A Writing-to-Learn/Reader-Response Approach to Teaching Antigone

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish
Title of host publicationReader Response in the Classroom: Evoking and Interpreting Meaning in Literature
EditorsNicholas Karolides
Place of PublicationNew York
PublisherLongman
Pages176-184
StatePublished - 1992

Cite this

Roen, D. (1992). A Writing-to-Learn/Reader-Response Approach to Teaching Antigone. In N. Karolides (Ed.), Reader Response in the Classroom: Evoking and Interpreting Meaning in Literature (pp. 176-184). New York: Longman.

A Writing-to-Learn/Reader-Response Approach to Teaching Antigone. / Roen, Duane.

Reader Response in the Classroom: Evoking and Interpreting Meaning in Literature. ed. / Nicholas Karolides. New York : Longman, 1992. p. 176-184.

Research output: Chapter in Book/Report/Conference proceedingChapter

Roen, D 1992, A Writing-to-Learn/Reader-Response Approach to Teaching Antigone. in N Karolides (ed.), Reader Response in the Classroom: Evoking and Interpreting Meaning in Literature. Longman, New York, pp. 176-184.
Roen D. A Writing-to-Learn/Reader-Response Approach to Teaching Antigone. In Karolides N, editor, Reader Response in the Classroom: Evoking and Interpreting Meaning in Literature. New York: Longman. 1992. p. 176-184
Roen, Duane. / A Writing-to-Learn/Reader-Response Approach to Teaching Antigone. Reader Response in the Classroom: Evoking and Interpreting Meaning in Literature. editor / Nicholas Karolides. New York : Longman, 1992. pp. 176-184
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