges of defining and teaching this disciplinary method, making recommendations for more effective classroom practices.
Eleanor Reeds (Thu,) studied this question.