English Language and Literature Commons^™

Disrupting Notions Of Stigma While Empowering Voices: Examining Language Identity, Mental Illness, And Disability Through Young Adult Literature, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond

Conference Presentations

Presenter Two will share new research on young adult literature which features characters with mental illness. She will describe strategies for using texts such as Your Voice is All I Hear (2015), Thirteen Reasons Why (2007), and The Impossible Knife of Memory (2014) to analyze and critique representations of mental illness in young adult literature. Drawing on research by Koss & Teale (2009) and Richmond (2014), this presenter will help session attendees interrogate “the power of language choices” and “become empowered to confront the stigma associated with mental illness and confront bullying” (p. 24).

Relationship Between Athletic Identity And Career Decision-Making Self-Efficacy Among Korean Collegiate Student Athletes, Jong Joo Moon

All-Inclusive List of Electronic Theses and Dissertations

This study explored barriers that Korean collegiate student athletes confront with regard to pursuing careers outside of professional athletics. More specifically, the purpose of the study was to identify the barriers to Korean student athletes’ career development, as well as to examine the relationships among the psychological constructs of athlete identity and career decision making self-efficacy. A total of 321 Korean student athletes participated in the study, including 263 men (81.9%) and 59 women (18.1%). Participants completed demographic information along with a parental influence questionnaire, the Athletic Identity Measurement Scale, Career Decision Making Self-Efficacy Scale Short Form, and two open-ended …

Young Adult Literature: The Reality On The Page, Chelsea Elmore

Selected Honors Theses

The genre of young adult literature has grown from a didactic category made of problem novels and taboo themes into a mimetic vision of modern life by way of dystopian fiction. In my thesis, I will discuss the ways in which young adult literature has changed over time and what those changes will mean for its readers and its future as a genre. The first section will analyze three groundbreaking novels that have disrupted the previously established didactic mindset of young adult literature. The publication of such novels (The Catcher in the Rye, Are You There God? It’s Me, Margaret …

The Laser Loop: A Structured Process Approach Activity For Teaching Argumentative Writing, Larkin Weyand

The Utah English Journal

On August 7, 2016, ten-year-old Caleb Schwab rode the world’s tallest water slide, the Verrückt (German for “insane”) at the Schlitterbahn Water Park in Kansas City. During the 168-foot plummet, Caleb came free from his safety harness, was ejected into the safety netting, and died from what was originally classified as a “neck injury” but later identified as a decapitation. His family has mourned him in public, expressing their grief but also their intention to prevent similar tragedies. According to CBS news, the two adult women riding the raft with Caleb, mothers themselves, have threatened litigation, pending an investigation, to …

Book Review: Making Curriculum Pop: Developing Literacies In All Content Areas, Jessica Lynn Reschke

The Utah English Journal

One of my students is sitting at a worn-out desk and staring at the whiteboard with an occasional glance at the clock. She is looking at me, but it seems as if the words I am saying are going in one ear and out the other. I know she cannot wait for my class to be over. It is important that I cover the course material and meet certain teaching criteria, but how can I make learning more exciting for my students?

Book Review: Goodbye Days, Courtney Jones

The Utah English Journal

Carver Briggs is an aspiring writer attending a prestigious school of the arts for the young and gifted in Jeff Zentner’s Goodbye Days. Carver pours hours into his work and future career, but never imagines that just two sentences could change his life forever: “Where are you guys? Text me back.” These become the most influential words he ever writes, because they result in the deaths of his three best friends.

Interlude Ii: Imitation Poetry To Write Narratives, Gaylynn Parker

The Utah English Journal

Although I focus on poetry during National Poetry Month in April, I like to intersperse poetry throughout the year. Most of my students think they hate poetry until they have a positive experience writing poetry. Imitation poetry is easy, and with the right prompt, students can write beautiful poetry and feel successful.

The Fox And The Goose: The Pamphlet Wars And Volpone's Animal Metaphors, Julie Anne Anderson

Theses and Dissertations

Ben Jonson wrote Volpone when England's pamphlet wars and the rule of Queen Elizabeth I contributed to an environment in which the woman question was forefront in many minds. These social concerns echo in Volpone, resulting in a play that not only deals with vices and greed, but that also, to a limited degree, contributes to the querelle de femmes. The play's numerous animal metaphors create distinctions between characters; among other things, animalistic surnames represent the vices and complexities of humanity, and, more specifically, reverberate with judgments that seem to underscore the injustices of misogynistic pamphleteers. Moreover, Jonson's characters Bonario …

A Refuge For Jae-In Doe: Fugues In The Key Of English Major, Seo-Young J. Chu

Publications and Research

"A Refuge for Jae-in Doe: Fugues in the Key of English Major"

Author(s):

Seo-Young Chu (see profile)

Date:

2017

Subject(s):

Feminism, Creative nonfiction, Asian American literature, Sonnets, Social justice, Trauma

Item Type:

Essay

Tag(s):

#MeToo, Stanford, women in academia, early american

Permanent URL:

http://dx.doi.org/10.17613/cp82-8f39

Foreword To D.W. Robertson, Jr., Uncollected Essays, Paul A. Olson

Department of English: Faculty Publications

During the late summer of 1992, I received a call from Darryl Gless, a professor of Renaissance literature at the University of North Carolina and my former student, asking me if it would be all right if he and other people looking after the literary remains of D. W. Robertson would send me a package of published and unpublished articles that Robertson had left behind upon his death in July of that year. Gless had been a friend of Dr. and Mrs. Robertson in Chapel Hill, visiting with them frequently while trying a bit to look after their well-being in …

Book Review: Disruptive Thinking: Why How We Read Matters, Elise Orgille

The Utah English Journal

The ability to read is one of the most valuable skills students gain throughout the course of their education. Teachers work hard to help their students decode words and comprehend meaning, but what is the purpose of comprehension if students do not value what they read? In their book Disruptive Thinking: Why How We Read Matters, Kylene Beers and Robert E. Probst bring reading to the next level, reminding teachers and students that reading is a gift.

“Why Does Someone Have To Die At The End Of The Play?": How The Texts We Teach Shape Students’ Perceptions, Amy Piotrowski

The Utah English Journal

A few years ago, a group of students in my 11th grade English class came to some interesting conclusions about American literature. We were finishing the school year by reading A Raisin in the Sun, and the students were enjoying reading the play even though the countdown to summer vacation was well underway. This class was a group of reluctant readers, not interested in doing much reading, especially now that we had completed the state standardized test. One afternoon, when we were halfway through the play, I came into the classroom to start the day’s discussion. Several students were huddled …

To Read Or Not To Read The “Classics”: Teaching Hamlet, Tara Pearce

The Utah English Journal

If you happened to walk by my classroom the day I told my students we were going to be reading a Shakespeare play, you would have witnessed a revolt. Perhaps the word “revolt” seems strong, but their reactions were also unexpectedly strong— swearing, storming out of class, slamming the door, a chair or two being knocked over in the process. They were furious, and frightened, about the prospect of reading Shakespeare. “We can’t understand Shakespeare,” “I don’t even read,” “Miss, Shakespeare is boring,” “This has nothing to do with us!” I heard phrases like these, peppered with profanity of course, …

Speak The Speech, Ditch The Desk: Teaching Shakespeare As Dramatic Text, Shawnda Moss

The Utah English Journal

Shakespeare is a staple in any English Language Arts classroom, but the value of the Shakespeare experience in your classroom has a lot to do with how you go about teaching the material. You have the power to make Shakespeare’s plays a strictly academic literature study or make them come alive as students actively explore and play with his themes, storylines, and characters. Shakespeare’s plays are dramatic works, so it is key to present them to your students as living, breathing, evolving texts. Studying his plays with a dramatic context allows students to relate physically, vocally, and emotionally with the …

Say Yes: Reading Infographics In The English Classroom, Samantha Andrus-Henry

The Utah English Journal

A summer or two ago, I was reading Shonda Rhimes’ (2015) book Year of Yes, while sitting in a waiting room where three teenage girls were discussing a beauty infographic in a popular glamour magazine. The infographic was beautifully composed and engaging at a glance, but as I looked a bit longer, I noticed a few flaws, and wondered what the informal literature circle I saw unfolding beside me thought. So I tuned in more closely to their conversation, and was startled at the deductions and reasoning I heard happening as the girls interpreted the infographic and applied it to …

Professional Development That Honors Teacher Agency, Jon Ostensen

The Utah English Journal

As a new teacher, I remember judging those teachers who came to professional development (PD) meetings with a bad attitude, who often spent the meeting grading papers or immersed in their lesson plan books. Perhaps I was used to sitting in a class and being lectured at (the style of many of the PD seminars I attended in the 1990s), or maybe I was just too inexperienced to question the standard procedure. As time passed and I spent more time in these settings, I started to understand the reactions of those veteran teachers, and my own frustration and resentment grew …

Designing Curriculum The Fair Way, Lorraine Wallace

The Utah English Journal

It was my second year as a teacher, my first year in a new school. In early August, I went to the building and introduced myself to the secretary. She was very pleasant as she escorted me to my new classroom. She opened the door, handed me the key, pointed to the cupboards where books were stored, and told me to let her know if I needed anything. Expecting some type of curriculum guide, I naively asked, “What am I supposed to teach?” “English, of course,” she answered with a laugh that continued as she went down the hall, back …

“Subvertising” As A Means Of Illustrating Transcendentalist Ideals, William Wright

The Utah English Journal

In this article, I discuss the inspiration, rationale, methodology, and subsequent observations of an activity I designed for my secondary American Literature course that asks students to critically juxtapose modern advertisements through the lens of eighteenth-century Transcendental thinkers Ralph Waldo Emerson and Henry David Thoreau. Framed as a culminating activity at the end of our study of Transcendentalism, the activity’s intentions are twofold: to lead to a creative critique of the two-faced nature of advertising, and to serve as a bridge between what often seems, to students, like the outmoded writings of eighteenth-century philosophers and our modern cultural context.

Can An Eighth Grader Make An Impact?, Denée Tyler

The Utah English Journal

I see my students constantly composing: texts, notes to each other in class, silly sentences for grammar practice, lists of all varieties. I overhear the amusing and detailed things they tell each other, and I’m excited by their proficiency with words. But when they are asked to write for school, the work they turn in is generally less than stellar. The illusive quality of voice is often missing from their writing, and I often see weak sentence variety, poor or nonexistent paragraphing, and little attention given to reader courtesies such as grammar or spelling. There is a marked difference between …

Interlude I: Poetry In The Middle School Classroom, Gaylynn Parker

The Utah English Journal

It is the end of week two, and I am watching my 7th grade students, new to junior high, struggling to navigate the halls, work their lockers, and organize papers as they go from class to class, teacher to teacher. Overwhelming. I know they will get the hang of it soon, but right now, their burdens hang heavily from their faces.