English Language and Literature Commons^™

Joy: A Glosa, Meg Moseman

The Mythic Circle

No abstract provided.

The Pale Beyond, Kevan Kenneth Bowkett

The Mythic Circle

No abstract provided.

The Hunter, Richard Evanoff

The Mythic Circle

No abstract provided.

The Soldier And The Yellow Woman, Rachel Miller

The Mythic Circle

No abstract provided.

The Monster Appears, S. Dorman

The Mythic Circle

No abstract provided.

Mythic Circle #44

The Mythic Circle

Greetings, Subscribers, Contributors, and Readers, All, and welcome to the 2022 edition (issue #44) of The Mythic Circle, the creative writing publication of The Mythopoeic Society. With this issue, we continue our 44-year-old tradition of offering our members and the general public a selection of fiction, poetry, and images that develop, extend, or recapitulate the mythic concepts used by J. R. R. Tolkien, C. S. Lewis, and the other Inklings, and also by mythic storytellers from pre-literate antiquity to the modern world.

This issue begins with the proper publication, in its intended form, of a poem that was misrepresented in …

Stories Grow Larger In The Night (With Apologies), Sarah Berti

The Mythic Circle

No abstract provided.

Lady Isobel And The Elf-Knight, Charlotte Krausz

The Mythic Circle

No abstract provided.

Selected Flash Fiction, Eleanor Farrell

The Mythic Circle

No abstract provided.

The Marvel Of The Freedom: In Patches, Pawel Markiewicz

The Mythic Circle

No abstract provided.

Editors' Introductions

The Mythic Circle

No abstract provided.

Terra Supreme, Michael Hart

The Mythic Circle

No abstract provided.

The Marble Princess, Lawrence Buentello

The Mythic Circle

No abstract provided.

Kalessia's Dance, Geoffrey Reiter

The Mythic Circle

No abstract provided.

Nereid, Kevan Kenneth Bowkett

The Mythic Circle

No abstract provided.

A Bard's Sorrow, Luke H. Hara

The Mythic Circle

No abstract provided.

The Sunken Shore, Manuel Waldesco Ballaguer-Cortes

The Mythic Circle

No abstract provided.

The Mermaids Keep Their Own Counsel, Geoffrey Reiter

The Mythic Circle

No abstract provided.

Ashes, David W. Landrum

The Mythic Circle

No abstract provided.

The Ballad Of Fantasy, Charlotte Krausz

The Mythic Circle

No abstract provided.

Multiverse, David Sparenberg

The Mythic Circle

No abstract provided.

Beyond Seeing: Sight, Mind, And Power In Early-Medieval England, Kevin S. Jackson

English Language and Literature ETDs

Before the development of optical science, sight was largely understood to function extramissively, with rays emitted from the eyes effectuating sight as they came into contact with the physical world. In early-medieval England in particular, a very strong correlation between extramissive sight and an extracorporeal mind is evident, based in part on a potential source for this model that has yet to be identified in scholarship: De opificio Dei, by Lactantius. The connection between sight and the mind accounts for anxiety about the possibility of seeing God, manifest in some early-medieval English translators’ careful revision of biblical texts. Sight …

A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond

Teaching/Writing: The Journal of Writing Teacher Education

The author, an eminent scholar and practitioner of writing teaching methods, reflects on the growth and development of the community and scholarship of writing teacher education and highlights several key trends as discussed in this issue.

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …

Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben

Teaching/Writing: The Journal of Writing Teacher Education

This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then …

The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson

Teaching/Writing: The Journal of Writing Teacher Education

This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.

(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan

Teaching/Writing: The Journal of Writing Teacher Education

This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as …

Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai

Teaching/Writing: The Journal of Writing Teacher Education

In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to …

Teaching Writing As A Metacognitive Process, Heather Fox

Teaching/Writing: The Journal of Writing Teacher Education

In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to …

The Collaborative Evolution Of The Writing Teacher Educator And The Methods Course, Christina Saidy, Nicole Nava, Ginette Rossi

Teaching/Writing: The Journal of Writing Teacher Education

In this article, we describe a collaborative approach to preparing graduate students for teaching the methods class at our university. We document the approach to preparation, our connections to the methods course itself, the tensions in the methods course that we identified in working together, and the important choices about and modifications we made to the course based on the tensions we identified. Our collaborative approach to preparing and planning for the methods class gave us a deep understanding of our context and unique challenges as we evolved the course.