Digital Commons Network^™

“Like Learning To Play Chess”: Relationality And The Development Of Interpersonal Communication Skills In Writing Center Consultants, Kara Poe Alexander

The Writing Center Journal

This study explores how writing center consultants develop interpersonal communication (IPC) skills through relational interactions during peer tutoring sessions. Grounded in the theoretical framework of relationality, which views learning as emerging through relationships, I analyze interviews with undergraduate and graduate consultants at a private R1 university. The findings demonstrate that one-on- one conferences foster a broad spectrum of IPC skills, including adaptability, listening, intercultural communication, asking questions, building rapport, giving constructive criticism, setting boundaries, empathizing, and patience. The development of these knowledge and skills is cultivated through collaborative, meaning-making interactions with writers. As such, writing centers emerge as dynamic, relationship-driven …

A Comparative Critique Of Masculine Domination In Madame Bovary (1856) And Gemma Bovery (1999), Aqeela Hamarthya Czecheska Humayra, Diah Kartini Lasman

International Review of Humanities Studies

This study examines how social construction influences the representation of female autonomy through the transition of medium and temporal context. Its primary focus is to compare the mechanisms of masculine domination in Gustave Flaubert’s classic novel Madame Bovary (1856) with Posy Simmonds’ graphic novel adaptation Gemma Bovery (1999). Utilizing Hutcheon’s adaptation theory (2013) and de Beauvoir’s existential feminism (1949), complemented by Freytag’s dramatic structure analysis (1900) as the main framework, this research proceeds from the premise that the transposition from text to visual medium has significant implications for changes in narrative strategies and plot. This study highlights the differing manifestations …

Regenerative Writing: The Rhetorics Of Indigenous Futurisms As Pedagogical Praxis, Madeline R. Mendoza

English Language and Literature ETDs

This dissertation explores how land-based writing and Indigenous Futurisms can reshape writing pedagogy in higher education, focusing on English courses at the University of New Mexico. At the center of this project is the Land Memoirs assignment, which I designed to encourage students to engage land as a living relative and active participant in the learning process. Through the frameworks of Indigenous Futurisms, Land as Pedagogy, Rhetorical Sovereignty, and Pueblo understandings of marking, I analyze the rhetorical choices across student multimodal narratives, reflections, and interviews to examine the assignment’s pedagogical impact. My findings reveal epistemic differences in how Indigenous …

Members’ Meeting And Closing Ceremonies, The Mythopoeic Society

Mythcon

While the Members’ Meeting portion of Mythcon will be of interest primarily to members of the Mythopoeic Society, all conference participants are welcome to attend. Led by the Mythopoeic Society Stewards, the meeting will announce and discuss timely and necessary Society topics. Following the meeting, we will host our traditional leave-taking closing ceremonies that feature singing songs dear to Mythcon regulars. Words and music at: https://mythsoc.org/mythcon/mythcon-closing-songs.htm

Members’ Meeting/Closing Ceremonies will be held Monday morning,at 11am in the Event Center.

Visit With Joe R. Christopher, Leslie A. Donovan

Mythcon

In this session, our Scholar Guest of Honor, Joe R. Christopher, will be on hand to informally visit with anyone who wants to hear more about his 50+ years of scholarship on C.S. Lewis, J.R.R. Tolkien, fantasy literature, and mythopoeic scholarship. Joe will also sign copies of his new essay collection, In Plain Sight Behind a Wardrobe Door: Essays on C.S. Lewis's Chronicles of Narnia and, we hope, share some stories about not only his career as an early mythopoeic scholar but also about past Mythcons!

A Charles Williams Diptych: G. M. Hopkins And T. S. Eliot, Eric Rauscher

Mythcon

This presentation consists of two short papers touching upon an interest of mine in the development of Williams' poetry.  In the first paper about Hopkins I argue for a direct influence that played a role in the transition from Williams' early poetry to his late Arthurian poems.  The second paper dealing with Eliot tangentially addresses a similar influence, but in a much more nuanced fashion. Here I am only offering hints. I am quite sure there are many other avenues of study for the transformation from his early poetry to his later mature style which is a poetically complex style …

Are Book Clubs The New Discussion Groups?, Megan B. Abrahamson, Dusty Brooks, Grace Moone

Mythcon

Mythprint used to publish Discussion Group reports pretty regularly, and the Discussion Group model was a great way for local Inklings fans to find each other. How has technology and changing social mores (especially post-COVID) altered how we do "Discussion Groups"? Is the difference between a Book Club and a Discussion Group just down to whether we submit a report to Mythprint, or are there other elements we need to bring back? Attend this panel if you want to get or give advice about running your own mythopoeic Book Club or Discussion Group!

Boundary Crossings: Charles Williams And Bruce Cockburn As Grim Traveling Companions, John Mabry

Mythcon

This paper explores the deep influence of Charles Williams on the lyrics of singer-songwriter Bruce Cockburn, one of the few Christian rock musicians to enjoy mainstream success. Both artists suffer “outsider” status in Christian culture because they regularly cross the boundaries of what is considered “acceptable” Christianity, both in terms of their personal lives and their theologies. Yet their work profoundly depicts crossings between the mundane and spiritual worlds, to the point of denying such boundaries exist at all. In his doctrine of co-inherence, Williams denies ontological separateness, a theme echoed repeatedly in Cockburn’s lyrics. This is more than just …

A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue], Susanna Benko

Teaching/Writing: The Journal of Writing Teacher Education

ABSTRACT: This reflective essay uses Taylor Swift's Eras Tour as a conceptual framework for examining thirteen years of teaching a writing methods course for preservice teachers. Drawing on longitudinal reflection, I identify four distinct pedagogical eras in my practice, each representing shifts in how I conceptualize what preservice teachers need to learn about teaching writing and how clinical experiences shape that learning. Through this extended reflection, I argue that meaningful pedagogical change becomes visible only across time, not semester-to-semester. Key insights include the sustained centrality of writing practice in methods courses and the influence of institutional changes on course design. …

"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan

Teaching/Writing: The Journal of Writing Teacher Education

This article shares the findings of a qualitative study that engaged ten writing teacher educators from across the United States in interviews, curriculum submission, and a mapping practice to explore the ways that they perceive and enact the teaching of the writing methods course within dynamic and complex settings. Using a conceptual framework of borderlands of practice to gain insight into the discourses and value systems that surround the course, findings revealed the overlapping domains that impact the preparation of teachers in the field of writing, the key values that guide the way that participants approach their teaching, and the …

Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed

Teaching/Writing: The Journal of Writing Teacher Education

In this article, three writing teachers, one a writing teacher educator, reflect on how the writing methods course has shaped their work as teachers and helped them build community and identify resources to adapt to new teaching contexts and challenges.

Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa

Teaching/Writing: The Journal of Writing Teacher Education

Written in two voices, we reflect on our journeys as teachers of writing and teacher educators shaped by transformative mentoring in literacy methods courses at Arizona State University and community embedded learning at William T. Machan School. Weaving together sociocultural and translanguaging theories, we explore how being invited to write from our lives reshaped our identities as writers and educators. In our work, we draw on strength-based approaches to teaching writers that centers voice, meaning making, multilingualism, and funds of knowledge. In the midst of an increase in the use of a scripted curriculum, we argue for reclaiming writing as …

Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects, Elsie L. Olan Dr., M.Priscilla Develder

Teaching/Writing: The Journal of Writing Teacher Education

Writing workshop methods courses introduce teachers to foundational practices for teaching writing, yet their long-term influence on teacher identity and instructional decision-making often remains underexamined. This co-authored narrative explores how experiences within a graduate-level writing workshop shaped the pedagogical development of two educators: a professor who designed and facilitated the course and a former graduate student who went on to teach English Language Arts (ELA) in both elementary and higher education settings. Drawing on a 60-hour shadowing experience, the narrative analyzes classroom observations, reflective writing, and dialogic exchanges to illuminate three central themes: resonance, resilience, and effects that demonstrate how …

Strengthening Our Pedagogy Together: A Methods Instructor And Her Former Student Partner To Promote Agency In The Secondary Writing Classroom [Special Issue], Michael Rojas, Kate Sjostrom

Teaching/Writing: The Journal of Writing Teacher Education

In many English classrooms today, writing instruction is reduced to templates and formulas, robbing students of agency, voice, and transferable skills. This article describes a collaboration between a writing methods course instructor and one of her former students bent on proving that what they believe makes for solid writing instruction—a sometimes messy process involving choice and authentic purpose and audience—works. Documenting development of a new secondary writing course and a project to introduce the course’s methods to pre-service teachers, the authors recount barriers they encountered, strategies they developed for overcoming them, and issues they are still grappling with. In the …

“Ummm I Don’T Know If I Took A Writing Methods Course”: Learning From In-Service Teachers Revisiting The Methods Course, Christina Saidy, Isabelle Alize Meza, Talia Baca

Teaching/Writing: The Journal of Writing Teacher Education

In this article two teachers and their writing methods professor explore the challenges of the traditional methods course. In sharing the teachers’ experiences of retaking the methods course, they argue for the need to consider ways that practicing teachers can revisit the methods course to develop sustainable practices for the teaching of writing in secondary schools.

The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas

Teaching/Writing: The Journal of Writing Teacher Education

This article examines how secondary English teachers understand and implement writing pedagogy in their classrooms years after completing a writing methods course. Through reflective interviews and written responses from teachers in their fifth through seventh years of practice, we explore the tensions between pedagogical ideals learned in teacher preparation and the institutional pressures of contemporary schooling. Key themes include the influence of standardized testing on writing instruction, the challenge of maintaining process-oriented approaches amid curriculum standardization, and the ways teachers adapt their methods course learning to their specific school contexts.

What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross

Teaching/Writing: The Journal of Writing Teacher Education

This co-authored piece examines how the writing methods course impacts teaching and thinking about writing through the lenses of a writing methods professor and a former student/current teacher. In writing and thinking together we found that a mutual grounding in liberatory education, using writing as a tool for social action and critical thinking, and teaching writing as a political act we see how the writing methods course and the relationships built through writing create a basis for future decision making and inspiration in the high school classroom.

Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly

Teaching/Writing: The Journal of Writing Teacher Education

In this article, a teacher educator and two early-career teachers reflect on a Teaching Writers methods course the teachers took as part of their teacher education program. In the course, the two teachers developed their own writer identities and took part in a writing community. The teachers discuss ways they have brought those experiences into their classrooms and adapted the experiences for their students and contexts.

“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo

Teaching/Writing: The Journal of Writing Teacher Education

In this dialogic essay, a teacher educator and two early career teachers discuss the influence of a writing methods course on their pedagogy in practice. The conversation focuses on a digital testimonio task that instilled values the early career teachers continue to bring to their teaching, including an expanded conception of what counts as writing and a critical, humanizing approach to literacy education. Moreover, the challenges they experienced as preservice teachers when composing a digital text helped them to see the value of a scaffolded writing process, demonstrating the value of experiential learning. While the digital testimonio project itself was …

Writing From Our Lives: From Reading Like Writers To Personal Narrative Writing, Julianna Kershen, Sarah Relja, David Mackowski, Grace Rhodes

Teaching/Writing: The Journal of Writing Teacher Education

This article describes the design and use of writing opportunities for preservice teacher candidates enrolled in English Language Arts education coursework. Based in the practice-based teacher education principle that preparatory coursework include implementation activities, we describe how preservice candidates engaged in the study of writer’s craft through immersion in mentor texts through close reading, annotation, and free response writing. This article highlights the benefits of such opportunities for preservice teacher-writers, as they (re)see themselves as active writers and reflect on their personal writing histories. Three preservice candidates share their writing as a means of celebrating their own beliefs and experiences …

From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer

Teaching/Writing: The Journal of Writing Teacher Education

This study investigates the written feedback practices of secondary English Pre-Service Teachers (PSTs) to understand how their values regarding "good" writing influence their comments on student work. Through analysis of feedback on 10th-grade writing samples and value-sorting surveys, the study examines their feedback tendencies and the links with their values. Findings indicate a significant shift over the semester from a directive, deficit-based "corrector" stance to a facilitative, asset-based "reader" stance. The data suggests that when PSTs lack specific metalinguistic language, they default to generic advice or mechanical correction. However, when instructed to align their feedback with their core writing values, …

Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton

Teaching/Writing: The Journal of Writing Teacher Education

This article examines the Concept Exploration Essay assignment in a writing studies course that encourages PSTs to explore and question writing theories as they connect to their own experiences and understandings. The focus of the course is to develop an understanding of the self as a writer and as a future writing teacher through practical application of composition theory. Students are invited into the Burkean Parlor and enter the conversation as scholars. The students explore, question, and trouble complex writing theories in a dialogic classroom. PSTs leave the course empowered with the knowledge they can allow their future students the …

Introduction: Echoes, Effects, And Resonance: Examining The Writing Methods Course, Elizabeth Thackeray Nelson, Erinn Bentley, Jonathan E. Bush

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Author Guest Of Honor Keynote - Fantasy As A Tool Of Resilience And Resistance / Mythopoeic Awards Ceremony, David R. Slayton

Mythcon

We find ourselves in a dire reality. America is facing a literacy crisis, especially among the young. College professors are sounding the alarm that students are entering higher education without having read a full novel while book bans are limiting access to reading materials. Many libraries are preemptively removing works before anyone can protest their inclusion even as budgets are being cut. Reading for pleasure among adults is down significantly, as is reading comprehension, at a time when media literacy is made crucial by weaponized misinformation, outright gaslighting, and the proliferation of AI generated media that is becoming increasingly hard …

The Road To Armageddon; Commonwealth Orcs, 1872-2000, Joseph Rex Young

Mythcon

J.R.R. Tolkien’s orcs are perhaps his most exported creations, having become stereotypical antagonists of fantasy games, hewn down in countless dungeons as the evil minions of unnumbered dragons. Commentators have raised justifiable questions about the notion of an ‘evil race,’ though on examination the absorption of orcs into the post-Tolkienian genre, especially by writers from the British Commonwealth, has perpetuated a strikingly consistent, coherently evolving notion of what that evil is. Rather than relitigate questions about the admissibility of orcish evil, the purpose of this paper is to document this point of continuance.

Tolkien equates the orcs of Middle-earth to …

“The Daemons Of Unplumbed Space”: Einsteinian Portals Into The Unknown In Paul W. S. Anderson’S Event Horizon And H.P. Lovecraft’S The Dreams In The Witch House, Kristine Larsen

Mythcon

Jason Colavito notes that “cosmic horror” developed in response to the counterintuitive and unsettling repositioning of space and time within Einstein’s Special and General Theories of Relativity, as embodied in H.P. Lovecraft’s Cthulhu Mythos. The horror of such a “weird tale” derives from the violation of already unnatural seeming physical law by the influence of super-natural powers. Lovecraft himself defined a weird tale as containing at least a hint of a “suspension or defeat of those fixed laws of Nature, which are our only safeguard against the assaults of chaos and the daemons of unplumbed space.” Surely the singularity of …

Middle-Earth Inspired Chess Sets, Bruce Leonard

Mythcon

The response to Tolkien’s work is amazing in variety and depth. Flieger and others note The Lord of the Rings invites a participatory response from the reader. For a number of us this results in a lifelong engagement, from academic pursuits such as this conference to fan creations. Chess is a wonderful example of the creative reaction to Tolkien’s work. There are as many as 97 Middle-earth related chess sets. This includes different editions of the same set. Dr. Graeme Anthony produced ~32 editions of his War of the Ring set. As with most responses to Tolkien inspired work the …

Today’S Christianity: Are We In The Mirror Universe? A Comparison Of Petrine Christianity And The Gospel Of Mary Via The Heroine’S Journey, Blythe A. Collier

Mythcon

What if there was an alternative to Joseph Campbell’s so-called ‘Monomyth’? What if we could dodge yet another rehash of the tired old trope of an oversimplified, Eurocentric ‘Hero’s Journey’? The monomyth is often considered the sine qua non of archetypal modern Western literature. We can easily pick out some of its described elements within both J.R.R. Tolkien’s The Lord of the Rings trilogy and Silmarillion, and in C. S. Lewis’ Narnia series—as well as within Petrine Christianity, which is the mythic structural basis of both the contemporary bible, and also the fabled worlds of Tolkien and Lewis.

But …

The God Machine: Environmental Resonances In Tolkien And Hollow Knight: Silksong, Alicia Fox-Lenz

Mythcon

After reading The Lord of the Rings, it would not be surprising for the reader to assume Tolkien was a luddite or at very least had some deep-rooted environmentalist leanings. After all, the anti-industrialist sentiment is one of the many themes that so enamored his American fans in the 1960s. In LOTR, industry (as opposed to craft) is aligned with evil, most notably through Saruman — a failed craftsman who has turned to machination. Through him, we see the industrialization of Isengard and its deleterious effects on nearby Fangorn, as well as the resulting destruction of the failed …

The Harlequinades: Agatha Christie’S Forays Into Fantasy, Joe R. Christopher

Mythcon

This review by Joe R. Christopher explores Agatha Christie’s long engagement with the Commedia dell’Arte tradition - referenced in current popular culture through figures such as the Batman series’ Harlequin character – and traces how elements of that fantasy appear throughout her early poetry and some of her short-fiction work. Her Harlequinade foray was in a self- funded volume of poems, some of which read as autobiographical. The evocation of wandering ancient, semi-immortal spirits may reflect a business trip taken with her first husband. Christie extends the Commedia motifs into her prose where she introduces recurring characters; notably, a character, …