Digital Commons Network^™

Bias And The Teachable Moment: Revisiting A Teacher Narrative, Darren Crovitz

Faculty and Research Publications

Such responsibility may be vital for English teachers, especially, as we strive to establish communities of writers and spaces for critical thinking and conversation. When I sat down to write about this experience, I saw it as an opportunity to discuss a taboo situation and its positive aftermath, with the aim of demonstrating how it might be possible to use such events as points of departure in creating engaging writing assignments.

Implicit Response : Instructor Values And Social Class In The Literacy Narrative Assignment., Kara Poe Alexander

Electronic Theses and Dissertations

My dissertation examines instructor responses to a popular personal writing assignment, the literacy narrative. Previous studies have shown this assignment to be popular with instructors because of the reflection it is thought to generate; however, nobody has yet looked at what instructors really mean by reflection. This study investigates what features of student texts instructors recognize as reflection. I collected literacy narratives and demographic questionnaires from students and surveys, assignments, think-alouds, and follow-up interviews from instructors. Personal writing, and the literacy narrative assignment in particular, can best be taught by highlighting the rhetorical capabilities of this genre. The results of …

Et Cetera, Marshall University

Et Cetera

Founded in 1953, Et Cetera is an annual literary magazine that publishes the creative writing and artwork of Marshall University students and affiliates. Et Cetera is free to the Marshall University community.

Et Cetera welcomes submissions in literary and film criticism, poetry, short stories, drama, all types of creative non-fiction, photography, and art.

The Benefits Of A For-Credit Course For New Writing Center Staff, Richard Benjamin Crosby

Faculty Publications

Some questions about writing center theory and praxis never seem to change: how do we prepare for our clientele? How do we engage them? What questions should we ask? When should we direct them? And when should we encourage them to direct us? The list goes on. Fortunately, we consider it a virtue that we continue interrogating the same issues. As students of rhetoric, we realize that the answers to these questions often depend on the contexts in which they are asked. Thus, we give ourselves over to principles of adaptability. Instead of establishing rigid, universal rules that do not …