Teaching Note: Deconstructing “Real” Love in the Classroom

Erin Hurt

Abstract


This Note offers several strategies I used in my seminar course on chick lit to defamiliarize for students the romantic tropes of the genre.


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References


Works Cited

Berlant, Lauren. Introduction. Critical Inquiry 24.2 (Winter 1998): 281-288. Print.

Callahan, Meg and Bronwen E. Low. “At The Crossroads of Expertise: The Risky Business of

Teaching Popular Culture.” The English Journal 93.3 (Jan 2004): 52-57. Print.

Love, Meredith A. Brenda M. Helmbrecht. “Teaching the Conflicts: (Re)Engaging Students with

Feminism in a Postfeminist World.” Feminist Teacher 18.1 (2007): 41-58. Print.

Mamont, Liz and Amanda Hess. “How To Ditch Happily-Ever-After and Build Your Own Romantic Narrative.” Good Web. 27 Apr 2012. N. pag. Web.

Rowntree, Margaret R., Lia Bryant, and Nicole Moulding. “Women’s Emotional Experiences of

Chick Lit and Chick Flicks: An Ambivalent Audience.” Outskirts Online Journal Vol. 24 (May 2011). Web. 23 June 2014.

Scott, Robert F. Rev. of Bridget Jones’s Diary by Helen Fielding. Modern Language Studies

1/2 (Spring – Autumn 2003): 107-112. Print.

Wilson, Cheryl A. “Chick Lit in the Undergraduate Classroom.” Frontiers 33.1 (2012): 83-100.

Print.




DOI: https://doi.org/10.5195/rt.2014.133

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