English Language and Literature Commons^™

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 …

Collaborative Storytelling: Composition Pedagogy And Communal Benefits Of Narrative Innovation, Aysel Atamdede

English (MA) Theses

Can gaming be considered narrative? Should gaming be allowed in a pedagogical space? Tabletop roleplaying games are probably not the first thing that come to mind when thinking about how to innovate narrative structure and teaching composition. Often considered a nerdy pastime, participants ridiculed for playing pretend and caring about imaginary characters, TTRPGs have nonetheless entered a sort of renaissance in recent years. While video games have slowly become more incorporated into pedagogy by teaching students more abstract concepts of interactivity with narrative, audience, and player engagement, TTRPGs have been slower on the draw. But incorporating the highly interactive and …

Southern United States English As A Rhetorical Device In The Field Of Marketing: A Study And Implications For Business Writing Pedagogy, Megan Jacklynn Busch

Theses and Dissertations

In this dissertation project, I examine how professionals in the South use their Southern United States English (SUSE) to communicate in business situations. My goals are to (1) understand how regional language variety rhetorically shapes writtenprofessional communication and (2) establish a pedagogical framework for business writing that attunes to the nuances of language variation in the workplace. I hypothesize that speakers of SUSE implement regional dialects to form interpersonal business connections and build ethos and that SUSE has a significant rhetorical role to place in professional communications. To test this hypothesis, I develop a hybrid method of interviewing, discourse analysis, …

The Lived Experiences Of Male Generation Z Collegians: Transcendental Phenomenological Approach, Nona Pratt Oshman Reynolds

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to examine the academic experiences of 11 male Generation Z born between 1995-2012 and describe their undergraduate collegiate experiences by exploring their thoughts and perceptions. The central question is: What are the academic experiences of male undergraduate Generation Z college students? Intrinsic and extrinsic factors are sinuous in the lives of Generation Z males; therefore, sub-questions investigated the views of participants regarding the implications of generational shifts, motivations, societal trends, and technology within higher education. Purposive, criterion, and snowball sampling were used to select 11 participants. The educational theories of constructivism, sociocultural, …

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 …

The Globalgothic Vampire: Application Of And Benefits For The English Studies Model, David Lawrence Hansen

Theses and Dissertations

This dissertation utilizes canonical vampire texts interlaced with pop-culture story-worlds and international cultural remediations to demonstrate the flexibility of the Globalgothic as a viable and valuable research lens to facilitate skills-based learning in undergraduate students by utilizing each of the four branches of the English Studies Model; literature, linguistics, rhetoric, and pedagogy. For this dissertation, I will be using the term Globalgothic as suggested by Glennis Byron. The focus of this literary lens is not merely to look at the conventions traditionally associated with the gothic genre, such as crumbling houses, a sense of foreboding, dark omens, and damsels in …

Rhetorical Body Work: Professional Embodiment In Health Provider Education And The Technical Writing Classroom, Lillian Campbell

English Faculty Research and Publications

This article introduces “rhetorical body work” as a framework for understanding professional embodiment in health provider education and technical and professional communication (TPC) pedagogy. Using the case study of clinical nursing simulations and drawing on sociological theory, I provide a detailed analysis of three components of rhetorical body work as they manifest in three simulation scenarios: physical, emotional, and discursive. I conclude by considering the implications of these findings for the embodied teaching of TPC.

I Told You That To Tell You This: Metagaming And Metacognition In The Hybrid Classroom, Marc A. Ouellette

English Faculty Publications

This paper theorizes the use of play and gamified methods to foster metacognition, or strategies for learning and learning about learning, in online graduate instruction. In the process, it calls into question the determinism of “serious” games as being the only means of facilitating metacognition. Ultimately, by adopting metagame approaches—that is, approaches based on0 goals and achievements that are external to the game and/or are developed by the players themselves—metacognition can and does occur because students participate in the development of the rewards. Moreover, any metagame feature ultimately becomes a commentary so that an approach based on metagaming offers its …

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.

"And Gladly Wolde He Lerne": Facilitating Discussion Based Learning About Medieval And Regency Literature Through Interactive Technologies, Emma Vallandingham

Honors Projects

A series of reading guides for Beowulf, The Canterbury Tales, and Frankenstein, that utilize interactive technologies to facilitate student engagement with and discussion of the texts. Each reading guide consists of an overview of the text, relevant historical context, and reading and discussion questions for students to answer. Some reading guides also have corresponding answer guides that provides sample answers as well as hints and tips for answering the questions.

Large Lecture Best Practices List (Plus Sample Activity), Jessica Luck

Q2S Enhancing Pedagogy

Includes a list of tips and best practices for running Large Lecture classes effectively, as well as a Bibliography of helpful resources (focused on English/Humanities). Ends with a sample engaging large lecture activity in which students perform Edgar Allan Poe’s “The Bells.”

Digital Culture Or Gutenberg Culture: Some Reflections On The Design Principles Of Online Courses., Julie Paegle

Q2S Enhancing Pedagogy

This short essay explores online course design, especially in the crisis conditions of the coronavirus pandemic. We reflect on the question of whether the basic design orientation in online classes should be toward textual or non-textual content, and we consider the view that textual content may in fact be far better.

Reflections On Pedagogy For Large Lecture Humanities Courses, Stephen Lehigh

Q2S Enhancing Pedagogy

In this short essay, lecture technique used by Professor Michael Sandel is adapted to the task of shaping productive lectures in a large lecture course in the humanities, here literature. A brief discussion of Sandel’s method distills it into four points. A brief example follows.

Reacting To The Future: An Immersive Experience With The Hunger Games, Amanda Taylor

Q2S Enhancing Pedagogy

Description of an immersive, role-play based assignment centered on The Hunger Games by Suzanne Collins. Designed for a ENG 1120 Speculative Fiction course focused on dystopian literature. The assignments adapts elements of Reacting to the Past pedagogy and was developed as part of a Q2S Enhancing Pedagogy Faculty Learning Community focused on large lecture literature courses.

Connecting Our Pedagogical Questions And Goals: An Exercise For Writing Teacher Development, Jessica Rivera-Mueller

English Faculty Publications

In this article, the author argues writing teachers can more fully inquire into their questions about teaching writing by paying closer attention to the ways their goals for teacher development shape their engagement in pedagogical inquiry. To explain these connections and illustrate these possibilities, the author shares findings from a narrative-inquiry study that examined the development of pedagogical inquiry in the lives of four teachers of writing. Using the participating teachers' shared goals for teacher development, the author demonstrates how writing teachers can reflect upon the development of pedagogical inquiry, stretch themselves to practice other aspects of pedagogical inquiry, and …

How To Play A Poem By Don Bialostosky, Jayme Stayer

English: Faculty Publications and Other Works

Don Bialostosky has long been admired as a writer of dense texts aimed at theory-minded academics and addressing Bakhtin and rhetoric. With How to Play a Poem, Bialostosky plays to a different audience, positioning himself as “something of a popular entertainer,” to use T. S. Eliot’s improbable self-description in the wake of The Waste Land. Aimed not at theoreticians but average teachers of poetry, Bialostosky’s text attempts to make Bakhtin accessible for the college and high school classroom. For my own audience here, I offer a conflict-of-interest disclosure: Bialostosky directed my dissertation over twenty-five years ago, but there is little …

Textframe: Cosmopolitanism And Non-Exclusively Anglophone Poetries, Michael N. Scharf

Dissertations, Theses, and Capstone Projects

This project proposes a replacement for some institutional-archival mechanisms of non-exclusively anglophone poetry as it is produced under racial capitalism and archived via its universities and grant-bearing nonprofits. The project argues specifically for the self-archiving of non-exclusively anglophone poetry, and by extension of poetry, in a manner that builds away from US-dominated, nationally-organized institutions. It argues that cosmopolitanist norm translation, as advocated by various critics, can function as part of a critique of institutional value creation used in maintaining inequalities through poetry. The US-based Poetry Foundation is currently the major online archive of contemporary anglophone poetry; the project comprises a …

English Department Source Book, Lisa Roy Davis, Michael Schueth

Book Gallery

This guide provides both practical and theoretical resources for teaching college-level writing. The following pages include basic course descriptions, descriptions of state-mandated student learning outcomes, basic administrative logistics and procedures, grade and attendance reporting, Writing Center referrals, and other information that allows you to more fully focus on teaching successfully. Beyond these basics, this resource also provides a larger discussion of the theoretical foundations and approaches for how we teach. We have added an annotated bibliography as well as sample assignments that spotlight a variety of approaches to teaching composition, argument, research, literature, technical writing, and creative writing.

To associate …

Wounds And Writing : Building Trauma-Informed Approaches To Writing Pedagogy., Michelle L. Day

Electronic Theses and Dissertations

This dissertation builds a trauma-informed approach to writing pedagogy informed by writing studies scholarship about trauma and inclusive pedagogy, clinical social work literature on trauma-informed care, and interviews with nine current University of Louisville writing faculty about their experiences academically supporting distressed students. I identify three central touchstones—“students are coddled,” “teacher’s aren’t therapists,” and “institutions don’t support trauma-informed teaching”—in scholarly and public debates regarding what to do about student trauma/distress in higher education. After exploring the valid concerns and misconceptions underpinning these touchstones, I illustrate how clinical research offers a way forward to help writing instructors develop more complex understandings …

There Is A Secret Heart, Dru Farro

Electronic Thesis and Dissertation Repository

late 14c., originally in grammar (in reference to certain nouns that do not name concrete things), from Latin abstractus "drawn away," past participle of abstrahere "to drag away, detach, pull away, divert;" also figuratively, from assimilated form of ab "off, away from" (see ab-) + trahere "to draw," from PIE root *tragh- "to draw, drag, move."

“To drag away” I find particularly evocative.

“The candidate must ensure that the abstract refers to all the elements that would make the thesis worth consulting.”

I find this, of course, to be a paralyzing requirement. This thesis is not worth …

Lesson Plan For Teaching Mohsin Hamid's "Exit West", Keyan Shayegan , '22, Peter Schmidt

English Literature Faculty Works

A lesson plan for teaching this novel to college and university students. After completing the lesson plan, students should have an enhanced understanding of the following learning goals: the similarities between different types of internal and external migration, and the effects migration has on individuals and their senses of identity; why nativism is so prevalent, the negative impact it has on humanity, and how it can be overcome by shared experiences between people; how authorities such as governments and mass media corporations use technology to deter immigration, via both force and influencing the public, in ways that dehumanize immigrants; how …

Lesson Plan For Teaching Mohsin Hamid's "Exit West", Ruby Guerrero , '22, Peter Schmidt

English Literature Faculty Works

A lesson plan for teaching this novel to high school grades 11-12, community college, and/or college and university students. This lesson is planned for three weeks and three times a week, but I recommend that teachers revise these plans as needed in order for the lesson to fit their class schedules. Learning Goals: students will be able to identify stereotypes of migrants and refuse to accept these as proper understandings of people; students will be able to reclaim their identities using the novel as a basis for this outcome; students will learn to identify the different types of narration, how …

Confirmation Bias: Misinformation In Society, Refutation As A Pedagogical Solution, And The Turn Of The Screw, Crystal Veber

FIU Electronic Theses and Dissertations

This thesis explores the societal implications of confirmation bias through the analysis of the characters and criticism of Henry James’ The Turn of the Screw, and the application of modern psychological and pedagogical studies to demonstrate a similar misunderstanding of truth in society. The aim of this study is to provide an approach to teach students that the plausibility of a belief based on selective evidence is insufficient justification for validation. Such flawed logic insidiously erodes one’s trust in objective truths, instead promoting subjective truths that are misinformed by media forms like fake news, biased claims, and unfiltered online content. …