Ashes,
2022
Southwestern Oklahoma State University
The Ballad Of Fantasy,
2022
Southwestern Oklahoma State University
Multiverse,
2022
Southwestern Oklahoma State University
Beyond Seeing: Sight, Mind, And Power In Early-Medieval England,
2022
University of New Mexico
Beyond Seeing: Sight, Mind, And Power In Early-Medieval England, Kevin S. Jackson
English Language and Literature ETDs
Before the development of optical science, sight was largely understood to function extramissively, with rays emitted from the eyes effectuating sight as they came into contact with the physical world. In early-medieval England in particular, a very strong correlation between extramissive sight and an extracorporeal mind is evident, based in part on a potential source for this model that has yet to be identified in scholarship: De opificio Dei, by Lactantius. The connection between sight and the mind accounts for anxiety about the possibility of seeing God, manifest in some early-medieval English translators’ careful revision of biblical texts. Sight …
A Reflection On Writing Methods: Where Am I Going? Where Have I Been?,
2022
Northern Michigan University
A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond
Teaching/Writing: The Journal of Writing Teacher Education
The author, an eminent scholar and practitioner of writing teaching methods, reflects on the growth and development of the community and scholarship of writing teacher education and highlights several key trends as discussed in this issue.
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts,
2022
Penn State University
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin
Teaching/Writing: The Journal of Writing Teacher Education
This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …
Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing,
2022
SUNY Old Westbury
Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben
Teaching/Writing: The Journal of Writing Teacher Education
This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then …
The Evolution From Mentor Texts To Critical Mentor Text Sets,
2022
University of Utah
The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson
Teaching/Writing: The Journal of Writing Teacher Education
This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.
(Re)Engaging The Body In Being & Becoming Teachers Of Writers,
2022
Oklahoma State University
(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan
Teaching/Writing: The Journal of Writing Teacher Education
This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as …
Humanizing The Teaching Of Writing By Centering The Writer,
2022
University of Michigan (as of Aug 2022, will be Colorado State University)
Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai
Teaching/Writing: The Journal of Writing Teacher Education
In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to …
Teaching Writing As A Metacognitive Process,
2022
Eastern Kentucky University
Teaching Writing As A Metacognitive Process, Heather Fox
Teaching/Writing: The Journal of Writing Teacher Education
In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to …
The Collaborative Evolution Of The Writing Teacher Educator And The Methods Course,
2022
Arizona State University
The Collaborative Evolution Of The Writing Teacher Educator And The Methods Course, Christina Saidy, Nicole Nava, Ginette Rossi
Teaching/Writing: The Journal of Writing Teacher Education
In this article, we describe a collaborative approach to preparing graduate students for teaching the methods class at our university. We document the approach to preparation, our connections to the methods course itself, the tensions in the methods course that we identified in working together, and the important choices about and modifications we made to the course based on the tensions we identified. Our collaborative approach to preparing and planning for the methods class gave us a deep understanding of our context and unique challenges as we evolved the course.
Variations On A Writing Methods Course: Two English Educators Across Four Decades,
2022
Brigham Young University
Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean
Teaching/Writing: The Journal of Writing Teacher Education
This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.
On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community,
2022
Western Michigan University
On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley
Teaching/Writing: The Journal of Writing Teacher Education
No abstract provided.
Final Master's Portfolio,
2022
Bowling Green State University
Final Master's Portfolio, Stephanie Fryer
Master of Arts in English Plan II Graduate Projects
This portfolio contains three works: a unit plan and rationale for teaching grammar rhetorically, an analysis of the ethos of early 20th century rhetor Juliet V. Strauss, and a revision reflection.
Stephen D. Geller Papers,
2022
Georgia Southern University
Stephen D. Geller Papers, Zach S. Henderson Library Special Collections
Finding Aids
This collection includes the creative works of Stephen D. Geller and personal materials ranging from 1954-2007. Creative works include his completed screenplays, teleplays, scripts, manuscripts, novels, poems, research files, and other related materials. Personal bound copies of some of his works are handwritten while others are typed. Personal materials include family photographs, an astrology birth chart, correspondence, and materials related to Geller’s early education.
Find this collection in the University Libraries' catalog
Final Master's Portfolio,
2022
Bowling Green State University
Final Master's Portfolio, Faith Aleshire
Master of Arts in English Plan II Graduate Projects
The following is my final portfolio for the Master of Arts in English with an individualized track. An analytical reflective narrative explains the context of my education at BGSU, as well as providing specialized context for the projects included. These serve as the culmination of my research, writing, and growth as a writer during my time at BGSU. The projects include a research proposal, "Building Contextually-Reflective Thinking for Successful Postsecondary Writing" which advocates for a way to study and trace the effects of contextually-reflective thinking strategies being used in the classroom on students' postsecondary writing success, and a literary analysis …
Final Master's Portfolio,
2022
Bowling Green State University
Final Master's Portfolio, Amy Hromiak
Master of Arts in English Plan II Graduate Projects
This portfolio represents the work I completed over the two-year Master of Arts in the field of English program with a focus on teaching. The first paper, “Dystopian Literature IS a Call to Action: Teaching The Hunger Games in High School,” is a teaching-based project that discusses positive ways to incorporate dystopian young adult literature, and more specifically, The Hunger Games, in high school ELA curriculum. The second paper, “Chaos is Monstrous in Wuthering Heights,” is a research-based analytical project that discusses the idea that what makes Heathcliff monstrous is the chaos that he embodies. Overall, these projects …
Final Master's Portfolio,
2022
Bowling Green State University
Final Master's Portfolio, John Wilson
Master of Arts in English Plan II Graduate Projects
This is my final master's portfolio for the M.A. in English, individualized track. It includes two essays: "Rhetorical Analysis of the EPA's AirNow Air Quality Mobile App," and the research and analysis selection titled "The Affordances of Multimodal Composition in Online Video Instruction in the Proper Use of Self-Administered COVID-19 Health Tests."
Final Portfolio,
2022
Bowling Green State University
Final Portfolio, Denise Mccory
Master of Arts in English Plan II Graduate Projects
This portfolio contains two projects. The first is an analysis of The Truman Show, which is an American comedy film from 1998. The paper discusses the film’s themes of control, discipline and hyperreality using the perspectives of postmodern theorists Jean Baudrillard and Michel Foucault. The second paper is a teaching-based project that demonstrates how composition instructors can use multimodal texts to teach academic argumentation. The selected projects reflect the variety of research-based knowledge, critical thinking skills, and writing skills that I acquired in the Master of Arts in English program.
