The current economic crisis is affecting universities in many ways, one of which is an increased pressure for courses to prove their relevance to the overarching curricular goals of degree programs As humanities programs feel the bite of decreased funding, it is perhaps time to articulate or, perhaps more accurately, re-articulate, the benefits of literary study that extend beyond the obvious. This thesis was provoked by a simple pedagogical challenge: Would you teach eighteenth-century poetry to undergraduates? But as the author set out to answer this question, a larger question moved into focus: Given the present imperative to demonstrate the immediate qvalueq of academic coursework, is there a reason to teach this literature to undergraduates? This thesis will not answer these questions by providing templates for teaching specific poems, but by conducting a theoretical inquiry into their relevance for undergraduates who must negotiate the discourse conventions of their academic programs.Fairer and Gerrard supply the meta-language helpful for analyzing the structure of Graya#39;s lines. ... of the lines (12- 12-17 in each triad respectively throughout the poem), but also by the pattern of rhyming, which announces the shift to the epode anbsp;...
|Title||:||"Method's Drowsy School": An Eighteenth-century Perspective on Academic Discourse Literacy. Dis-abling Futility: Grounding Writing Enhancement Initiatives in Faculty Development|
|Author||:||Kelly S. Moor|
|Publisher||:||ProQuest - 2009|