English Language and Literature 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."

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 …

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 …

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 …

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 …

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, …

The Lady’S Museum Project: A Digital Critical Edition In Phase 1 Of Its Development, Now Available For Teachers And Students To Learn Collaboratively Through Charlotte Lennox’S Lady’S Museum (1761-62), Kelly Plante

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

This announcement informs readers on how they can use, and participate in, the Lady's Museum Project (ladysmuseum.com). It discusses the work completed and the forthcoming updates planned for teachers', scholars', and students' use of this first critical edition of Charlotte Lennox's the Lady's Museum, as of spring 2022.

Teaching The Lady’S Museum And Sophia: Imperialism, Early Feminism, And Beyond, Karenza Sutton-Bennett, Susan Carlile

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

This essay argues for the value of teaching Charlotte Lennox’s periodical The Lady’s Museum (1760-61) in undergraduate literature, history, media studies, postcolonial, and gender studies classrooms. Lennox’s magazine, which includes one of the first serialized novels “Harriot and Sophia” (later published as the stand-alone novel Sophia (1762)) encouraged debate of the proto-discipline topics of history, geography, literary criticism, astronomy, botany, and zoology. This essay offers a flexible teaching module, which can be taught in one to five days, that focuses on the themes of early female education and imperialism using full or excerpted portions of essays from the eidolon, “Of …

Concise Collections: Teaching Charlotte Lennox, Tiffany Potter

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

The Spring 2022 issue of ABO inaugurates our new Pedagogies feature: the Concise Collections on Teaching Eighteenth-Century Women series. Each issue of ABO will include a Concise Collection on a different female writer or artist, with three to five articles offering critically-informed and practice-based strategies for teaching in survey or theme-based courses for different student audiences. This series seeks to facilitate the innovative and effective teaching of female creatives whose excellence and insight demand inclusion in our classrooms, but who have not yet received the attention they deserve in pedagogy publications, or who might not yet have been encountered by …

Book Review: Anti-Racism And Universal Design For Learning: Building Expressways To Success., Donna Fortune, Kenya Motley, Mason Engelhardt, Carey Stewart, Kia Powers

Virginia English Journal

No abstract provided.

Pedagogies Of The “Irresistible”: Imaginative Elsewheres Of Black Feminist Learning., Mecca Jamilah Sullivan

Journal of Feminist Scholarship

In her foreword to the groundbreaking anthology, This Bridge Called My Back: Writings by Radical Women of Color, Toni Cade Bambara (1983) famously argues that the great work of feminist writing is “to make revolution irresistible.” This statement is often read as a founding call of women-of-color feminism, and of feminist literary expression in particular. Yet Bambara’s notion of the “irresistible” extends beyond the page; throughout her works, she also uses the term as a key descriptor of her pedagogy, and her vision of the classroom. Bambara joins Audre Lorde and other Black feminist writer/teachers in insisting on a …

Teaching English To Medical Students: Current Trends And Perspectives, Dilafruz Buranova

Philology Matters

The teaching of special subjects in English in non-linguistic universities is currently being widely introduced into the higher educational system. The main requirements for the modern image of today's personnel, the peculiarities of teaching English as well as the essence of the strategy for the acquisition of foreign languages are coming up on the agenda. Accordingly, the issues of the introduction of effective methodologies for achieving quality and respectable results in the organization of activities in this regard, the efficient use of modern teaching methods – all this is very important and leads to huge achievements. The given investigation examines …

Visions: Re-Historicizing Genre: Teaching Haywood’S The Adventures Of Eovaai In A Fantasy-Themed Survey Course, Megan E. Cole

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

Eliza Haywood is an increasingly popular author to assign in eighteenth-century literature courses. But Haywood is also a prime figure to represent the eighteenth century in courses with a broader scope. This essay proposes teaching The Adventures of Eovaai in a fantasy-focused, introductory-level survey of British Literature. Identifying Eovaai as part of the fantasy tradition leverages students’ prior knowledge and facilitates teaching this complex novel to first-year students. Eovaai provides a wealth of topics for class discussions and activities, including the development of the novel as a genre, identity and othering in fantasy literature, and the use of fantasy conventions …

The Current State Of The Problem Of The Formation Of Stability In The Teaching Profession, Manzura Norkuzieva

Mental Enlightenment Scientific-Methodological Journal

This article provides information that the proposed technology for developing the professional suitability of a future teacher is "implementing the curriculumin the process of teaching subjects, mainly in the specialty and pedagogical psychology category, training future teachers of sustainable activity in the profession, as well as about the existing state of the problem of working on such concepts as" resilience"," professional resilience", "professional resilience", "old age" and "professional endurance". Working on the concept for future teachers, conducting practical classes, recommendations for hanging a speech hero, independent use of mimic and pantomime movements, working with children, adapting them to school life …

An Introduction To The Culturally Responsive Education Model (Crem): A Personal And Professional Journey To Reflective And Transformative Pedagogy, Monica R. Manns

Virginia English Journal

The Culturally Responsive Education Model (CREM) is a framework by which educators can recognize, digest, and implement cultural responsiveness in their classrooms and school communities. Based on the research of James Banks, Gloria Ladson-Billings, Zaretta Hammond, Marva Collins, Bell Hooks, Geneva Gay, James Comer, and Paulo Freire, the CREM serves as a tool, a practitioner’s guide to culturally responsive teaching and learning, with specific focus on content integration (the curricular and programmatic expansion to celebrate and acknowledge the contributions of diverse groups); knowledge construction (helping students understand how people create beliefs based on their diverse biographies while validating students’ funds …

"Side By Side With A Ruinous, Ever-Present Past": Trauma-Informed Teaching And The Eighteenth Century, Clarissa, And Fantomina, Kate Parker, Bryan M. Kopp, Lindsay Steiner

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

This article explores the need for and applications of trauma-informed teaching in eighteenth-century studies, particularly around representations of sexual trauma (rape) and consent. The prevalence of trauma guarantees its presence in our classrooms, even and especially in its absences. As the field of eighteenth-century studies continues to reframe its white, Eurocentric, male-dominated past through more intentionally inclusive research and teaching methods, particularly those that explore the intersections of eighteenth-century studies and social justice approaches to education, the presence of trauma in our classrooms will become only more significant. Keeping in mind those students of marginalized identities who are most likely …

Toward An Erotics Of Reading: Three Hypotheses On Pleasure From Barthes's "The Pleasure Of The Text", C. Connor Syrewicz

Journal of Creative Writing Studies

In this paper, I argue that it would be pedagogically useful to investigate the psychological processes which lead readers to like and dislike texts, and I offer an initial set of hypotheses on the pleasures of reading which can be gleaned from Roland Barthes’s short monograph, The Pleasure of the Text. I begin by briefly addressing the origins of this research before I discuss the concept of writing “expertise” as it has been conceptualized by other fields of writing research. I argue that understanding those factors which lead different audiences to like or dislike texts as they read could …

Beyond Victims & Villains: Teaching Cleland With Haywood & Behn, Christopher Nagle

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

This essay explores strategies for teaching Cleland's Memoirs of a Woman of Pleasure (Fanny Hill) in the introductory literature classroom, and why it might be especially valuable to do so at a time when issues surrounding sexual violence, rape culture, and the politics of consent continue to be prominent inside and outside the college classroom.

#Metoo Or "Me Too"?: Defining Our Terms, Caitlin L. Kelly

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

How we talk about misogyny and sexual violence in literary texts matters—to our students, to our colleagues, and to the future of the humanities and of higher education—and the “Me Too” movement has revived with new urgency debates about how to do that. In this essay, I explore the ethical implications of invoking the “Me Too” movement in the classroom, and I offer a model for designing a course that does not simply present women’s narratives as objects of study but rather uses those narratives to give students opportunities and tools to participate in the “Me Too” movement themselves. To …

Lupin’S First Lesson: An Example Of Excellent Teaching, Joshua Cole

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

A story is often better than abstract theorizing; and the best stories provide opportunities for readers to reflect on their own lives. J.K. Rowling's portrayal of Professor Lupin's first class with Harry's group of Gryffindor third years in Harry Potter and the Prisoner of Azkaban embodies some useful pedagogical orientations and practices. It is particularly insightful about the importance of teachers working to understand their students. In fact, this pedagogical focus on the student is so central to the nature of teaching that Rowling's story is a sort of fairy tale of pedagogy.

Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict

Journal of Inquiry and Action in Education

This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …

On Cliché: Expression, Cognition And Understanding, Craig Jordan-Baker

Journal of Creative Writing Studies

Abstract: This paper argues that cliché is not simply a problem of language and expression, but rather a cognitive problem or one of understanding. It locates several distinctive features of cliché, namely their characteristic superficiality (low informational content) and the typically low cognitive effort they require to understand. It then argues for a distinction between ‘external’ and ‘internal’ clichés, where the former are the well-known phrases commonly recognised as clichés, but the latter are not recognised as clichés but nevertheless function as clichés within a specific literary work.

Literary Exposures For An Ecological Age, Christy Call

The Goose

This paper argues that exposures through literature to human fragility and vulnerability, which are default modes of life within the relational collective on-page, rehearse critical engagements for life off-page during a time of climate change.

Embodying Character, Adapting Communication; Or, The Senses And Sensibilities Of Epistolarity And New Media In The Classroom, Jodi L. Wyett

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

This essay describes a classroom role-playing activity that incorporates both modern social media and the tools of eighteenth-century composition. Students communicate with each other as characters in the assigned novel, by either texting, tweeting, or writing longhand with quill pens. The exercise aims to help students grasp the sometimes-elusive historical contexts of eighteenth-century writing as well as the ways in which we interpret and adapt those contexts and their attendant modes of communication when we read for meaning in our own moment. My experiences suggest that the activity is particularly effective at helping students to reflect upon their own interpretive …

Arabella’S Valentines And Literary Connections [Dot] Com: Playing With Eighteenth-Century Gender Online, Melanie D. Holm

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

This article describes two digital assignments that ask students to imaginatively embody characters from eighteenth-century texts written by women in order to cultivate a greater awareness of the critical role of gender and gender critique in these works. The first of these assignments, “Arabella’s Valentines,” asks students to translate dialogue from Charlotte Lennox’s The Female Quixote as humorous Internet memes. The second assignment, “Literary Connections [dot] com,” asks students to imagine how characters from the course archive might represent themselves on an internet dating site. Through creative role-play facilitated by these digital genres, students engage with the texts in stimulating …