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Close reading as a disciplinary model for writing about teaching and learning ran dy b a s s Georgetown University, USA s h e r ry l e e l i n ko n Youngstown State University, USA ab s t rac tWhile some literary scholars claim that their discipline's research practices do not fit the scholarship of teaching and learning, close reading -the signature critical practice of literary studies -provides a useful model. Close reading involves not only attention to the text but also the integration of text and theory. This article analyzes how literary scholars use close reading practices in writing about teaching and learning. The study finds that literary scholars use disciplinary methods effectively in analyzing their teaching, integrating the text of teaching with theories about literature and learning, but they do not read the evidence of students learning in the same ways.k e ywo r d s close reading, evidence, literary studies, scholarship of teaching and learning, student learning, theoryTo c la i m t hat disciplines shape their scholarship of teaching and learning (SoTL) practices with their own modes of inquiry, methods, theoretical approaches, and cultures is, by now, almost to state the obvious. As Huber and Morreale demonstrated in the 2002 collection Disciplinary Styles in Scholarship of Teaching and Learning, disciplines tend to examine questions about student learning that emerge from the specific issues of their fields and to use methods adapted from their disciplinary research. For many literary[ 2 4 5 ]

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