Arts and Humanities Commons^™

The Lady’S Museum Project, A Digital Critical And Teaching Edition Of Charlotte Lennox’S Lady’S Museum (1760-61), Completes Phase Two Of Its Three-Phase Development Schedule, Karenza Sutton-Bennett

ABO: Interactive Journal for Women in the Arts, 1640-1830

The Lady’s Museum (1760–61) was among the most important early periodicals largely written by one of the most important eighteenth-century authors, Charlotte Lennox, whose multigenre, proto-feminist writing is beginning to receive the critical and pedagogical attention it deserves. Yet no modern edition of the text has existed—until now. Launched in 2021, the Lady’s Museum Project is presenting the first critical edition of—and learning community around—Lennox’s Museum in three open-access formats to encourage the widest possible readership: a non-specialist digital, interactive edition of the text and LibriVox audiobook intended for public and undergraduate-student audiences, and a specialist digital edition intended for …

Introduction: Teaching The Works Of Anne Finch, Part Ii, Jennifer Keith, Tiffany Potter

ABO: Interactive Journal for Women in the Arts, 1640-1830

This essay introduces Part Two of the two-part “Concise Collection on Teaching the Works of Anne Finch," guest edited by Jennifer Keith (Aphra Behn Online, vol. 14, no. 1, 2024). The first part of this collection appeared in Fall 2023.

Teaching Margaret Cavendish’S Philosophy: Early Modern Women And The Question Of Biography, Peter West

ABO: Interactive Journal for Women in the Arts, 1640-1830

In my contribution to this Concise Collection on Margaret Cavendish, I focus on teaching Cavendish’s work in the context of philosophy (and, more specifically, Early Modern Philosophy). I have three aims. First, to explain why teaching women from philosophy’s history is crucially important to the discipline. Second, to outline my own reflections on teaching Cavendish’s philosophy. Third, to defend a specific claim about the benefits of teaching Cavendish to philosophy students; namely, that introducing biographical detail alongside philosophical ideas enriches the learning experience.

Relocating Early Modern Women: Teaching Margaret Cavendish To A Broader Audience, Jennifer Topale

ABO: Interactive Journal for Women in the Arts, 1640-1830

Margaret Cavendish, Duchess of Newcastle, can be called many things: writer, poet, philosopher, woman, Royalist, eccentric rule-breaker, scientific collaborator, utopian thinker, and the list goes on. Unfortunately, access to her writings, typically her The Description of a New World, Called the Blazing World, are often limited in academic settings to courses centered on the seventeenth century, early modern utopian literature, Restoration literature, and possibly an early modern women writers class. Though these are all wonderful course topics, they are often upper-division courses specifically designed for English majors of the early modern period. Limiting Cavendish to only these courses means that …

Concise Collections: Teaching Margaret Cavendish, Part I, E Mariah Spencer

ABO: Interactive Journal for Women in the Arts, 1640-1830

This is the introduction of Part I of the "Concise Collection on Teaching the Works of Margaret Cavendish."

Creative Writing Pedagogy: Building Curriculum For High School Students, Elizabeth Lengel

Department of English: Dissertations, Theses, and Student Research

This thesis serves as a rationale for the creative writing pedagogy I use and how it serves my high school creative writing class. As my school district made the decision to overhaul our English curriculum, the English department decided to add Creative Writing as an English class elective.

The work for planning these new classes was spread around the English Department, and I was assigned to design the curriculum for the new Creative Writing class. Designing an entire class from scratch leaves a lot of room for creativity and innovation. However, as excited for this new course as I was, …

Restorative Practices In English Language Arts: My Journey Towards Linguistic Justice, Ariana Skeese

Master of Arts in English Plan II Graduate Projects

In this final portfolio, I examine anti-racist pedagogy in English Language Arts Education.

The Idea Of A Writing Center In Brazil: A Different Beat, Ron Martinez

Writing Center Journal

This article explores the emergence and development of writing centers in Brazil, using the author’s experience founding the Centro de Assessoria de Publicação Acadêmica (CAPA) at the Universidade Federal do Paraná as a case study. The author provides some historical context about Brazilian education and its traditional “banking model” of education (Paulo Freire) that did not value individual expression—including through writing. This model persisted even as composition studies evolved elsewhere. Academic literacy development in Brazil is thus a relatively recent phenomenon, and the effects of that paucity are felt among scholars in higher education settings. This motivated the author’s research …

The Monster Mash: A Monster Studies Approach To Literature In The University Classroom, Megan L. Bowen

Electronic Theses and Dissertations

The Monster Mash is a course proposal for an upper-division undergraduate literature course focused on exploring monsters in literature and building connections between classic and more contemporary texts using high-impact practices (HIPs) with student success in mind. I build on previous work in the field of Monster Studies and introduce my own original monster pattern that prompts students to interpret monsters as they trek through Origin, Separation, Power, Threat, and Diminishment. This pattern highlights commonalities when it comes to the representation of monsters and their stories, allowing students to identify them across texts. I also divide monsters into three categories …

Decolonization Of The Writing Classroom: Creating Space For Decolonial Theory, Tools, Anti-Racist Pedagogy, And Methods To Improve The Emerging Bilingual Student Experience, Desiree L. Brown

Masters Theses

In this thesis, the author addresses the colonial roots of the secondary writing classroom and the origin of standard academic English which enables strict standardized testing and writing assessment requirements that in-turn incite linguistic violence towards emerging bilingual students. The author frames her study within the framework of April Baker-Bell and Asao B. Inoue through a reflective/reflexive study of her teaching in a ninth grade writing classroom in a primarily Hispanic school district in South Texas, which is assessed by the state of Texas through STAAR. This study seeks to identify instances of linguistic violence being perpetuated in the writing …

Teaching Anne Finch’S Satire In The British Literature Survey Classroom, Amanda Hiner

ABO: Interactive Journal for Women in the Arts, 1640-1830

This article argues for the intentional inclusion of Anne Finch’s diverse and compelling satires in the undergraduate British literature survey course and for the recognition of Finch as an accomplished theorist and practitioner of satire. The article includes practical strategies for pairing Finch’s satires with other well-known and anthologized satires; examines her satires in the context of the Revolution of 1688; and provides an analysis of her innovative rhetorical strategies, including her efforts to dissociate herself from satire while simultaneously producing sharp and defiant satires. The article argues that cultivating a deeper understanding of Finch’s contributions to eighteenth-century satire enriches …

Conceptualizing First-Year Writing Agency: The Transfer-Rhetorical Genre-Voice Triad As An Enactment Of Rhetorical Agency, Amanda Kerr

English Department Theses

In First-Year Composition, Teaching for Transfer is an evidence-based pedagogy that teaches students to write across contexts, a goal specified in the WPA Outcomes Statements for First-Year Composition (3.0). However, the implicit relationships shared between Teaching for Transfer, expressivism, and Rhetorical Genre Studies pedagogies are an underexplored area in the teaching of first-year composition. Given the presence of an implicit relationship between transfer, proficiency in rhetorical genres, and student voice in the WPA Outcomes, this thesis defines a dynamic interrelationship between pedagogies of transfer, expressivism, and Rhetorical Genre Studies. In an effort to foreground a comprehensive first-year composition pedagogy that …

How Early Modern English Pedagogy Shaped The Gendered And Racialized Use Of Magic In William Shakespeare’S The Tempest, Erin Lindsay Faya

Graduate Thesis Collection

Magical usage plays a significant role in William Shakespeare’s play The Tempest. However, who gets to use magic and in what ways? Why is Prospero painted the protagonist while Sycorax gets labeled a witch though both use magic? This thesis looks at how early modern English pedagogy shapes the use of magic in The Tempest. When magic is read as knowledge, then the pedagogy influencing early modern education dictates whose knowledge counts and is seen as correct and whose is erased and vilified. The epistemological formation happening in early modern England is apparent in The Tempest as Prospero uses magic …

The Word That Dare Not Speak Its Name, Pamela Caughie

English: Faculty Publications and Other Works

This essay asks, when does our effort to avoid offending students interfere with our ability to teach them? Rehearsing conflicts over language and terminology, over who can speak and what can be said, from my four-decade career as a literature professor, critical theorist, and gender scholar, I confront contemporary efforts to censor certain words, to prohibit certain kinds of inquiry, and to limit who can speak about certain subjects by placing recent incidents in relation to previous debates in academia and the public sphere. The university classroom and scholarly peer-reviewed journals have long served as spaces where established viewpoints can …

Digitally Rural: Identifying How Technological Inequity Impacts Rural Students In First-Year Writing Courses, Jo Anna M. Nevada

English Language and Literature ETDs

To teach composition in this era means to engage students with technology; it is all but an unspoken requirement at the majority of universities. This dissertation theorizes, however, that the imbricated use of technology in first-year writing (FYW) classrooms places rural students at an inherent disadvantage, with issues of inadequate technological proficiency and inconsistent access causing a substantial learning disparity between this student population and their urban peers. Through mixed-methods data analysis of student survey responses and final FYW course portfolios, this study reveals that the expectation of technological access and presumption of digital literacy is detrimental to rural student …

Beyond Words: Exploring History Through The Lens Of Literary Theory And Research, Andrea Weaver

Master of Arts in English Plan II Graduate Projects

The narrative of this Master's portfolio reflects on the academic journey of Andrea Weaver. The three projects showcased in this portfolio reflect her experience during the Master of Arts in English with a Specialization in English Teaching program. It includes a rhetorical Ohio Suffragist unit plan created for high school sophomores, a seminar paper critically analyzing the film Interview with the Vampire (1994), and a digital presentation of artifacts and research about literary theorist Wolfgang Iser and his work in Reader Response Theory presented on the platform Microsoft Sway. The framework of New Historicism is threaded throughout each project, linking …

Plotting The Plantationocene With The History Of Mary Prince, Shelby Johnson

ABO: Interactive Journal for Women in the Arts, 1640-1830

In this essay, I consider how The History of Mary Prince, A West Indian Slave, Related by Herself (1831) extends vital affordances for assembling a literary history of ecological rupture, settler colonialism, and transatlantic slavery. These insights arise from my experiences teaching Prince in “Plotting the Plantationocene in Early Atlantic Literature” (Fall 2021), a course which took up what it means to orient to historical formations of climate change as co-emergent with plantation systems. I argue that my students explored how figures like Prince open politically vibrant pathways for being in the world otherwise to plantation modernity.

Acts Of Disruption In The Eighteenth-Century Archives: Cooperative Critical Bibliography And The Ballitore Project, Danielle Spratt, Deena Al-Halabieh, Stephen Martinez, Quill Sang, Joseph Sweetnam, Stephanie Guerrero, Rachael Scarborough King

Criticism

This essay outlines a method of intersectional feminist book history that we call “cooperative critical bibliography,” a practice of engaging faculty and students at different ranks and at different institutions in the act of collaboratively transcribing and digitizing historical archives of understudied communities, often those that comprise the quotidian and domestic daily lives of everyday people. Cooperative critical bibliography’s non-hierarchical method centers the shared expertise and scholarship of students as they participate in broadening the accessibility of historical knowledge and revising standards of the historical literary canon through transcription, digitization, and shared reflection. By creating a pedagogical space that resituates …

Vinyle Zine: The Execution Of The Pedagogy Of Pro-Blackness, Kandice Fowlkes

Master of Arts in Professional Writing Capstones

Vinyle zine, is a Black literary magazine pedagogically driven to increase cultural literacy within the African-American community. In order to do this, this magazine must have the foundation of Pro-Blackness as a driving force towards advancing Black people in the ways this platform can offer its service. Vinyle zine allows Black individuals to practice using writing and any art form as their medium of expression –a tool that has been utilized to extol African American truths and increase cultural knowledge. By encouraging expression in art and provoking cultural knowledge, Vinyle zine will continue to encourage Black artists and writers to …

Banned Or Grand?: Why Graphic Novels Maus And Persepolis Belong In The Classroom, Lauren Volk

Munn Scholars Awards

My capstone essay, “Banned or Grand?: Why Graphic Novels Maus and Persepolis Belong in The Classroom,” seeks to research both the objections to oft-banned memoir graphic novels being incorporated in the secondary school curriculum and the reasons why these graphic novels should not only be incorporated into the curriculum, but also why they assist students in developing necessary skills, such as higher-level critical thinking, a deeper understanding of complicated historical events, and the analysis of form and structure in literature, rather than just content. To enhance my research, I connected my main points to the pedagogical theory of learning transfer.

Designing "Writing For Health And Medicine": Course Arcs, Anchors, And Action, Elizabeth L. Angeli, Lillian Campbell

English Faculty Research and Publications

This article details how we developed a hybrid rhetoric of health and medicine and technical communication writing course in response to a call for a health sciences writing course. We anticipate that other institutions may be experiencing similar demand for these courses and thus introduce our process and course design as models for meeting this growing curricular need.

Blood On The Snow, Soot On The Carpet: Belief As Pedagogy In Terry Pratchett’S Hogfather, Michael A. Moir Jr.

Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature

In Terry Pratchett’s Discworld novels, children largely refuse to conform to the ideas that adults form about them as a class. While the adults of the Discworld seem to regard childhood as a time of innocence and wonder, the children who inhabit Pratchett’s universe show themselves to be violent, cynical, manipulative, and naturally skeptical of any phenomena which they cannot directly sense. As such, when the beloved seasonal figure of the Hogfather, a former Winter Solstice deity transformed over time into a gift-giving fat man with a taste for sherry and pork-pies, is assaulted by entities who want to make …

Pedagogical Alliances Among Writing Instructors And Teaching Librarians Through A Writing Information Literacy Community Of Practice, Zoe Mcdonald, Deborah Minter

Department of English: Faculty Publications

In this praxis piece, a WPA and a writing instructor describe a writing information literacy community of practice among writing instructors and teaching librarians. Through paying attention to one resulting assignment, a full class annotated bibliography, the co-authors argue this professional development program extended collaborations among the writing program and the library to center contextual notions of authority and metacognition that connect to composition’s democratic political commitments.

Anthropocene Composition: Teaching Terminal Generations In The Pre-Apocalyptic Classroom, John Michael Purfield

Theses and Dissertations

The Anthropocene is an era characterized by human alteration of the planet at deep geological levels and permeation of anthropogenic damage across all biomes. The primary crisis of this era is climate change, which is understood broadly as the anthropogenic disruption in weather patterns and global temperature averages caused by carbon emissions and other pollutants, as well as extractivism and terraforming (deforestation, monoculture farming, desertification and alterations of waterways, for example). Though popular media tends to frame climate change as a looming but always future problem, it is currently producing casualties, both human and nonhuman. The ongoing great extinction correlates …

Perspectives On Usability Testing With Iot Devices In Technical Communication Courses, David Wright

English and Technical Communication Faculty Research & Creative Works

This Article Offers Perspectives on Adopting Smart Home Technology into Usability Testing for Technical and Professional Communication (TPC) Courses. Usability is a Valued Skill for Technical Communicators. However, Usability Testing Methods Have their Problems as Pedagogical Tools. Internet-Of-Things (IoT) Devices and Smart Home Technology (SHT) May Offer Instructors Tools to overcome Some of Those Problems. This Article Details Advantages and Concerns Associated with using SHT for Curricular Usability Testing.

James Joyce’S Prose Pedagogy: Language In Freirean Dialogue, Jack Mcdermott Wellschlager

Honors Projects

My project concerns the pedagogical nature of James Joyce’s Ulysses. Across the various styles and forms of Ulysses’ chapters, or “episodes,” I theorize the pedagogy of James Joyce’s prose by tracking the ways that the text demands readers participate in a Freirean dialogue. I will also discuss how Ulysses understands language as a practice of resistance: the novel’s characters have personal linguistic practices that help them open up the worlds that occupy them. I will appreciate the control these characters take of their world as I argue, through Paulo Freire’s work, that no true change occurs without the presence of …

Productive Disruptions: Using Commonplace Books To Resist Eurocentrism, Andie Silva

Publications and Research

No abstract provided.

Rhetorical Vulnerability, Sophia Brauner

WWU Graduate School Collection

Rhetorical vulnerability is a necessary, underlying condition for rhetoric. That is, in order for rhetoric to be meaningful or even possible, we must already be vulnerable to each other. This paper frames vulnerability as a rhetorical concept different from vulnerability as a way of being, a personality trait, and a modifier of actions and behaviors. I examine how vulnerability has shown up in rhetorical scholarship as approaches to rhetoric, in relation to desire, and as embodied and affective. I close by proposing a practice of embracing vulnerability which creates capacities to differently engage identification categories and to understand spaces not …

Pedagogies Of Rhetorical Empathy-In-Action: Role Playing And Story Sharing In Healthcare Provider Education, Lillian Campbell, Elisabeth L. Miller

English Faculty Research and Publications

Since successful healthcare relies heavily on a practitioner’s ability to empathize with the patient, the allied health professions—like nursing and speech therapy—have long considered the possibilities and limitations of a pedagogical practice that centers empathy. In this essay, we analyze two such pedagogies: role playing with simulated patients in nursing and story sharing in a multimodal memoir group with aphasic clients in communicative sciences and disorders (CSD). Comparing theories of empathy in these fields as well as interviews with the future nurses and speech therapists participating in these experiences, we show how students engage in what we call “empathy-in-action” through …

Teaching Eliza Fay's Original Letters From India (1817) Through Classroom Editing, Lacy Marschalk

ABO: Interactive Journal for Women in the Arts, 1640-1830

Travel writing is an ever-growing area of interest in eighteenth-century studies, but it can be difficult to teach. Students often find the writing dry and unrelatable, and faculty who have had little experience with travel writing in their own educations may not know which texts would prove useful to their courses. In this article, I discuss the travel narrative with which I've found the most pedagogical success, Eliza Fay's Original Letters from India (1817). Fay's initial journey to India includes a range of captivating adventures, including encounters with Marie Antoinette in Paris, bandits in Egypt, and Hyder Ali in Calicut, …