“You are asking me to do more than just read a book”: Student Reading in a General Literature Course

Authors

  • Ann N. Amicucci University of Colorado, Colorado Springs
  • Michael M. Williamson Indiana University of Pennsylvania
  • Sarah E. DeCapua Southern Connecticut State University
  • John R. Hrebik Indiana University of Pennsylvania

Keywords:

literature for non-majors, reading habits, student perspectives, teacher perspectives

Abstract

In this article, the authors discuss the results of a study of student reading in a general literature course at a mid-sized state university. Data collection and analysis included 216 samples of student writing from four sections of the course and interviews with six teachers of the course. Results indicate that when students chooses texts to read outside of a course, they choose texts that will entertain them or help them acquire knowledge on a topic of interest. Most students who discuss what they prefer to read say they prefer reading texts to which they can relate. Some students identify themselves as disliking reading, which many attribute to their experiences of having had no choice in what to read in past literature courses. Teachers recognize the need for making literature relevant to students’ lives and wish to give students autonomy in choosing some or all of the texts they read in the course. Drawing on students’ and teachers’ perspectives, the authors argue that a general literature course has value within a liberal arts curriculum because it gives non-English majors the opportunity to develop reading habits that will benefit them beyond the course itself.

Author Biographies

Ann N. Amicucci, University of Colorado, Colorado Springs

Ann N. Amicucci (aamicucc@uccs.edu) is Assistant Professor of English and Director of the First-Year Rhetoric and Writing Program at the University of Colorado, Colorado Springs; her research focuses on first-year composition students’ digital and reading literacies.

Michael M. Williamson, Indiana University of Pennsylvania

Michael M. Williamson (mmwimson@iup.edu) is Professor of English and Director of the Writing Placement Program at Indiana University of Pennsylvania; his research focuses on writing assessment and research methodologies.

Sarah E. DeCapua, Southern Connecticut State University

Sarah E. DeCapua (DECAPUAS1@southernct.edu) is an adjunct faculty member in English and First-Year Experience at Southern Connecticut State University; her research focuses on first-year composition pedagogy and student response to written teacher feedback.

John R. Hrebik, Indiana University of Pennsylvania

John R. Hrebik conducted research for this article while teaching as a temporary faculty member in English at Indiana University of Pennsylvania; his research focuses on mutuality in the first-year composition classroom.

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Published

2015-07-12

Issue

Vol. 44 No. 1 (2015): Winter/Spring 2015

Section

Articles

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