Games have become a popular tool for pedagogy and English Literature remains one of the most popular subjects in higher education. It's about time the two formed a lasting relationship. This study explores the obstacles that have kept them apart and reviews recent trends in the theory and practice of games pedagogy that have widened the gap. Through meditation on the idea of the game in philosophy history rhetoric and academic practice it proposes new grounds for considering the relevance of games to the study of English Literature. Two sample literary games conclude the study. Tested with a variety of student groups they offer an invitation for anyone dealing with extended written material to enter the engaging thought-provoking world of game-based teaching.
