Realizing as I grade a series of midterms for a class where I did not assign a comprehensive textbook that a “bad” reading of a textbook produces much more than a “bad” reading of a monograph or a provocative article.

In other words, students still get something from the time they spend with a textbook — no matter how badly written or tediously designed — but it appears as though the rewards of genuine readings can only be realized if the “reading” is done well.
Scary, I think.  I hoped that giving provocative, well-written academic articles would create better discussions and lead to more interesting mid-term exams.

It appears that I erred.

Leave a Reply

Your email address will not be published. Required fields are marked *