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Full-Text Articles in Education
Trigger Warnings And A Pedagogy Of Trust, Morgan Read-Davidson
Trigger Warnings And A Pedagogy Of Trust, Morgan Read-Davidson
English Faculty Articles and Research
"As the director of both the creative writing and rhetoric and composition programs at Chapman University, a mid-sized private university serving 150+ majors as well as 1000+ general education students, it has now become a common and expected occurrence to have both students and contingent faculty come to my office expressing anxiety over course content. While the larger conversation about difficult content and trigger warnings is not new, the sudden need for urgently scheduled meetings with me did not begin until the COVID-19 Pandemic and our move to remote instruction. This seems to coincide with the increase of online and …
Possibility And Play: Ludonarratology As Liberating Praxis, Morgan Read-Davidson
Possibility And Play: Ludonarratology As Liberating Praxis, Morgan Read-Davidson
English Faculty Articles and Research
Studying and composing ergodic media like interactive fiction can be one way of liberating students from the constraints of linear textual composition, encouraging them to explore and experiment with multimodality and remediation. A pedagogy that incorporates narratology and ludology teaches awareness of the remediation of narrative into digital, ludic media, and creates opportunities for the transfer of nonlinear, interactive writing practices back into more conventional writing. This paper describes an example of this pedagogical approach in a Writing for Video Games course, and the preliminary steps toward understanding how such praxis might transfer to writing in new contexts.
Twenty-First-Century Writing/Twentieth Century Teachers?, Ian Barnard
Twenty-First-Century Writing/Twentieth Century Teachers?, Ian Barnard
English Faculty Articles and Research
"My students are writing in their everyday lives—indeed, their everyday lives are written—but we (teachers—writing teachers, in particular--and education administrators, no doubt nudged by politicians and “the public”) have to a large extent failed miserably in embracing and capitalizing on that writing: email, text messaging, instant messaging, blogging, twittering, responding, video gaming, Second Lifeing. Andrea and Karen Lunsford’s recent longitudinal study of Stanford students has shown the lie to the given that students today don’t write as much as they used to (they are writing much more). Are we becoming the stodgy, ungenerous, rigid English teachers that we ourselves were …
The Politics Of Persuasion Versus The Construction Of Alternative Communities: Zines In The Writing Classroom, Aneil Rallin, Ian Barnard
The Politics Of Persuasion Versus The Construction Of Alternative Communities: Zines In The Writing Classroom, Aneil Rallin, Ian Barnard
English Faculty Articles and Research
We discuss how studying and creating zines in our composition classes allows our students to negotiate and explore the complexities of writing without the compulsions of many of the politically problematic commonplaces of composition pedagogy. We use zines to examine the unique ways in which their rhetorical devices address conflicts around questions of audience and diversity, as well as the particular questions that the zines raise about the politics of persuasion, our own writing practices, writing strategies that the zines suggest to us, and the construction of alternative communities.