Abstract

Teaching narrative as rhetoric is a powerful pedagogical approach, because it connects students' experiences as readers with their work in the classroom. As an analysis of Time's Arrow shows, the approach provides a valuable way to access—and assess—the cognitive, affective, and ethical dimensions of readerly experience.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 217-228
Launched on MUSE
2009-12-06
Open Access
No
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