Arts and Humanities Commons^™

Fifteen Years Of Open-Access, Feminist Editing And Beyond: Laura L. Runge Transitions From Editor-In-Chief To Co-Director Of Abo Editorial Board As Of Abo Vol. 16, No. 1, Kelly Plante

ABO: Interactive Journal for Women in the Arts, 1640–1830

This is an editor's note thanking Laura L. Runge for her more than 15 years service as the founding editor of ABO. The current editors thank Laura for her foundational work and we commit to carry on her editorial vision.

Retrospective: The Burney Centre, Mcgill University, 1945-2024, Peter Sabor

ABO: Interactive Journal for Women in the Arts, 1640–1830

The origins of McGill University’s Burney Centre go back to 1945, when Joyce Hemlow was appointed to McGill’s Department of English. After publishing a major biography of Frances Burney in 1958, Hemlow initiated what she termed the Burney Project: a research centre devoted to producing scholarly editions of the journals and letters of Burney and her father, the music historian Charles Burney. The Frances Burney edition was completed, in 25 volumes, in 2019; five volumes of the Charles Burney edition have appeared to date, with a sixth and final volume to follow. Joyce Hemlow was succeeded as Director of the …

A Review Of The South Central Society For Eighteenth-Century Studies (Scsecs) Annual Conference (Pinehurst, Nc 19-21 February 2026), Laura Runge-Gordon

ABO: Interactive Journal for Women in the Arts, 1640–1830

A conference review for the South-Central Society for Eighteenth-Century Studies conference held in Pinehurst, North Carolina February 19-21, 2026.  The conference was organized by SCECS President Catherine Parisian and featured the keynote speaker Peter Radford.

A Review Of Willow White's Feminist Comedy: Women Playwrights Of London (University Of Delaware Press, 2024), Mattie Burkert

ABO: Interactive Journal for Women in the Arts, 1640–1830

A review of Willow White's Feminist Comedy: Women Playwrights of London by Mattie Burkert.

A Review Of Karen Bloom Gevirtz 'S The Apothecary's Wife (University Of California Press, 2024), Annika Mann

ABO: Interactive Journal for Women in the Arts, 1640–1830

A review of Karen Bloom Gevirtz's The Apothecary's Wife by Annika Mann.

Teaching Evelina With Digital Humanities, Hilary Havens

ABO: Interactive Journal for Women in the Arts, 1640–1830

Digital humanities, an interdisciplinary field that applies digital methodologies and technologies to the humanities, is an excellent lens through which to approach the eighteenth century.  I integrate digital humanities tools and workshops alongside primary source readings in all of my eighteenth-century British literature classes to help students better understand those texts and the world in which they were created.  In my upper-level undergraduate class on late eighteenth-century literature, I teach four digital humanities tools to students, two of them (StoryMapJS and Voyant) in connection with Frances Burney’s Evelina (1778). These tools train students how to uncover historical and geographic contexts …

Teaching Frances Burney's Evelina With Netflix’S Bridgerton, Willow White

ABO: Interactive Journal for Women in the Arts, 1640–1830

This pedagogical essay explores strategies for teaching Frances Burney's first novel Evelina (1778) through comparison with Netflix's popular series Bridgerton. The essay demonstrates how Bridgerton's widespread popularity has renewed interest in Georgian literature and provides an engaging and accessible entry point for undergraduate students to explore Evelina's themes of social anxiety, gender, and coming of age.

Teaching A Stand-Alone Course On Burney, Lorna J. Clark

ABO: Interactive Journal for Women in the Arts, 1640–1830

This essay outlines a stand-alone course on Frances Burney, suggesting that she offers a good entry point into eighteenth-century studies. Given that she wrote in so many genres—novels, plays, journals, and letters—such a course avoids the narrowness which often marks a single author course. In twelve weeks, the course studied ten works: four novels, five plays (three comedies and two tragedies) and a selection of journals and letters. The latter describes well-known figures in Burney’s social and literary networks in eighteenth-century London and leads to discussion of techniques of the epistolary, of diary-writing and of women’s life-writing. Burney’s novels are …

Reading Burney’S Mastectomy Letter: Presentist Thinking And Personal Responses In The Classroom, Heather Meek

ABO: Interactive Journal for Women in the Arts, 1640–1830

Frances Burney’s mastectomy letter, in its graphic and detailed depiction of the operation she underwent without anesthetic in 1811, does not always lend itself immediately to standard, scholarly classroom discussion. It tends, rather, to incite unusually intimate responses, as well as conversations about medicine and health today. In my teaching of the letter in literature courses at Université de Montréal over the course of the past 13 years, I have found that students are inclined to seize upon the subject of breast cancer as especially contemporary in its relevance and to share their own anecdotal knowledge of the disease. I …

Lifelong Learning: Approaches To Teaching Frances Burney’S The Wanderer To Adults, Miriam Al Jamil

ABO: Interactive Journal for Women in the Arts, 1640–1830

The construction of a course for adult learners who are not studying for a qualification or credits but rather for enjoyment and engagement with learning for its own sake, requires an approach centered on needs which may not be entirely academic. Drawing on students’ individual life experiences while avoiding assumptions based on familiarity with the material shapes the course and offers many benefits. The essay is based on teaching Workers Education Association (WEA) courses and proposes the structure of a literature course on Frances Burney’s 1814 novel The Wanderer. It selects thematic content which resonates with older learners, such …

The Wanderers: Teaching The Literature Of Migration And Exile, Linda Zionkowski

ABO: Interactive Journal for Women in the Arts, 1640–1830

In our current global landscape, exile—or forced, often permanent migration—appears a central rather than tangential experience, being driven by armed conflict, environmental destruction, economic collapse, and political repression. The climate on many university campuses reflects students’ awareness of and concern for the situation of displaced populations, and this awareness has influenced political discourse and political action inside and outside the classroom. My course titled “The Wanderers: Teaching the Literature of Migration and Exile” begins with  Frances Burney’s narration of exilic experiences in her life writings and The Wanderer. Burney’s texts offer a conceptual foundation for exploring instances of physical …

Introduction: Concise Collection On Teaching The Works Of Frances Burney, Dana Gliserman Kopans

ABO: Interactive Journal for Women in the Arts, 1640–1830

This short essay introduces a Concise Collection special issue on teaching Frances Burney. The collection brings together a range of texts and approaches to them and demonstrates that Burney can be successfully taught to students outside of the graduate context.

Ztc Eng 2400: Composition Ii Syllabus, Ann Marie Dorr

Open Educational Resources

Asynchronous continuation of writing studies in Composition II considering the lens of the role of the cultural critic using New York Times access as the key resource via the CUNY Library system to consider writing research based essays including personal narrative, academic research papers, and reviews.

Tomboys In Dystopia: An Analysis Of Gendered Traits In Ya Dystopian Literature, Bethany H. Jenkins

English Theses, Dissertations, and Student Creative Activity

This thesis explores the world of young adult dystopian literature. Katniss (Suzanne Collins’s The Hunger Games), Tris (Veronica Roth’s Divergent) and Tierney (Kim Liggett’s The Grace Year) are all tomboy protagonists living in a dystopian society. Apart from the expected challenges of living in a dystopia, being a tomboy means facing conflicts that are a result of their gender non-conformity. Drawing heavily from the Bem Sex-Role Inventory, each protagonist is analyzed within the context of their own story to identify feminine and masculine traits that they express. These traits’ impact on the events of the story is …

‘It’S A Win-Win Situation’— Cultivating University & School Partnerships, Emily Wisniewski, Kelly Virgin, Pauline Skowron Schmidt

Teaching/Writing: The Journal of Writing Teacher Education

This qualitative case study examines Writing Zones, a fifteen-year university–high school partnership that embeds preservice English teachers in secondary classrooms as writing mentors. Drawing on surveys from 20 preservice teachers and eight high school teachers, along with follow-up interviews, the study explores perceptions of preparation, support, and program impact. Findings highlight Writing Zones as a mutually beneficial model that enhances student writing through individualized support while providing authentic, field-based learning for preservice teachers. However, effectiveness was conditional, shaped by mentor preparedness, clarity of roles, communication, and scheduling. The study underscores the importance of intentional training, sustained relationships, and institutional alignment …

Dismantling Future Writing Teachers’ English-Only Assumptions: Composing Videos To Learn The Value Of Linguistic And Cultural Inclusion, Ann N. Amicucci

Teaching/Writing: The Journal of Writing Teacher Education

This article presents the results of a study of 12 students’ video composing assignments and accompanying reflections in which students, all of whom were future writing teachers enrolled in an undergraduate TESOL course, examined how well public spaces acknowledged and included multilingual individuals. Students’ videos and reflections demonstrated that the assignment dismantled these future writing teachers’ assumptions that multilingual writers learn best in an English-only environment but perpetuated perceptions of languages as discrete rather than intertwined. Findings are discussed within the context of scholarship on writing teacher education and English-only policy and practice in the U.S.

Who We Are, How We Teach: Writing Teacher Identity In The Secondary Ela Classroom, Danielle Alexander

Teaching/Writing: The Journal of Writing Teacher Education

The journal submission guidelines stated not to include an abstract.

The Hunt For Eden: Humanity’S Journey Home Through The Epics Of Milton And Homer, Hannah Pryor

Masters Theses

This thesis argues that the recurrent theme of loss and home in the Western Literature tradition reflects humanity’s innate and theological memory of losing Eden. An examination of Homer’s The Odyssey and John Milton’s Paradise Lost in comparison with the Biblical text serve both as literary companions and ethical dichotomies. Some of the greatest pieces of Western Literature highlight the greatest tragedy and triumph the world has ever and will ever know – the loss of Paradise and the hunt for Eden. Nothing is perhaps more heartbreaking and inspiring than reading and living the story of humanity’s journey home.

Extracurricular Video Game Use And Academic Achievement: A Systematic Literature Review, Christina Hartman, Theo Makanoa, Lucas Thoms, Aidan Lowry, Kaleb Chandler

English Student Research

A good deal of research exists on the relationship between student use of video games outside the classroom and academic achievement. Our systematic review aims to identify what patterns exist across research conducted in the last 20 years. We examined 62 research studies that dealt with academic achievement and extracurricular video game use and found that most studies identify a negative association between the two. However, this isn’t the case for all students. We identified three important variables (the amount of time spent playing video games, the time of day or week spent playing, and the age of the students) …

Ruptures: A Village Child’S Diary In Colonial Algeria, Abderrahmane Azzi

Journal of Amazigh Studies

NA

You Burn With Us: How Fire Functions In Suzanne Collins' The Hunger Games Trilogy, Lucy Evans

University Honors Theses

This paper examines Suzanne Collins' The Hunger Games trilogy and how fire behaves as a multifaceted element that constructs, exposes and transforms power. Through tracing the development of the protagonist, Katniss Everdeen, this research explores how fire evolves from a weapon into a symbol for revolution. This analysis uses the framework of other dystopian novels, and previous character analysis of The Hunger Games, to understand Katniss's role in the revolution of Panem. It does so through three main behaviors: the construction of Katniss's "girl on fire" persona that commodifies her for the capitol's gain; the exposure of the state's …

Irish Identity: Symbols Of Nationalism In W.B. Yeats's Cathleen Plays, Emma Mady

University Honors Theses

William Butler Yeats was one of the leading figures of the Irish Literary Renaissance. Two of his plays, The Countess Kathleen (1892) and Cathleen ni Houlihan (1902) portrayed themes of nationalism and revivalism in strikingly different ways. Each play uses figures from folklore and mythology to establish a sense of national identity: the tale of "The Countess Kathleen O'Shea" inspired The Countess Kathleen, and the Irish Sovereignty goddess inspired the figure of legendary Cathleen ni Houlihan. The Countess Kathleen was met with harsh criticism and accusations of blasphemy, while Cathleen ni Houlihan is still widely regarded as Yeats's …

King Sorrow By Joe Hill. Reviewed By Phillip Fitzsimmons, Phillip Fitzsimmons

Mythprint Book Reviews

Book review of King Sorry by Joe Hill. Reviewed by Phillip Fitzsimmons.

A Poet Bears Witness: An Interview With M. L. Williams On The Function Of Literary Studies In Troubled Times, Leah Toth, M. L. Williams

Critical Humanities

Dr. M. L. (Marty) Williams is a poet and professor of literature at Valdosta State University, a comprehensive university in south-central Georgia. He is the author of Game (What Books Press 2021), Other Medicines (Redbone Chapbooks 2008) and co-editor of How Much Earth: The Fresno Poets (Roundhouse Press 2001). The focus of the interview that follows is the future of literary studies in the modern neo-liberal university, a daunting topic in 2026, in the face of what many administrators refer to as the "right-sizing" of literature programs nationwide in both the U.S. and the U.K. Anybody paying attention to the …

An Interview With Mohammed Bennis, Mohammed Bennis, Amine Oudghiri-Otmani

Critical Humanities

An Interview with Mohammed Bennis

Submitted: April 4, 2026

Accepted: May 24, 2026

Reclaiming Narrative Authority: Gendered Violence And Feminist Reauthorship In Sharon Pollock's Saucy Jack, Jennifer Jones Cavenaugh

Theatre and Dance Faculty Publications

This article examines Sharon Pollock’s Saucy Jack (1994) as a feminist intervention into the narrative structures that have sustained the cultural authority of Jack the Ripper mythology. Drawing on feminist historiography, particularly Judith Walkowitz’s analysis of male violence as narrative structure and Hallie Rubenhold’s reclamation of the murdered women’s lived histories, the essay argues that Ripper narratives depend on three interlocking conventions: killer-centered focalization, the erasure of women’s lives, and the aestheticization of death as spectacle. Through close performance analysis, the article shows how Pollock dismantles these conventions by centering Kate, a music hall actress whose reenactments transform performance into …

The Permanent Emergency: The Anti-Fascist And Anti-Colonial Intersections Of James Joyce’S Ulysses And Roberto Bolaño’S 2666, Lily V. Mcmanamy

Electronic Theses and Dissertations

My thesis is going to explore the (Irish) Anti-Colonial and (Spanish) Anti-Fascist parallels between James Joyce’s Ulysses (1922) and Roberto Bolaño’s 2666 (2004). Using the major epic novels of two exiled authors, I hope to explore the intersections of poetic fiction and political resistance. I read these texts as bookends spanning the pre- and post-war periods, highlighting the continuities of colonialism, totalitarianism, and fascism, and the way these authors develop a post/modernist narrative that nods towards these themes. I plan to draw on Alberto Toscano’s LateFascism (2023) as a means of situating these authors’ novels with our own political moment …

The Good Knight, Elektra Koozer

University Honors Theses

The Good Knight is a comics adaptation of Sir Galahad's story through the lens of a queer retelling. This story focuses on queer relationships, struggling with depression and isolation, and death. It begins at the end of Galahad's life, where he is forced to question his legacy and who he is after completing the quest that has dictated his whole life. The story weaves through time, reflecting upon his past, thinking about his mother's expectations of him, being chosen for the grail quest, confronting his estranged father, and trying to cope with the world on his shoulders. He has to …

Seeing From Women’S Points Of View: The Female Sight And Body In Lilith, Ayumi Kumabe

North Wind: A Journal of George MacDonald Studies

No abstract provided.

The Pragmatics Of Emoji: A Multimodal Investigation Of Politeness And Sarcasm In Student Interactions On Facebook, Twitter, And Reddit, Wesam Khairy Morsi

English Language and Literature

This study investigates the pragmatic functions of emojis as multimodal resources in students' interactions on Facebook, Twitter (X), and Reddit, with a focused distinction between politeness and sarcasm. Drawing on a corpus of 4000 naturally occurring student-generated posts (Facebook: 1200; Twitter/X: 1500; Reddit: 1300), the study applies a qualitative-quantitative coding framework grounded in Brown and Levinson's politeness theory and Gricean pragmatic models. Emojis are analyzed as components of semiotic bundles rather than isolated affective markers. Statistical analysis reveals significant gendered patterns (χ2 (1, N = 420) = 89.2, p < 0.001), with female students demonstrating greater use of emojis for politeness and solidarity functions (70.0%) compared to male students (35.0%), while male students show higher utilization for sarcasm and irony (65.0%) versus female students (30.0%). Platform-specific affordances significantly shape these pragmatic functions, with Facebook favoring politeness strategies, Reddit enabling ironic communication through anonymity, and Twitter facilitating compressed evaluative expressions. The findings suggest that emoji competence constitutes a fundamental component of digital pragmatic literacy requiring integration into higher education curricula.