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English Language and Literature Commons™
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Articles 1 - 5 of 5
Full-Text Articles in English Language and Literature
Synthetic Review Of Facing The Center: Toward An Identity Politics Of One-To-One Mentoring By Harry C. Denny, Writing Centers And The New Racism: A Call For Sustainable Dialogue And Change, And I Hope I Join The Band: Narrative, Affiliation, And Antiracist Rhetoric By Frankie Condon, Tim Taylor
Tim Taylor
No abstract provided.
Book Review: Haia Shpayer-Makov. The Ascent Of The Detective: Police Sleuths In Victorian And Edwardian England., Dagni A. Bredesen
Book Review: Haia Shpayer-Makov. The Ascent Of The Detective: Police Sleuths In Victorian And Edwardian England., Dagni A. Bredesen
Dagni A. Bredesen
No abstract provided.
Incarceration, Identity Formation, And Race In Young Adult Literature: The Case Of Monster Versus Hole In My Life, Tim Engles, Fern Kory
Incarceration, Identity Formation, And Race In Young Adult Literature: The Case Of Monster Versus Hole In My Life, Tim Engles, Fern Kory
Tim Engles
No abstract provided.
Engaging "Apolitical" Adolescents: Analyzing The Popularity And Educational Potential Of Dystopian Literature Post-9/11, Melissa R. Ames
Engaging "Apolitical" Adolescents: Analyzing The Popularity And Educational Potential Of Dystopian Literature Post-9/11, Melissa R. Ames
Melissa A. Ames
Although dystopian novels have been prevalent under the young adult banner for decades, their abundance and popularity post-9/11 is noteworthy. The 21st century has found academics and laypersons alike discussing the supposed political apathy of young adults and teenagers of the Millennial Generation. However, despite this common complaint—and contrary to ample research that indicates that this age group has traditionally been uninterested in global politics—the reading preferences of this generation indicate that this label of "apolitical" may not be as fitting as some believe. In fact, the popularity of young adult dystopian literature, which is ripe with these political themes, …
Stop! Think! Grade!: Developing A Philosophy Of Writing Evaluation, Terri A. Fredrick
Stop! Think! Grade!: Developing A Philosophy Of Writing Evaluation, Terri A. Fredrick
Terri A. Fredrick
n the first day of my graduate course in evaluating student writing, I ask the students to describe their evaluation philosophy. After a few moments of silence, the students, a mix of graduate assistants and full-time K–12 teachers, begin by telling me what they expect from students’ writing. When prodded to focus on their own evaluation, they list writing issues they mark in student papers. Some describe evaluation practices: “I don’t pick up my pen until I’ve read through the paper at least once,” says one teacher. “Why?” I press. Eventually someone will venture a claim like this one: “I …