![]() (Why do such a thing? Setting aside laziness or chronic over-commitment-academic summers are pretty full and it’s not easy to get to everything you mean to read-the main reason is to mimic students’ experience: it’s never a bad idea to remember what it’s like at the other side of the seminar table. But I still couldn’t say in any meaningful sense of the term that I’ve read the book. It’s possible to know quite a bit about books we haven’t read-maybe we’ve glanced at them, paged through them, read snippets and summaries of. More rarely I’ll do something even more outrageous (exciting, foolish: choose your adjective): I’ll assign something I’ve never even read.īefore you get too excited (is he crazy? What a charlatan!), know that when I say I’ve never read it I’m not saying I’ve simply plucked the book off a shelf at random. Sometimes I’ll add texts I haven’t taught before. Like all teachers, I’m always tinkering with my syllabi. ![]()
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