An assignment sequence on Layli Long Soldier’s “38” that engages students in a close reading practice
and challenges them to use the evolving thesis model proposed by David Rossenwasser and Jill
Stephens. Through pre-writing reflections and exercises, students are encouraged to develop a more
embodied, intimate reading of “38” and to draw out broader historical/socio-political implications
from their close reading observations.
assignment sequence; revision; peer-review; implications; poetry
Attribution-NonCommercial-ShareAlike 4.0 International