Digital Commons Network^™

Can’T Afford The Manolos? Buy The Book!: Chick Lit & Contemporary Consumerism, Allison Cole

Undergraduate Research Symposium (UGRS)

At the airport, across from the magazines at Wal-Mart, and probably somewhere near the front of local bookstores — chick lit is everywhere. One would probably recognize it from a distance as a sea of shiny pink1, the small glossy paperbacks cheerfully beckoning from their carefully constructed display. Chick lit has exploded into the western2 market over the last decade, captivating millions of readers with their tales of young, urban professional women navigating the worlds of careers, relationships, and of course, shopping. By the end of the novel, each of these components is generally resolved in somewhat formulaic fashion

Quiero Chupar Tu Sangre: A Comparison Of The Spanish-And English-Language Versions Of Universal Studios' Dracula (1931), Robert Harland

Journal of Dracula Studies

No abstract provided.

Rethinking The New Woman In Stoker's Fiction: Looking At Lady Athlyne, Carol A. Senf

Journal of Dracula Studies

No abstract provided.

"Why Am I So Changed?": Vampiric Selves And Gothic Doubleness In Wuthering Heights, Lakshmi Krishnan

Journal of Dracula Studies

No abstract provided.

Hamilton Deane And John L. Balderston: The Men Who "Re-Vamped" Count Dracula, Michael Mcglasson

Journal of Dracula Studies

No abstract provided.

The Status Of Vlad Tepes In Communist Romania: A Reassessment, Duncan Light

Journal of Dracula Studies

No abstract provided.

Ivy Leaves, 2007, Ivy Leaves Editorial Staff

Ivy Leaves

The 2007 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Jessica Sopolosky, Charlie Grant, Phyllis Goins, Joshua Rigsby, Robbie Cobb, Wayne Cox, and Eric Whitlock.

I Am Prosper, I Am Ariel, I Am Caliban: A Metatheatrical Approach To Neil Gaiman’S The Sandman, Leah E. Haydu

Theses, Dissertations and Capstones

In this paper, I use a primarily close-reading approach to examine the metatheatrical elements of William Shakespeare’s representation in Neil Gaiman’s comic book series The Sandman. This involves examinations of individual panels throughout three different issues of the series in order to uncover how Shakespeare is presented, as well as how he, in turn, affects the presentation of other characters, and how these both affect the view which the reader might form of not only Shakespeare, but of Gaiman himself. In doing so, I establish the existence of a new, related genre: metacomics. Similar to metatheatrics, this approach relates …

"I Put The Tale Back Where I Found It": Feeling The Past Through "The Warmth Of The Human Voice", Daryl Cumber Dance

English Faculty Publications

In this article, I examine my revelations and growth related to folk culture and literature connected to the African American community. I borrow from and play on the Sudanese formulaic ending for the folktale; it seemed to me appropriate - even obligatory- that "I put the tale back where I found it." This maxim is symbolic, reflecting what I find one of the most characteristic elements of Black folklore - that is, the focus on the group, the community, in terms of the source of the historical situation of the tale; the moral lesson; the content, style, and delivery; and …

Real Teaching And Real Learning Vs Narrative Myths About Education, Marshall W. Gregory

Scholarship and Professional Work - LAS

All real classrooms are saturated in the fictional narratives about education from TV and movies that swirl about thickly and persistently in western culture, yet the influence that these fictions exert on real teachers and real students is seldom examined. This article argues that since these fictional narratives nearly always deal in recycled stereotypes of both students and teachers, and that since they seldom receive critical attention, the influence they exert on real teachers and real students is to mislead, confuse, and impoverish their evaluations of and expectations about the nature of genuine education.

Wangushu's Homecoming, Ernest Waititu

Short Story

No abstract provided.

George Eliot Birthday Luncheon, 19 November 2006- The Toast To The Immortal Memory, Adrian Litvinoff

The George Eliot Review Online, ISSN: 2831-5375

I was surprised, honoured and delighted by the invitation to join you today and propose the toast to the immortal memory of George Eliot. I am no George Eliot expert, or indeed scholar, although I am an enthusiast. She is, after all, Warwickshire's other world-class writer, and it is tempting to think how much better known she might have been in her home county had Shakespeare been born in Stoke-on-Trent, say, rather than Stratford-upon-Avon.

My first encounter with George Eliot was while taking' A' level English at school. I still recall my dawning surprise and admiration as I, an inexperienced …

The Interdialect Approach To Second Dialect Acquisition: Theory, Process, And Results, Shauna K. Cromwell

Masters Theses

This project outlines the theory, process, and results behind an original approach to second dialect acquisition termed the "Interdialect Approach." To begin, the historical origins and development of the non-standard dialect African-American English (AAE) are outlined, focusing particularly on the evolution of the dialect and the importance of its historical examination in relation to current studies, research, and emerging nontraditional teaching methods for second dialect acquisition. This multi-faceted approach is clearly defined and offered as an effective method for teaching non-standard English speakers, particularly AAE speakers as is noted in the discussion of two dialect studies in which the "Interdialect …

Jaepl, Vol. 13, Winter 2007-2008, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Bell Hooks. Writing for Reconciliation: A Musing

Devan Cook. The Value of Mutual Respect: What We Learn from Student Complaints .

This essay discusses the emotional labor of teaching and the ways writing programs can support that work.

Elizabeth Gardner, Patricia Calderwood, and Roben Toroysan. Dangerous Pedagogy

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but "dangerous" pedagogy illustrates about our teaching and our students' learning.

Karen Surman Paley. Applying "Men and Women for Others" to Writing about Archeology.

This essay explores one archeology professor's pedagogy of caring during a summer field study …

The Value Of Mutual Respect: What We Learn From Student Complaints, Devan Cook

The Journal of the Assembly for Expanded Perspectives on Learning

This essay discusses the emotional labor of teaching and the ways writing programs can support that work.

Applying “Men And Women For Others” To Writing About Archeology, Karen Surman Paley

The Journal of the Assembly for Expanded Perspectives on Learning

This essay explores one archeology professor's pedagogy of caring during a summer field study of a former state school and orphanage.

The “Not Trying” Of Writing, Rachel Forrester

The Journal of the Assembly for Expanded Perspectives on Learning

A very spiritual "not trying," or non-work, is at the heart of composition.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

Whitman writes in "Reconciliation":

For my enemy is dead, a man divine as myself is dead, I look where he lies, white-faced and still, in the coffin—I draw near, Bend down and touch lightly with my lips the white face in the coffin.

For Whitman, reconciliation is the "Word over all, beautiful as the sky," the deed that washes the world clean of the carnage of conflict. Without the act of reconciliation—the bringing together of that which …

Writing For Reconciliation: A Musing, Bell Hooks

The Journal of the Assembly for Expanded Perspectives on Learning

This musing grew out of the AEPL Summer Conference in Berea, Kentucky, June 2006, at which bell hooks was the keynote speaker.

Connecting, Helen Walker, Steven Degeorge, Johanna Rodgers, Jeremiah Conway

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker. Connecting.

Steven DeGeorge —The Things They Bring to School .

Johanna Rodgers —Translating Authority

Jeremiah Conway —Emily's Cave

Dangerous Pedagogy, Elizabeth B. Gardner, Patricia E. Calderwood, Roben Torosyan

The Journal of the Assembly for Expanded Perspectives on Learning

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but "dangerous" pedagogy illustrates about our teaching and our students' learning.

Reading Othello In Kentucky, Elizabeth Oakes, Heather Adkins, Maggie Brown, Carrie Carman, Gary Crump, Cle'shea Crain, Amanda Hayes, Tara Koger, Mike Sobiech, Chuck Williamson

The Journal of the Assembly for Expanded Perspectives on Learning

Members of a graduate Shakespeare class at Western Kentucky University discuss Otherness in the context of Othello and national perceptions of Kentucky.

The Other End Of The Kaleidoscope: Configuring Circles Of Teaching And Learning, Eudora Watson, Jennifer Mitchell, Victoria Levitt

The Journal of the Assembly for Expanded Perspectives on Learning

To reflect on and participate in reconsideration of convention in academic discourse, this essay presents three voices in three genres.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Nick Hornby And The Plight Of Generation X, Michael Berkowitz

Theses, Dissertations and Culminating Projects

No abstract provided.

Reviews, Kabi Hartman, Caleb Corkery, Joel Kline, Terri Pullen Guezzar

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Kabi Hartman. Writing With, Through and Beyond the Text: An Ecology of Language. (Rebecca Luce-Kapler, 2004)

Caleb Corkery. African American Literacies Unleashed: Vernacular English and the Composition Classroom. (Arnetha F. Ball and Ted Lardner, 2005)

Joel Kline . Race, Rhetoric, and Technology: Searching for Higher Ground. (Adam J. Banks, 2006)

Terri Pullen Guezzar. Why Is Corporate America Bashing Our Public Schools? (Kathy Emery and Susan Ohanian, 2004)

Genetic Memory And Hermaphroditism: Trans-Realism In Eugenides's Middlesex, Edith Borchardt

Faculty Working Papers

No abstract provided.

The Relevance Of Feenberg's Critical Theory Of Technology To Critical Visual Literacy: The Case Of Scientific And Technical Illustrations, Kathryn M. Northcut

English and Technical Communication Faculty Research & Creative Works

Andrew Feenberg's critical theory of technology is an underutilized, relatively unknown resource in technical communication which could be exploited not only for its potential clarification of large social issues that involve our discipline, but also specifically toward the development of a critical theory of illustrations. Applications of critical theory help strengthen our discipline by forcing us to delineate extant approaches and consider whether democratic goals are being achieved through those approaches. If a critical theory of illustrations can be built from Feenberg's critical theory of technology, it should be useful for classroom instructors and researchers as well as theorists.

Viva The Mestizaje :: Long Live El Hybrid! Mélange’D History And A Hybrid Worldview In The Satanic Verses And One Hundred Years Of Solitude, Amy Scott

Criterion: A Journal of Literary Criticism

No abstract provided.

Under English Eyes: The Disappearance Of Irishness In Conrad's The Secret Agent, Graham Macphee

English Faculty Publications

No abstract provided.