Columns
LOCKE | The Literary Crisis: A Defense of Rigorous Reading
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When one of my professors handed me a packet of article readings to read through by our next class, I flipped through it without a thought to how long it was, simply noting the titles and what sort of ideas I might encounter within. I set the thick bunch of papers down just in time to hear my professor apologize for how much they were assigning us to read, begging us to at least try to get through it. I thought: “What? A professor at Cornell University was feeling bad about making their students read?” I pushed my concerns away. In another class (an English class, for that matter), I was struck by how many of the students would simply blank upon being asked questions about the plot of our readings.
