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.<\/p>\n
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.
\nScary, I think.\u00c2\u00a0 I hoped that giving provocative, well-written academic articles would create better discussions and lead to more interesting mid-term exams.<\/p>\n
It appears that I erred.<\/p>\n","protected":false},"excerpt":{"rendered":"
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 … Continue reading Textbooks<\/span>