English Language and Literature Commons^™

Lord Hamlet's Lesson, Harlan Underhill

The Utah English Journal

No abstract provided.

It's Not So Elementary, Stacy Miller

The Utah English Journal

No abstract provided.

A Tribute To A Fallen Hero, Stacy Miller

The Utah English Journal

No abstract provided.

Odysseus, Harlan Underhill

The Utah English Journal

No abstract provided.

The Utah English Journal, Volume 32, 2004: Full Issue

The Utah English Journal

No abstract provided.

"The Person That No One Understood" Addressing Homosexuality In The Classroom, Amy Wilson

The Utah English Journal

As a concerned educator, therefore, I began to explore how the classroom can be a safe and welcoming place for all people, regardless of their differences and especially regardless of their sexual orientation. I wanted to discover two things: how to make the educational environment a positive place for gay youths and how to promote psychological and emotional well-being for students who belong to this minority. Furthermore, I wanted to learn how to accomplish these goals in a predominantly conservative community. Although I have by no means found "the answer" to those complex questions, this paper reflects an inquiry and …

Critical Geography And The Real World In First-Year Writing Classrooms, Matthew I. Feinberg

The Journal of the Assembly for Expanded Perspectives on Learning

By helping students confront the ideologies that shape their physical and cultural experiences, critical geography in first year writing classrooms may be one means of collapsing the perceived distance between the classroom and the "real world."

Analyzing Dominant Cultural Narratives Of Religious Pluralism: A Study Of Oprah.Com, Patricia Webb, Zach Waggoner

The Journal of the Assembly for Expanded Perspectives on Learning

This essay analyzes Oprah.com, the website for multimedia mogul Oprah Winfrey, to examine the tensions between dominate religious ideologies and pluralism in America.

Connecting, Helen Walker, Joanne Katzmarek, Steven L. Vanderstaay, Irwin Ramirez Leopando, Christopher Sweet, Howard Wolf

The Journal of the Assembly for Expanded Perspectives on Learning

JoAnne Katzmarek—Thoughts Like Flying Grouse

Steven L. VanderStaay—I'm With You, Huck

Irwin Ramirez Leopando—A Moment of Connections

Christopher Sweet—The Brightening Glance

Howard Wolf—Personal Teaching

Jaepl, Vol. 10, Winter 2004-2005, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Lynn Z. Bloom. The Seven Deadly Virtues.

The university stifles most creative writers except the most intrepid—even reckless, the good along with the bad—in the process of teaching them to write according to the conventions of the academy in general, and their specific disciplines in particular.

David L. Wallace. Shallow Literacy, Timid Teaching, and Cultural Impotence.

Any attempt to move to a deeper notion of literacy in our theory and pedagogy must—among other things—involve us facing our own self interest and expecting disruption in our own classrooms, departments, and universities.

Roben Torosyan. Listening: Beyond Telling to 'Being' …

The Seven Deadly Virtues, Lynn Z. Bloom

The Journal of the Assembly for Expanded Perspectives on Learning

The university stifles most creative writers except the most intrepid—even reckless, the good along with the bad—in the process of teaching them to write according to the conventions of the academy in general, and their specific disciplines in particular.

Listening: Beyond Telling To “Being” What We Want To Teach, Roben Torosyan

The Journal of the Assembly for Expanded Perspectives on Learning

In response to a culture of polarized argument, this paper shows a way to provide people with practice at deep listening and understanding. The author examines ways in which self-disclosure about problems of dialog may be an ideal means for teachers or leaders to show people alternate ways of being in the world of meaning making.

Image Into Word: Glimpses Of Mental Images In Writers Writing, Hildy Miller

The Journal of the Assembly for Expanded Perspectives on Learning

This essay uses thought samples and interviews to show ways writers use mental imagery in non-creative writing task.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

At Risk: Teaching and Writing Outside the Safety Zone

In 1983, the National Commission on Excellence in Education released its damning indictment of American education. In the opening sentence of the report, the authors announce: "Our Nation is at risk." National prosperity, security, and civility are being "eroded by a rising tide of mediocrity" resulting from the failures of our schools and colleges.

Within this context "risk," defined by Webster's as "the possibility of suffering loss," is something to be avoided, or, if that is not possible, something to be managed. Thus, children struggling for success in school …

Critical Thinking Skills And Emotional-Response Discourse: Merging The Affective And Cognitive In Student-Authored Texts Through Taxonomy Usage, Ed Comber

The Journal of the Assembly for Expanded Perspectives on Learning

This essay discusses a taxonomy designed to help students identify emotive-response discourse in their evolving texts, a process that joins emotion and cognitive to foster critical thinking.

Shallow Literacy, Timid Teaching, And Cultural Impotence, David L. Wallace

The Journal of the Assembly for Expanded Perspectives on Learning

Any attempt to move to a deeper notion of literacy in our theory and pedagogy must—among other things—involve us facing our own self interest and expecting disruption in our own classrooms, departments, and universities.

Reviews, W. Keith Duffy, Elizabeth Vander Lei, Marian Maccurdy

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

W. Keith Duffy. Memoirs of Soul: Writing your Spiritual Autobiography. (Nan Phifer, 2002).

Elizabeth Vander Lei. A Communion of Friendship: Literacy, Spiritual Practice, and Women in Recovery. (Beth Daniel, 2003).

Marian MacCurdy. Writing To Save Your Life. (Michele Weldon, 2001).

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Making Work Visible, David Seitz

English Language and Literatures Faculty Publications

The instrumentalist motives of the working-class students are reconsidered. The local situations of these students suggest that we cannot assume what these students motives for instrumentalist behaviors might be, for instance some might emphasize the role of their families in shaping work values while others might emphasize peers and neighborhood influences.

If Aristotle Ran The Writing Center: Classical Rhetoric And Writing Center Administration, Melissa Ianetta

The Writing Center Journal

No abstract provided.

Using Young Adult Literature : A Classic Way To Teach English, Matt B. Pries

Graduate Research Papers

Students are reading less, and enjoying reading less. Sticking to the same curriculum year after year in the hope that student attitude will suddenly change, that there will be an awakening in the classroom, and students will read the classics with enthusiasm cannot be done. It is a false hope. But there can be an awakening.

Using young adult literature in the high school English classroom is the solution. It will give new hope to teachers that as students come to enjoy reading, they will be more apt to, not only read more, but eventually come to read the classics. …

Abc Books: Connecting With Literature, Constructing Personal Learning, Deborah Dean

The Utah English Journal

"When do we get to make ABC books?"

"Yeah. I've seen those before, and I know the kids made them in your class."

It was the first day of school, but already the students were asking about an assignment that my ninth grade classes were well known for doing. The whole thing began early in my teaching career as I pondered some questions all teachers ask themselves from time to time: How do I help my students make learning personal? How do I help them own a novel, rather than simply parroting back my comments or what "Cliff' might have …

Utah Writing Project Summer Workshops, Debbie Davis

The Utah English Journal

"It was the best workshop I've ever attended. I will never teach writing the same way again!" Linda Simpson, President of the Utah Council of Teachers of English and Language Arts, told me at the UCTE/LA 2002 Conference. Her assessment of the Utah Writing Project's one-week writing workshop made me want that experience for myself. Last summer I attended the one-week workshop, and this summer I attended the four-week. Linda was right- I will never teach writing the same way again!

Engaging Reluctant Readers: Let's Try Nonfiction, Kathryn Fitzgerald

The Utah English Journal

"If it's not fiction, it's not reading." Starkly put, that was my concept of worthwhile literature until recently with, I think, good reason. Not only do we English teachers love reading good fiction, but we know that valuable lessons are taught through literature: students learn about themselves and their own life choices through reading about recognizable fictional characters; they experience cultures and times other than their own by reading diverse current and classical fiction; they learn to think critically about the beliefs and values they are exposed to through fiction (and to reflect on their own beliefs); they learn empathy …

My Students And English Literature, Ellen Mccaffrey

The Utah English Journal

It took me nearly thirty years to be assigned to teach English literature. Although my undergraduate and graduate training in English focused heavily on literature from Britain, my teaching assignments usually involved grammar and composition and literature from the United States. In my district, English literature is a twelfth grade elective course, and those who teach it usually teach it for as long as they can. My opportunity came when the usual English literature teacher became ill and had to retire. To my amazement no one else in the department wanted to teach the course. I willingly, happily, and enthusiastically …

Bringing The Story To Your School, Sherry Meidell

The Utah English Journal

During the first day of the fifth grade, my teacher smiled and gave us graham crackers. The next day she put on a grim face which remained for most of the year. I do remember one day that I saw her smile again. The teacher announced that we were going to have a special visitor from a publishing company. She handed each of us a piece of manila paper and told us to do a drawing from one of the publisher's books. I drew the South Going Zak, which was a character created by Dr. Suess.

Simple Ways To Include Jane Austen In High School, Elena Wilson

The Utah English Journal

While teaching composition courses on the Utah State University campus and completing my master's degree, I learned, through conversations with colleagues and students, that only a few of my associates were familiar with Jane Austen or the titles of her novels. Restless with my findings, I conducted a study through Utah State University on high school teachers' rationales and pedagogy for teaching Jane Austen's novels. I telephoned local English teachers, and I sent online inquiries to over 2000 English educators. Most of my results came from Utah teachers. These research results implied that the four most common rationales for including …

Book Review: Book Blurbs

The Utah English Journal

Resources for Teachers including:

- When Kids Can't Read, What Teachers Can Do: A Guide for Teachers 6-12 by Kylene Beers,

- Tools for Thought: Helping All Students Read, Write, Speak, and Think by Jim Burke,

- Investigating Texts: Analyzing Fiction and Nonfiction in High School by Bronwyn Mellor and Annette Patterson,

- The Drowning of Stephan Jones by Bette Green,

- Why America's Children Can't Think: Creating Independent Minds for the 21st Century by Peter Kline,

and

- Aloft by Chang-rae Lee.

Letters Of Metacognition: Four Key Questions To Ask Of Student Writing By Student Writers, Robert H. Rempe

The Utah English Journal

The Essentials of the Writing Assignment Whenever I have students do any writing assignment, be it essay, research report or literary analysis, I require in addition to the assignment itself a separate essay which I refer to as the Letter of Metacognition. In this Letter of Metacognition each student must answer the following four essential questions:

1. What works in the PROCESS of my paper?

2. What does not work in the PROCESS of my paper?

3. What works in the PRODUCT of my paper?

4. What does not work in the PRODUCT of my paper?

Slam! Poetry As A Genre For Social Activism, Stacy Miller

The Utah English Journal

The roots of SLAM poetry are historically situated in traditional poetry, the poetry of the Beats, and in Hip-Hop music. SLAM taps into the rhyme scheme and versification of traditional poetry but also creates its own hybrid of convention and form that is based in modem poetry. SLAM reaches back into the poetry of the Beats and revives an unconventional use of rhyme scheme, syntax, and grammar. Hip-Hop, which arrived at the tail end of Disco in the late 70's, broke the musical and rhythmic beats in Disco music and birthed the notion of Hip-Hop as a subgenre of music. …