Date of Degree
English Language and Literature | Rhetoric and Composition
Critical Reading, Literacy, Meta-cognition, Cognition, Interdisciplinary, Academic Writing
The basis for the argument—a return to literature in first-year college composition—stems from a composition debate that emerged in the 90s that suggested instructors of composition refrain from using literature in their writing courses. The thesis proposes that literature, specifically Greek literature, be re-purposed and integrated back into first-year writing college courses. Chapter one contextualizes the historical debate and proposes imaginative literary texts return to first-year writing. The second chapter presents cross-disciplinary advantages, looking closely at the value of teaching literature in composition classes as a tool for building prior knowledge, developing cross-disciplinary insights and access into other disciplinary conversations, in addition to promoting critical literacies. The third chapter discusses the cognitive and meta-cognitive benefits imaginative literary texts can have on the brain, in so far as it relates to reading, writing, and critical thinking, and in turn their effect in academic writing.
Gabay, Esther M., "Returning to Imaginative Literary Texts in the Composition Classroom: A Case Study of Greek Literature and Their Potential in First-Year Writing" (2020). CUNY Academic Works.