| Original language | English |
|---|---|
| Title of host publication | Reader Response in the Classroom: Evoking and Interpreting Meaning in Literature |
| Editors | Nicholas Karolides |
| Place of Publication | New York |
| Publisher | Longman |
| Pages | 176-184 |
| State | Published - 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 proceeding › Chapter
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
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