Open Access. Powered by Scholars. Published by Universities.®
English Language and Literature Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Feminist, Gender, and Sexuality Studies (29)
- Social and Behavioral Sciences (22)
- Social Justice (18)
- Rhetoric and Composition (10)
- Education (6)
-
- History (5)
- Creative Writing (3)
- Race, Ethnicity and Post-Colonial Studies (3)
- United States History (3)
- African Studies (2)
- Architecture (2)
- European History (2)
- Higher Education (2)
- Historic Preservation and Conservation (2)
- International and Area Studies (2)
- Language and Literacy Education (2)
- Latin American Literature (2)
- Oral History (2)
- Public History (2)
- Spanish and Portuguese Language and Literature (2)
- African American Studies (1)
- African History (1)
- Architectural History and Criticism (1)
- Archival Science (1)
- Christianity (1)
- Communication (1)
- Cultural History (1)
- Fiction (1)
- Institution
- Keyword
-
- Literature (6)
- English (3)
- Race (3)
- Archives (2)
- Biography (2)
-
- Blood (2)
- Book review (2)
- Higher Education (2)
- History (2)
- Hrotsvitha (2)
- Hybridity (2)
- Latin poetry (2)
- Literary criticism (2)
- Literary history (2)
- Music (2)
- Oral history (2)
- Poetry (2)
- Shakespeare (2)
- Slavery in literature (2)
- Spirituality in literature (2)
- Uncle Tom's Cabin (2)
- University (2)
- 1564-1616 -- Sonnets (1)
- 1762-1824 -- Criticism and interpretation (1)
- 1882-1941 -- Work -- Ulysses (1)
- 19th century (1)
- 2666 (1)
- Adaptation of Jane Eyre (1)
- African American Writers (1)
- African-American (1)
Articles 1 - 30 of 268
Full-Text Articles in English Language and Literature
Antisemitism & Vampires: The Surprising Roots Of A Popular Cultural Monster, Hannah Ross
Antisemitism & Vampires: The Surprising Roots Of A Popular Cultural Monster, Hannah Ross
English
This essay was for Justin Shaw’s fall 2023 English major capstone class. The essay examines antisemitism and vampires, specifically Bram Stoker’s novel Dracula, John Polidori’s short story The Vampyre; A Tale, and the episode “Monster Movie” from the TV show Supernatural through the lens of antisemitic stereotypes. By looking at the literary history of the vampire one can trace its physical antisemitic stereotypes and the influence of fear of the “other” with reverse-colonization by Jews. Starting with historically classic 19th century texts and ending with a modern day television show, it is evident that the antisemitic physical stereotypes …
Heard: Pondering Life's Soundscapes, Carolyn Albright, Adam Berger, Lily Brooks, Amanda Denney, Liam Drehkoff, Jack Fink, Emerson Fraser, Benjamin Galligan, Marta Insolia, Sam Kleid, Finn Krol, Morgan O'Halloran, Keya Shah, Kit Simpson, Elliott Zajac
Heard: Pondering Life's Soundscapes, Carolyn Albright, Adam Berger, Lily Brooks, Amanda Denney, Liam Drehkoff, Jack Fink, Emerson Fraser, Benjamin Galligan, Marta Insolia, Sam Kleid, Finn Krol, Morgan O'Halloran, Keya Shah, Kit Simpson, Elliott Zajac
English
This collection explores the relationship between music, culture, and personal experience. The product of a fall semester honors Expository Writing course, Heard traces the songs that have impacted students' lives. From folk and punk to Broadway and yacht rock, the music of the collection has shaped each author's life in both small and profound ways.
Immersion Vs. Engaged Interactivity In The Autobiography Of Jane Eyre’S Storyworld; Or What We Can Learn From Paratextual Traces, Kate Faber Oestreich
Immersion Vs. Engaged Interactivity In The Autobiography Of Jane Eyre’S Storyworld; Or What We Can Learn From Paratextual Traces, Kate Faber Oestreich
English
This paper uses The Autobiography of Jane Eyre (Nessa Aref and Alysson Hall’s 2013–2014 transmedia adaptation of Charlotte Brontë’s Jane Eyre, hereafter AoJE) to explore the impact of characters’ social media accounts on user interactivity and immersion. AoJE employs the powers of social media to create a modernized and fully-fledged storyworld, yet the users’ overall experience is undermined by the very strategies meant to facilitate engaged interactivity. When social media posts become sites where users not only actively seek additional content but also ‘read’ traces of other users’ interactions with the content, those traces function as paratextual commentary, creating dialogic …
The Malleability Of Home: A Genealogy Of Clark University's English House, Christina Rose Walcott, Justin Shaw
The Malleability Of Home: A Genealogy Of Clark University's English House, Christina Rose Walcott, Justin Shaw
English
This essay details the history of the land and structures that occupy the property currently located at the corner of Hawthorne and Woodland Streets in Worcester, Mass. Covering over 300 years, it begins with the legacies of the Nipmuc and the early English colonialist settlers before moving into a discussion of Worcester's 19th Century industrialists and 20th Century acquisition by the University. The essay builds on extensive archival research using materials from both physical and digital collections such as atlases, censuses, biographies, directories, criticism, and more. To further develop the story of the English Department and its home, the essay …
Archives And Literary History: English House, Christina Rose Walcott, Justin Shaw
Archives And Literary History: English House, Christina Rose Walcott, Justin Shaw
English
This presentation is part of a Directed Study project and was given at Clark FEST 2022. It is also associated with the longer paper, "The Malleability of Home: A Genealogy of Clark University's English House," composed collaboratively by the authors. It is about the history of Clark's English Department and, particularly, about the House it occupies. This presentation was presented orally by Christina Rose Walcott for a public audience as a culminating project in the Directed Study, and includes visual and interactive educational components. It also utilizes and showcases the project's extensive use of Open Access Resources from various digital …
Core Advanced Writing: Rhetoric Of Storytelling, Cruz Medina
Core Advanced Writing: Rhetoric Of Storytelling, Cruz Medina
English
On September 23, 2020, the New York Post reported that “President Trump had signed an executive order expanding a ban on government agencies receiving sensitivity training involving critical race theory to federal contractors” (Moore). By the time this executive order passed, I had already planned to teach a course titled “Rhetoric of Storytelling” that included a Critical Race Theory (CRT) reading from Aja Martinez advocating for counterstory. In response to the murder of George Floyd and subsequent protests during the summer of 2020, my academic department, like many institutions nationwide, issued a statement in support of Black Lives Matter. In …
Educational Progress‐Time And The Proliferation Of Dual Enrollment, Brice Nordquist, Amy J. Lueck
Educational Progress‐Time And The Proliferation Of Dual Enrollment, Brice Nordquist, Amy J. Lueck
English
In this commentary, we use the occasion of the proliferation of dual enrollment to examine the discursive construction of difference between high school and college literacies, and its effects on teachers and students. This discursive divide has real, material consequences. It informs (and constrains) literacy practices and pedagogies, becomes a barrier to access (particularly when operationalized in testing procedures), contributes to dropout and attrition, exacerbates unequal power and resources in communities, and justifies hierarchical relations between high school and college faculty and staff. By deconstructing the definitions of high school and college and the metaphors of containment they rely on, …
“Publishing Is Mystical”: The Latinx Caucus Bibliography, Top-Tier Journals, And Minority Scholarship, Cruz Medina, Perla Luna
“Publishing Is Mystical”: The Latinx Caucus Bibliography, Top-Tier Journals, And Minority Scholarship, Cruz Medina, Perla Luna
English
In 2014, members of the NCTE/CCCC Latinx Caucus began contributing citations to a shared Google Document (GDoc) that suggested a relatively significant contribution of scholarship to the field of Rhetoric and Composition studies. Scholars of color have argued that rhetoric and composition scholarship fails to represent diversity in academic publications (Baca; Banks; Jones Royster; Pimentel; Ruíz). This study examines statistical data arrived at through analysis of the NCTE/CCCC Latinx Caucus Bibliography, with survey and interview data from Latinx scholars providing important context about publishing for people of color.
“Who Wants To Live Forever?” Andrew Holleran, Garth Greenwell, And The Gayest Decade That Never Ended, John C. Hawley
“Who Wants To Live Forever?” Andrew Holleran, Garth Greenwell, And The Gayest Decade That Never Ended, John C. Hawley
English
James Baldwin’s remarkable second novel, Giovanni’s Room (1956) influenced all subsequent gay writing—not only in its themes, but also in its tone. Paying frequent homage to that book, Andrew Holleran’s Dancer from the Dance and other fiction of the Eighties taught gay men how to be gay, and the melancholic tone these novels created persisted for decades to come, exemplified most recently in Garth Greenwell’s What Belongs to You (2016). An unexpressed loss imbues the work of David Leavitt, Edmund White, Larry Kramer, Michael Cunningham, and Alan Hollinghurst, but the argument here is that more recent protagonists are, if anything, …
Revisiting Missions: Decolonizing Public Memories In California, Brenda M. Helmbrecht
Revisiting Missions: Decolonizing Public Memories In California, Brenda M. Helmbrecht
English
Living in California seems to require interaction with the state’s twenty-one historic Spanish missions, either by visiting them as a tourist, driving by a mission in one’s neighborhood, or learning about them as a schoolchild. While the missions ostensibly celebrate California’s history, many promote an anachronistic and dishonest re-telling of history that elides the devastating impact of the missions on Native communities (both historically and today). The missions operate as largely uncontested tourist attractions that promote self-serving collective memories about California’s founding narrative. Rhetorical analysis, I argue, can lead to a more honest engagement with the “hard truths” of their …
Beginning At The End: Reimagining The Dissertation Committee, Reimagining Careers, Amy J. Lueck, Beth Boehm
Beginning At The End: Reimagining The Dissertation Committee, Reimagining Careers, Amy J. Lueck, Beth Boehm
English
In this article, we forward a perspective on interdisciplinarity and diversity that reconsiders the notion of expertise in order to unstick discussions of graduate education reform that have been at an impasse for some fortyfive years. As research problems have become increasingly complex so has demand for scholars who specialize narrowly within a discipline and who understand the importance of contributions from other disciplines. In light of this, we reimagine the dissertation committee as a group of diverse participants from within and beyond the academy who contribute their knowledge and skills to train the next generation of scholars and researchers …
Decolonial Potential In A Multilingual Fyc, Cruz Medina
Decolonial Potential In A Multilingual Fyc, Cruz Medina
English
Scholars in rhetoric and composition have questioned to what extent the field can be decolonial because of the gatekeeping role that writing plays in the university. This article examines the decolonial potential of implementing multilingual practices in first-year composition (fyc), enacting what Walter Mignolo calls “epistemic disobedience” by complicating the primacy of English as the language of knowledge-building. I describe a Spanish-English “bilingual” fyc course offered at a private university with a Jesuit Catholic heritage. The course is characterized by a translanguaging approach in which Spanish is presented as a valid language for academic writing. The students’ writing highlights the …
Researching Writing Program Administration Expertise In Action: A Case Study Of Collaborative Problem Solving As Transdisciplinary Practice, Tricia Serviss, Julia Voss
Researching Writing Program Administration Expertise In Action: A Case Study Of Collaborative Problem Solving As Transdisciplinary Practice, Tricia Serviss, Julia Voss
English
Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies’ disciplinary expertise in twenty-first-century higher education.
The Spectrum Of Service: Refocusing Academic Work Through A Military Lens, Brenda M. Helmbrecht, Dan Reno
The Spectrum Of Service: Refocusing Academic Work Through A Military Lens, Brenda M. Helmbrecht, Dan Reno
English
In higher education, faculty, administrators, and students often use the term “work” casually: we go to work, we do our work, and we always have work left to finish. Thus, we appreciate the journal’s editors asking us to slow down and fully consider our work as instructors and scholars in the field of composition studies. Here we explore what it means to approach work through the lens of service. While service is an essential component of academic work, we seldom explore how the two concepts inform one another. As a WPA and an Army veteran, we decided to join our …
Han Shan’S Transparent Eyeball: The Asian Roots Of American Eco-Poetry, Tony Barnstone
Han Shan’S Transparent Eyeball: The Asian Roots Of American Eco-Poetry, Tony Barnstone
English
No abstract provided.
Inclusivity In The Archives: Expanding Undergraduate Pedagogies For Diversity And Inclusion, Amy J. Lueck, Beverlyn Law, Isabella Zhang
Inclusivity In The Archives: Expanding Undergraduate Pedagogies For Diversity And Inclusion, Amy J. Lueck, Beverlyn Law, Isabella Zhang
English
This chapter uses the experience of two undergraduate students conducting research in their university archives to consider the “hidden curriculum” entailed in archival research at some institutions. When diverse identities and experiences are not represented in our archives, we run the risk of communicating a lack of value for those identities, producing a feeling of marginalization and exclusion for some students and foreclosing an opportunity to build solidarity across difference for others. In light of the limited holdings at many university archives and the increased prevalence of archival research in the undergraduate classroom, the authors draw on research from writing …
Rewriting The Human-Animal Divide: Humanism And Octavia Butler's "Amborg", Aparajita Nanda
Rewriting The Human-Animal Divide: Humanism And Octavia Butler's "Amborg", Aparajita Nanda
English
The relationship of philosophy and the human-animal divide is a long one. One could begin with the anthropocentric assumptions of liberal humanism that go back to the Great Chain of Being, a concept of the nature of the universe that traces its lineage to antiquity. The term designates three defining features of the universe: maximal diversity of life, a serial communication within each group, and a hierarchical division of all living beings from God to the simplest forms of existence (Encyclopedia Britannica 2015). This essay challenges the liberal humanist emphasis on humans as being the central focus of the universe …
Supporting First-Generation Students’ Adjustment To College With High-Impact Practices, Theresa Conefrey
Supporting First-Generation Students’ Adjustment To College With High-Impact Practices, Theresa Conefrey
English
This qualitative case study describes some of the issues faced by incoming first-generation college students at a private, 4-year institution in the northwest. Using constructs drawn from social cognitive theory and social cognitive career theory, it explores how high-impact practices such as learning communities, writing-intensive courses, and ePortfolios might impact first-generation students’ adjustment during their first year of college. The findings of the research on students’ writing in their first-year composition course suggest that the cumulative impact of engaging in multiple high-impact practices improves students’ literacy and study skills. In addition, these educational practices appear to increase students’ self-appraisal of …
“Higher” School: Nineteenth-Century High Schools And The Secondary-College Divide, Amy J. Lueck
“Higher” School: Nineteenth-Century High Schools And The Secondary-College Divide, Amy J. Lueck
English
This article traces the emergence of nineteenth-century U.S. high schools in the landscape of higher education, attending to the gendered, raced, and classed distinctions at play in this development. Exploring differences in the conceptualization and status of high schools in Louisville, Kentucky, for white male, white female, and mixed-gender African American students, this article reminds us of how these institutional types have been situated, socially inflected, and structured in relation to broader political and power structures that transcend explicit pedagogical considerations. As a result, I argue for the recognition of high schools as historically significant sites in the history of …
A Response To Kim Hensley Owens’S “In Lak’Ech, The Chica No Clap, And Fear : A Partial Rhetorical Autopsy Of Tucson’S Now-Illegal Ethnic Studies Classes”, Aja Y. Martinez, Cruz Medina, Gloria J. Howerton
A Response To Kim Hensley Owens’S “In Lak’Ech, The Chica No Clap, And Fear : A Partial Rhetorical Autopsy Of Tucson’S Now-Illegal Ethnic Studies Classes”, Aja Y. Martinez, Cruz Medina, Gloria J. Howerton
English
A Necessary Caveat: What follows is a response in the form of ideological critique. As a collective, our intent is to provide a view from those the author is writing “for” or about. This response is less a correction of “facts” than an ideological perspective, a view from those of us who feel it necessary to respond to Owens’s rhetorical choices.
"Several Sigourneys": Circulation, Reprint Culture, And Sigourney’S Educational Prose, Amy J. Lueck
"Several Sigourneys": Circulation, Reprint Culture, And Sigourney’S Educational Prose, Amy J. Lueck
English
In her now-famous essay "Reinventing Lydia Sigourney," Nina Baym argued that Sigourney's literary range "inevitably allows for the construction of several Sigourneys who are unknown to modern criticism."1 Since 1990, when Baym revealed Sigourney as a student of history and a writer of historical prose, scholars have filled the gap she identified with a variety of Sigourneys, identifying her "generic plurality'' as a means to "achieve multi-positionality as a woman poet," as Paula Bernat Bennett writes, and noting that Sigourney's wide-ranging oeuvre does not readily lend itself to a reading of the author as a sentimental poetess. 2 Subsequently, …
Who Learns From Collaborative Digital Projects? Cultivating Critical Consciousness And Metacognition To Democratize Digital Literacy Learning, Julia Voss
English
Collaborative group work is common in writing classrooms, especially ones assigning digital projects. While a wealth of scholarship theorizes collaboration and advocates for specific collaborative pedagogies, writing studies has yet to address the ways in which privilege tied to race, gender, class, and other identity characteristics replicates itself within student groups by shaping the responsibilities individual group members assume, thereby affecting students' opportunities for learning. Such concerns about equity are especially pressing where civically and professionally valuable twenty-first century digital literacies are concerned. This article uses theories of cultural capital and the participation gap to (1) analyze role uptake in …
Validating The Consequences Of Social Justice Pedagogy: Explicit Values In Course-Based Grading Contracts, Cruz Medina
Validating The Consequences Of Social Justice Pedagogy: Explicit Values In Course-Based Grading Contracts, Cruz Medina
English
In 2012, in Tucson, Arizona, conservative Superintendent of Education Tom Horne used House Bill (HB) 2281 to outlaw Tucson High School’s Mexican American Studies (TUSD/MAS) program. Despite demonstrated increases in graduation rates and state test scores (Cabrera, Milem, and Marx 2012), the social justice program was dismantled and books from the curriculum were banned, including Paulo Freire’s (1970) Pedagogy of the Oppressed. As teacher-scholars concerned with critical consciousness1 and the application of social justice theories to the classroom, we found these events highly disturbing and demonstrative of what Angela Haas and Michelle Eble refer to in the Introduction of this …
Community And Conscience Formation, Phyllis R. Brown
Community And Conscience Formation, Phyllis R. Brown
English
The three Cs, competence, conscience, and compassion, are fundamental to Santa Clara University's distinctive identity as a Jesuit and Catholic university. However, a fourth C, community-and communities within communities-provides a context for conscience formation through dialogue and critical engagement not only with the academic subject matter of course work but also outside the classroom with the wicked problems facing humanity. This chapter will explore ways individuals and programs at Santa Clara University (SCU) invite students to experience communities in classroom and co-curricular settings that encourage dialogue, critical engagement, and social consciousness aimed at fostering the greater good. This engagement is …
Identity, Decolonialism, And Digital Archives, Cruz Medina
Identity, Decolonialism, And Digital Archives, Cruz Medina
English
In April, I was the keynote speaker at the University of Texas at El Paso’s Spring Symposium, an annual event hosted by Frontera Rétorica, the graduate student chapter of Rhetoric Society of America. In my talk, “Decolonizing Digital Platforms,” I cited a 2017 Hispanic Pew Research report that provided exigency for my call to decolonize digital habits of mind in the context of the U.S./Mexico border. The Pew Report found that 54% of Latinxs felt confident about their place in the U.S. under the new presidential administration (Hugo Lopez and Rohal). These findings suggest disparities among Latinx in the U.S. …
High School Girls”: Women’S Higher Education At The Louisville Female High School, Amy J. Lueck
High School Girls”: Women’S Higher Education At The Louisville Female High School, Amy J. Lueck
English
Nineteenth-century women gained access to significant higher education opportunities under the auspices of the urban, public high school (as well as at seminaries, academies, normal schools, and other variously named institutions) even when they did not matriculate into colleges proper. Women made great strides in all forms of higher education in the last half of the nineteenth century, but particularly in high schools and academies; while remaining underrepresented in colleges until 1978, women constituted a majority of graduates from high schools as early as 1870. This trend held true both nationally and in the local context of Louisville, where women …
What Does Young South Asia Want? Can Chetan Bhagat, Mohsin Hamid, And Arundhati Roy Tell Us?, John C. Hawley
What Does Young South Asia Want? Can Chetan Bhagat, Mohsin Hamid, And Arundhati Roy Tell Us?, John C. Hawley
English
Chetan Bhagat, Mohsin Hamid, and Arundhati Roy join the ranks of south Asian novelists who also write political essays. They address various factions in society, but share a common disgust with institutional corruption and political maneuvering, and manipulation of the powerless. While attacking defensive posturing and aggressive venality, they argue for a nation that finds its strength in pluralism and that embraces the poor.
Shakespeare Reading Paul: Heavenly Fraud In The Winter's Tale, Steven Marx
Shakespeare Reading Paul: Heavenly Fraud In The Winter's Tale, Steven Marx
English
No abstract provided.
Review Of Get Out, Directed By Jordan Peele, Douglas Keesey
Review Of Get Out, Directed By Jordan Peele, Douglas Keesey
English
No abstract provided.
“Classbook Sense”: Genre And Girls’ School Yearbooks In The Early-Twentieth-Century American High School, Amy J. Lueck
“Classbook Sense”: Genre And Girls’ School Yearbooks In The Early-Twentieth-Century American High School, Amy J. Lueck
English
In the spring of 1908, the students of Louisville Girls High School (LGHS) in Louisville, Kentucky, inaugurated their first school annual, a special edition of the school’s quarterly literary journal dedicated to the senior class. The object of this volume, as delineated in the preface, was “to collect into a narrow compass, and to arrange in a form convenient for reference, and consultation, a choice selection of the remarkable utterances, and pictured thoughts of the great among all classes, but chiefly of the great Seniors among the class of nineteen hundred and eight” (LGHS, Record 2). That is, a primary …