ABSTRACT
Imagine this scenario: you are three to four weeks into the new school year. In getting ready for that year, you clarified your rationale for why you want and need to teach literature and have developed a clear, but flexible outline of the range of literature you want to study. As the first month has unfolded, you’ve engaged students in a number of collaborative activities and projects that have immersed them in literature study, but have also given you rich insight into their strengths and struggles regarding such work.
