English Language and Literature Commons^™

Carrying The Stories Of Las Mariposas: Literacy As Collective And Transformative, Deborah Vriend Van Duinen

Michigan Reading Journal

Literacy is often understood as the acquisition of individual skills and knowledge. In this essay, I explore different approaches to understanding literacy that focus on social meaning-making and action. Drawing on historical examples of literacy learning and my recent experiences in a community-wide reading program focused on Julia Alvarez’s (1994) In the Time of the Butterflies, I use the concept of “carrying stories” to reflect on how literacy learning can be collective and transformative for self and society.

Existentially Guilty: Where Do I Go From Here?, Devontae Wilson

Master of Arts in English Plan II Graduate Projects

Teachers, students, parents, and even politicians have been forced to confront the by-products of not having difficult conversations about race and class. Political pundits are using this moment in history sparked by recorded injustice and the publicized murders of unarmed black people at the hands of law enforcement to demonize Critical Race Theory (CRT), a framework created to analyze how the law is racialized. This portfolio is largely a result of Dr. Rudine Sims-Bishop’s “Mirrors, Windows, and Sliding Glass Doors” and contextualizing it through my personal experience as a classroom teacher, as a black man in a majority white, female …

Muffintops, Fat Rolls, And Self Love: Using Fat Young Adult Texts To Promote Body Positivity, Laura M. Davis

Language Arts Journal of Michigan

With the findings of Wood-Barcalow, Tylka, and Augustus-Horwath (2009) as a framework, this essay offers an analysis of two texts portraying fat protagonists: The Summer of Jordi Perez and the Best Burger in L.A. by Amy Spalding and To Be Honest by Maggie Ann Martin. I examine the authors’ depictions of fat characters to determine if the characters align with Wood-Barcalow, Tylka, and Augustus-Horwath’s (2009) definition of body positivity. Using critical content analysis (Short, 2017), I consider how relationships, environment, and self-concept support and work against body positive attitudes. This essay also includes suggestions for how educators can use these …

Full Issue

The Forum: Journal of History

No abstract provided.

Master's Portfolio, Sydney Ludewig

Master of Arts in English Plan II Graduate Projects

This is the final portfolio for my Master's of Arts in the field of English. It includes an analytical narrative along with four projects that best illustrate my knowledge and skills in regards to teaching literature. These four pieces are titled "Problematic Women and Gender Roles in Shakespeare's Twelfth Night," "Teaching Linguistic Justice," "The Importance of Teaching Identity," and "Image Grammar and Narrative Essay Unit."

Women Circumventing The Restrictions Of Gender In Homer’S The Odyssey, Ariana Avila

Kentucky English Bulletin

No abstract provided.

Plotting The Literature On Learning Outcomes And Academic Performance In Higher Education From 2001 To 2020: A Scientometric Analysis, Muhammad Shoaib, Nusrat Ali, Behzad Anwar, Bilal Shaukat

Library Philosophy and Practice (e-journal)

This paper aims to evaluate the teaching skills, learning skills, learning outcomes, and academic performance using scientometrics analysis from 2001 to 2020. The scientometrics method and a total of 7536 published documents were found. The results reveal that the topic of academic performance and article as a type of published document was highly used. The high majority of these published documents are published in the English language and gradually increased in the number of published documents in terms of the year. Further, the author Chamorro-Premuzic T is the top author with 1139 citations and Univ. Grandada at top of twenty …

Written Corrective Feedback In Efl: Combining Error Codes And Metalinguistic Explanation, Yoshimasa Ogawa

Journal of Response to Writing

The present study evaluated the effects of a combined form of written corrective feedback (WCF) on English as a foreign language (EFL) students’ writing accuracy. The combined WCF consisted of unfocused error-code WCF and focused metalinguistic explanation. Different forms of WCF were administered to two groups of Japanese EFL students in two consecutive years, and the effects of the feedback were compared based on the number of grammatical errors that the students made before and after receiving feedback. The original version (single combined WCF) provided metalinguistic explanation only once for each of eight target grammatical forms, whereas the intensive version …

How Padlet Encouraged Student Collaboration And Engagement In My Virtual Classroom, Annie Yon

New Jersey English Journal

With the growth of virtual classes, it is crucial for teachers to integrate strategies and resources that foster student engagement and build a sense of community in an online environment. One way to augment synchronous and asynchronous communication is to implement an online discussion board, which can provide rich opportunities for students to share insights, ask clarifying questions, collaborate, create multimodal projects, and have their voices heard. By incorporating an interactive discussion board, such as Padlet, as part of class resources, teachers can facilitate discourse among students that transcends the physical boundaries of the classroom, create a motivational environment, improve …

Material Encounters: Making Memory Beyond The Mind, Ariel Wills

Masters Theses

Can acts of making carry the memories of our embeddedness within the world? This thesis explores how making things can nurture a sense of kinship that cuts across the organic and inorganic, erasing the distinction between living and dead, material and spiritual. Through handwork such as art-making, sewing, knitting, cooking, woodworking, and beyond, the burden of remembering and of archiving is shared across human and non-human bodies, cultivated through practices of making, and through the materials themselves. By recounting the stories of my family’s experience as Jewish immigrants in the United States, I aim to reveal how their domestic practices …

Shakespeare In The Wake Of #Blacklivesmatter: Teaching The Bard And Exploring Racism, Kathryn S. Kelly

The Review: A Journal of Undergraduate Student Research

This essay examines the ways in which teachers (specifically pre-service teachers) can approach teaching Shakespeare’s work in a culturally responsive manner in order to promote anti-racism and social awareness in the classroom, school community, and the world. This proposal for teaching Shakespeare includes a case study of Othello that is designed according to the principles in the Social Justice Pedagogical and Content Knowledge (SJPACK) framework created by Jeanne Dyches and Ashley Boyd to prepare pre-service teachers for the discussions about race they will someday facilitate with their students. The framework focuses on teaching the history of racism in the Early …

Writing Not Writing: Transdisciplinary Poetics, Institutional Critique, Miriam L. Atkin

Dissertations, Theses, and Capstone Projects

This dissertation is an exploration of transdisciplinary creative practice as a means of institutional critique. The artists I have chosen as my primary focus—Robert Kocik, Eleni Stecopoulos, Zora Neale Hurston, Jimmie Durham, Leslie Scalapino and Lyn Hejinian—employ multiple mediums and fields of discourse to address the presumptions and exclusions that are structurally integral to the institutions that house them. They enact “architextural” interventions through their use of forms that move between the page and three dimensional space, incorporating architecture, sculpture, drawing, painting, film, performance, poetry and prose. My work aims at a renewed understanding of critique as such, and therefore—though …

Announcements, Abo Editors

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

No abstract provided.

Review Of Women, Performance, And The Material Of Memory: The Archival Tourist, 1780-1915, By Laura Engel, Leslie Ritchie

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

No abstract provided.

Review Of Eighteenth-Century Women’S Writing And The Methodist Media Revolution, By Andrew O. Winckles, Rebecca Nesvet

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

No abstract provided.

Review Of The Future Of Feminist Eighteenth-Century Scholarship: Beyond Recovery, Edited By Robin Runia, Erin M. Goss

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

Review of Robin Rubia, ed., The Future of Feminist Eighteenth-Century Scholarship: Beyond Recovery (Routledge, 2018)

Writing With Aphra: Solidarity, Generosity, And Fight Club Rules Beyond Summer 2020, Kirsten T. Saxton, Bethany E. Qualls

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

A short piece in praise of the summer Write With Aphra program for pandemic support of women and non binary writers and a discussion of how the program is useful beyond its original parameters

Absent Objects, Freya Purcell

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

Observations on studying during the Global Pandemic in the summer of 2020, access to archives. Considering the relationship between physical objects and the digital world in studying Design History.

Covid Diary: Scholarship And Gardening, Jessica Munns

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

No abstract provided.

Nothing Is Normal And Yet Normalcy Is The Demand, Crystal L. Matey

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

No abstract provided.

The Future Of The Field: Notes From Lockdown, Sofia Prado Huggins, Susannah B. Sanford

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

No abstract provided.

Feminist Scholarly Communities Have Been A Lifeline During The Pandemic, Karen Griscom

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

I teach writing and literature at a community college, and I am a third-year Ph.D. candidate. Because I balance full-time teaching and graduate research, I am accustomed to the intensity of a heavy workload. Still, during this past year, my home and work responsibilities have multiplied and with that so has my anxiety. Stress and lack of time have made it challenging to write and research. However, two feminist organizations have helped me cope and remain hopeful about my scholarship.

Summary Remarks On Conversations About “Researching, Reading And Writing During The Pandemic”, Kate Ozment, Mona Narain

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

Summary remarks on the Spring 2021 issue that includes Conversation essays by participants in the ABO summer 2020 writing camp #WriteWithAphra. The participants describe their experience of reading, researching, and writing during the pandemic.

A New Poem By Anna Letitia Barbauld, Scott Krawczyk, William Mccarthy

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

This short discovery article presents information pertaining to a previously unknown poem of four lines by Anna Letitia Barbauld. The poem is housed at Duke University in the David M. Rubenstein Rare Book & Manuscript Library.

Ardelia, Orinda, And . . . Ke$Ha: Teaching #Me Too And The Gendered Sphere Of Poetry, Andrew Black

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

This article addresses the way in which the teaching of Anne Finch and Katherine Philips can be enhanced with classroom discussion of a surprising modern parallel: the sometimes coercive artistic and personal constraints placed on contemporary female pop artists by male producers. Focusing on Kesha, my class compares her recent struggles for autonomy and justice to the peculiar creative conditions which Anne Finch and Katherine Philips had to endure, inviting students to use their popular culture knowledge to gain a more nuanced insight into the historical gendering of creative cultures.

Teaching Eighteenth-Century English Coercion, Seduction, And Consent In Twenty-First Century India: Eliza Haywood’S Love In Excess, Sumi Bora

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

Classroom teaching informed by the #MeToo movement is widespread and diverse. This paper evolves from classroom discussion with Third Semester English Major students at Lokanayak Omeo Kumar Das College, Dhekiajuli, Assam, India. The paper engages itself with #MeToo Movement and scrutinizes the depiction of seduction in Eliza Haywood’s novel Love in Excess. The paper records the students’ connections between Haywood and their own desire to build consciousness among the marginalized section of women so that they voice issues of harassment in any form.

"Side By Side With A Ruinous, Ever-Present Past": Trauma-Informed Teaching And The Eighteenth Century, Clarissa, And Fantomina, Kate Parker, Bryan M. Kopp, Lindsay Steiner

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

This article explores the need for and applications of trauma-informed teaching in eighteenth-century studies, particularly around representations of sexual trauma (rape) and consent. The prevalence of trauma guarantees its presence in our classrooms, even and especially in its absences. As the field of eighteenth-century studies continues to reframe its white, Eurocentric, male-dominated past through more intentionally inclusive research and teaching methods, particularly those that explore the intersections of eighteenth-century studies and social justice approaches to education, the presence of trauma in our classrooms will become only more significant. Keeping in mind those students of marginalized identities who are most likely …

Customary Law And The Revival Of Natural Rights Reformism In Amelia Opie's Adeline Mowbray, Mark Zunac

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

This essay investigates the role of natural law within the philosophical debates in 1790s Britain over the origins and applicability of citizens' rights, an issue amplified by memories of the French Revolution. It marks Amelia Opie’s 1805 novel Adeline Mowbray as representative of a counterrevolutionary faction focused extensively on the rights of citizens, yet fully distinct from the theoretically grounded cosmopolitan vision of both the French Jacobins and their radical British counterparts. The novel serves as evidence that the British counterrevolution was not intrinsically opposed to reform, and that reform itself was not incompatible with moral duty and social good …

Looking Beyond The Enlightenment Mother-Teacher: Anna Letitia Barbauld And The Eighteenth-Century Maternal Ideal, Kathryn J. Ready

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

Based on her popular prose writing for children, liberal Dissenter Anna Letitia Barbauld has been cited as a prominent example of the Enlightenment mother-teacher associated with the influence of John Locke and Jean-Jacques Rousseau. However, close reading of her poetry reveals a complex maternal ideal in operation that was in part that of the Enlightenment mother-teacher, in part a modified form of republican motherhood, a strategic composite drawn, on the one hand, from classical republican discourse, which promoted the woman’s role in fostering patriotism and liberty, and, on the other, from contemporary defences of commerce, which highlighted women’s civilizing and …

The Boy In The Text: Mary Barber, Her Son, And Children's Poetry In Poems On Several Occasions, Chantel M. Lavoie

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

The Boy in the Text: Mary Barber, Her Son, and Children’s Poetry in Poems on Several Occasions

This paper reconsiders the work of Dublin poet Mary Barber, whose collection of poems appeared in 1733/34. There she acknowledges the assistance of Jonathan Swift, and frames her poetry as a pedagogical aid to her children’s education—particularly that of her eldest son, Constantine. Barber’s relationship with Swift has received much critical attention, as has her focus on her own motherhood—sometimes in critiques that suggest both of these hampered the quality and scope of her work. This paper asks readers to look at her …