Poetry Commons^™

Writing With The ‘Other’: Combining Poetry And Participation To Study Leaders With Disabilities, Rama Cousik, Paresh Mishra, Mariesa K. Rang

The Qualitative Report

In this paper, we describe the process of transformative co-authorship between researchers and a participant with disabilities. The researchers were conducting a larger study that aimed to identify different factors that shaped individuals with disabilities to assume leadership roles. Drawing from interview data obtained from the participant, one researcher wrote a poem that provided a stage for the researchers and the participant to engage in reflexive process that transformed the researchers-participant relationship to that of co-authors. This paper describes this transformative process and what everyone learned from this enriching experience.

Mike Theune And Bob Broad Interview November 12, 2017, Laura Kennedy

Interviews for WGLT

Laura Kennedy, from WGLT Radio, interview with IWU Professor of English Mike Theune and Bob Broad, Professor of English from Illinois State Univeriversy. The two co-authored the book "We Need to Talk: A New Method For Evaluating Poetry."

Forever Undone [Poem], Kate Abell

Occasional Paper Series

Kate Abell shares a poem following September 11. It is a personal expression of never forgetting the images and events of September 11.

The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell

Occasional Paper Series

Kate Abell shares a poem following September 11. It is a criticism of the requirement of pledging allegiance to the flag in school.

Monday, September 17 And Urn [Poems], Rella Stuart-Hunt

Occasional Paper Series

Stuart-Hunt recounts the difference in play styles of a four-year-old girl before and after losing her mother in the September 11 attack. This is followed by a poem she has written titled "Urn".

Safe, Patricia Lent

Occasional Paper Series

The first four sections of this essay chronicle her attempts to make sense of September 11 in the succeeding weeks and months. The final section—”Corn, Beans, and Squash”—was written to and for her students at the end of the school year.

Live. Tell. Resist., Angel Vazquez, Kyle Liang, Anthony Zelaya-Umanzor, Rosie Mejia, Patricia Gutierrez, Kayla Hampton, Mariacarolina Gomez, Melissa Martinez-Sanchez, Harman Brah, Victoria Arevalo, Tyra Cecilio, Dion Dang, Camila De Pierola, Noemi Fernandez Luna, Isabelle Marin, Mackenzie Mead, Jason Munoz, Daniel Penuela, Andrei Pineda, Patrick Pozon, Larissa Ramirez, Jasmine Segovia, Julien Stone Zachary, Aira Wada, Jiaxing Yu, Ariana Siordia, Jazmin Quezada

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

This edition of First-Gen Voices features the stories and work of 24 first-generation college students at multiple higher education institutions. The aim is to disseminate a story about us, for us, and consequently, the dominant cultures that have yet to learn from our power.

Dignidad, Poder, Resistencia // Dignity, Power, Resistance, Michael Munoz, Alanis Gonzalez, Tallie Spencer, Isabelle Marin, Lesly Juarez, Christopher Reynoso, Antonia Garcia, Abigail Goad, Athena Martinez, Ruth Gomez, Angel Vazquez, Jazmin Quezada, Jasmine Segovia, Jordyn Wedell, Yulisa Gonzalez, Laura Mena Hernandez, Keiri Fernandez

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

First To Go Abroad" is a partnership between the Loyola Marymount University First To Go Program, LMU Study Abroad, and the Council on International Educational Exchange (CIEE), which seeks to increase study abroad opportunities for first-generation college students. In May 2017, fifteen first-gen students and two first-gen faculty mentors traveled together to Santiago, Dominican Republic, where they spent ten days exploring the country and learning about the local cultures, customs, and histories of the people who call the DR home.

Travel is a privilege not all students have the same access to; for some students, this trip was the first …

A Wood Comes Toward Dunsinane: The Synthesis Of Traditional And Constructivist Methodologies, Randall L. Kaplan

Language Arts Journal of Michigan

Education professionals now favor Constructivist and project-based strategies for learning over Traditional methods, which include such frowned upon practices as rote memorization and recitation. The Constructivist approach is being taken to its natural apex by educators like Larry Rosenstock who have created Constructivist utopias such as High Tech High in San Diego, the school put under the microscope in the 2015 documentary film Most Likely to Succeed. Project-based, experiential units of study are effective, exciting, and edifying for both students and teachers. They promise to prepare students for the type of world they will inhabit, a world whose economy …

Little Rock Celebration To Honor Ouachita Professors Johnny And Susan Wink April 1, Kacy Earnest, Ouachita News Bureau

Press Releases

Honoring the influence and impact of longtime Ouachita Baptist University English professors Johnny and Susan Wink, Ouachita’s Department of Language and Literature will host a celebration recognizing the couple on Saturday, April 1. “An Evening with Johnny Wink: Stories and Poems” will be held in the Darragh Center Auditorium of the Little Rock Main Library from 4 p.m. to 6 p.m.

My Mother's Daughter, Erika A. Kendall

Morehead State Theses and Dissertations

Thesis presented to the faculty of the Caudill College of Arts, Humanities and Social Sciences Morehead State University in partial fulfillment of the requirements for the degree of Master of Arts by Erika A. Kendall on March 2, 2017.

16, Dan Mcquillan

Journal of Humanistic Mathematics

This 15 word poem suggests that the reader count the words of the poem. Since every line has half as many words as the previous line, and since the poem urges the reader to keep counting forever, one imagines a total of 16 words.

A Theory Of Veteran Identity, Travis L. Martin

Theses and Dissertations--English

More than 2.6 million troops have deployed in support of the wars in Iraq and Afghanistan. Still, surveys reveal that more than half feel “disconnected” from their civilian counterparts, and this feeling persists despite ongoing efforts, in the academy and elsewhere, to help returning veterans overcome physical and mental wounds, seek an education, and find meaningful ways to contribute to society after taking off the uniform. This dissertation argues that Iraq and Afghanistan War veterans struggle with reassimilation because they lack healthy, complete models of veteran identity to draw upon in their postwar lives, a problem they’re working through collectively …