Curriculum and Instruction Commons^™

Composition As A Spiritual Discipline, Scott Wagar

The Journal of the Assembly for Expanded Perspectives on Learning

Analyzing a widely-read history of composition yields clear elements associated with the contemporary definition of spirituality.

“Alas, Not Yours To Have”: Problems With Audience In High-Stakes Writing Tests And The Promise Of Felt Sense, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

Expanding the applications of “felt sense” can help students become more aware of audience—a corrective to the a-rhetorical effects of standardized testing and the Common Core Standards.

Book Reviews, Julie Nichols, Peter Fields, Walter L. Reid, Jeffrey H. Taylor, Warren Hatch

The Journal of the Assembly for Expanded Perspectives on Learning

Julie Nichols - Reading Ethically

Peter Fields - Gregory Marshall. Shaped by Stories: The Ethical Power of Narratives. Notre Dame, IN: U of Notre Dame P., 2009

Walter L. Reed - Gregory, Marshall. Teaching Excellence in Higher Education, ed. Melissa Valiska Gregory. NY: Palgrave Macmillan, 2013

Jeffrey H. Taylor - Musgrove, Laurence. Local Bird. Beaumont, TX: Lamar U Press, 2015

Warren Hatch - Lynch, Tom, Cheryll Glotfelty, Karla Armbruster. The Bioregional Imagination—Literature, Ecology, and Place. Athens, GA: U of GA Press, 2012

Introducing Feedforward: Renaming And Reframing Our Repertoire For Written Response, Sheri Rysdam, Lisa Johnson-Shull

The Journal of the Assembly for Expanded Perspectives on Learning

Categorizing instructor comments on student drafts leads writing center researchers to argue for the need to reframe our professional discussion on instructor response, based on the concept of “feedforward.”

Final Journals, Robert M. Randolph

The Journal of the Assembly for Expanded Perspectives on Learning

Poem

Autoethnography And Assimilation: Composing Border Stories, Mark Noe

The Journal of the Assembly for Expanded Perspectives on Learning

Introducing autoethnography in composition classes brings together personal narratives, academic discourse, and awareness of audience in surprising ways among students in south Texas.

My Mom’S Letter, Robert M. Randolph

The Journal of the Assembly for Expanded Perspectives on Learning

A longtime poet explains how a letter from his mother reminds him that regardless of our language skills and backgrounds, our writing can still bear witness to the values and ethics that guide our lives.

Toward A Poetics And Pedagogy Of Sound: Students As Production Engineers In The Literature Classroom, Karen Lee Osborne

The Journal of the Assembly for Expanded Perspectives on Learning

Pairing students to be recorders and production editors of poetry readings results in a collaborative assignment that embodies students’ experience of reading through media.

Connecting, Helen Walker, Sheryl Lain, Matthew B. Ittig, Laurence Musgrove, Julie O'Connell, Leslie A. Werden, Donna Souder-Hodge, Tanya R. Cochran, Rasha Diab, Thomas Ferrel, Beth Godbee

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker - More Apt, Connected Title

Sheryl Lain - Hey, Teach! Do You Love Me?

Matthew B. Ittig - Ask Me Tomorrow

Laurence Musgrove - Writing Program

Julie O’Connell - The Power of a Slave Narrative

Leslie A. Werden - Embracing Chaos

Donna Souder-Hodge - Teaching Dachau

Tanya R. Cochran, Rasha Diab, Thomas Ferrel, & Beth Godbee - Hanging Out: Cultivating Life-Giving Writing Groups Online

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

“When Do I Cross The Street?” Roberta’S Guilty Reflection, Irene A. Lietz

The Journal of the Assembly for Expanded Perspectives on Learning

Following a student’s evolving attitudes on race issues through her undergraduate years, a researcher concludes that a critical pedagogy can have long-term effects on student and instructor alike.

Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data In Support Of Academic Writing Development, Justin Olmanson, Katrina Kennett, Alecia Magnifico, Sarah Mccarthey, Bill Cope, Duane Searsmith, Mary Kalantzis

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine the processes of students at two different schools as they remediated their own texts and how those processes impacted the development of their rhetorical, conceptual, and communicative capacities. Our analysis suggests that students creating visualizations of their completed first drafts scaffolded self-evaluation. The mapping …

What Does Motivated Mean? Re-Presenting Learning, Technology, And Motivation In Middle Schools Via New Ethnographic Writing, Justin Olmanson

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article offers a critique of the way middle schoolers are often positioned as generalizable objects that can be acted upon to produce measurable increases in motivation and learning. The critique invites a reconsideration and cultural analysis of some of the dominant discourses and perceptions of technology, young adolescence, and the study of motivation. The use of New Ethnographic Writing—a method that performs a cultural critique via extended scenes—connects to the roles and status of motivation, technology, and educational research methods deployed within public schools. Coupled with weak theory, this approach offers a way to understand young adolescents as navigating …

Young Adult Fiction Writing In The Classroom: Emily’S Investigation And Insights, Emily Westfall

Williams Honors College, Honors Research Projects

This project explores the field of young adult literature, while also discovering the creative writing process required to develop a young adult novel. The project is organized into three separate parts. Part One focuses on young adult writers and the literature they create, along with the benefits of using these novels in a high school classroom. To benefit my future career as a future writing teacher, I researched the process required to write a fiction novel, specifically one in the young adult genre. Within this section, sources are cited such as experienced teachers and the scholarship on young adult literature. …

Grids And Gestures: A Comics Making Exercise, Nick Sousanis

SANE journal: Sequential Art Narrative in Education

Grids and Gestures is an exercise intended to offer participants insight into a comics maker’s decision-making process for composing the entire page through the hands-on activity of making an abstract comic. It requires no prior drawing experience and serves to help reexamine what it means to draw. In addition to a description of how to proceed with the exercise, this piece also includes conceptual grounding in the form of a brief theoretical discussion of the ways comics convey meaning as well as personal notes on the development of the exercise and how it has been used.

Revision In The Multiversity: What Composition Can Learn From The Superhero, David Hyman

SANE journal: Sequential Art Narrative in Education

Constant and ongoing revision is the compositional tactic through which many contemporary superhero narratives negotiate the powerful struggle between reiteration of the genre’s past, and creative expression of its future. Instead of a gradual succession of improved renditions of a text, each one effacing and superseding the imperfections of its predecessors, revision is revealed as the production of multiple versions whose differences and diversities are “capable of being in uncertainties”, as Keats describes the creative attitude which he terms Negative Capability: ontologically equal textual variations that wear their inconsistencies openly, and reject the pressure to resolve their multiplicities into the …

Pim Pedagogy: Toward A Loosely Unified Model For Teaching And Studying Comics And Graphic Novels, James B. Carter

SANE journal: Sequential Art Narrative in Education

The article debuts and explains "PIM" pedagogy, a construct for teaching comics at the secondary- and post-secondary levels and for deep reading/studying comics. The PIM model for considering comics is actually based in major precepts of education studies, namely constructivist foundations of learning, and loosely unifies constructs inherent therein with other available frames and frameworks for studying comics. As such, the article fills a dire need in the scholarly literature on comics pedagogy and paves a way for those who seek to teach comics courses in the future but who need direction and for those who seek to study/read comics …

Overviewing Software Applications For Graphic Novel Creation In The Post-Secondary And Secondary Classroom, Jeffrey S.J. Kirchoff Phd, Mike Cook Phd

SANE journal: Sequential Art Narrative in Education

It is well established that the 21^st century literate student needs to be able to effectively craft and interpret texts that use multiple communicative modes. Graphic novels are one text type that facilitates such literacy instruction, as the seamless relationship between words, image, and sound (in the form of sound effects) are inherent to the medium. Though there is a wealth of scholarship on the importance of how reading graphic novels facilitate multimodal literacy, there is less scholarship on how writing graphic novels facilitate multimodal literacy. This article demonstrates not only how writing graphic novels enables multimodal literacy, but …

Digital Media Literacy In A Sports, Popular Culture, And Literature Course, Carolyn Fortuna

Journal of Media Literacy Education

Abstract: This article considers how media sports culture is an apt space for digital media literacy instruction. Describing a senior year high school English course that requires students to deconstruct and compose with sports media texts, the author outlines how learning modules, analysis of curated collections of texts through heuristics, and mentor texts help students achieve higher literacy levels. The author argues that sports media literacy, due to its authenticity and relevance, can be a model for traditional literacy classrooms as ways to infuse multimodal texts and help students to gain both enhanced communication skills and critical distance from media …

Bailamos Juntos: Salsa En Los E.E.U.U. Y El Mundo, Betty Tran

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

This composition traces the history of Cuban-American cultural identity formation through the lens of music and dance. As the author explains, Cuban immigrants cultivated a rich music and dance culture in New York City by creating a series of Latin and Afro-Cuban music genres and dances that brought diverse groups of people together. As a Vietnamese-American woman, Tran sees several connections between her family’s Vietnamese heritage and the cultural histories of Cubans who came to the United States as refugees seeking asylum from political oppression. As a first-generation college student, Tran believes it is important to share this composition as …

A Tres Pasos De La Muerte, Samuel Temblador

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

"A Tres Pasos de la Muerte" tells the story of a son of Mexican immigrants and his search for his roots. Here, Temblador attempts to communicate a bicultural experience through the frame of border literature (Literatura Fronteriza) born out of the intersection between Mexican and American culture.

Applications For Dummies, Carla M. Sanchez

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

This poem discusses the overwhelming pressure that is put on students to justify their right to be admitted into universities or to receive scholarships based on their extracurricular activities. Many working-class, first-generation college students are unable to participate in organizations and programs that offer students a more well-rounded college experience. This can lead first-gen students, like the author, to feel isolated, inadequate, or illegitimate. "Applications for Dummies" expresses Sanchez's incessant fear that she will never be able to compete with other students who were given the opportunity to build more worldly resumes, despite her strong academic commitment and intellectual potential.

It's Not Just A Leave, Genesis L. Montalvo

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

In this piece, the author sets out to explore the first-generation college identity through a gothic lens. In the early stages of this project, Montalvo had considered doing research on narratives from other first-gen college students as a way to trace the uncanny and the abject in their experiences. However, as she began reflecting on her own personal history, she realized that in a matter of only two years she had already experienced moments of distance, uncanniness, and confusion, which are recorded here. In presenting these installments in non-chronological order, Montalvo intends to insert a gothic element of disorder, which …

Flashlight, Min-Jung Kim

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

This poem illustrates the struggle of an undergraduate first-generation college student who knew little about the first-gen identity or the experiences she would encounter until she became a First To Go Scholar at Loyola Marymount University. The poet represents the First To Go Program as a flashlight that has helped her to navigate a once dark and unfamiliar environment.

Poetry Inspired By Art, Brenda Crosby

French

The activity is part of an Art, Beauty, and Aesthetics unit. First, students read a short text about the notion of the window, and how looking through a window frames or changes our perspective. Students then read and analyze Charles Baudelaire’s prose poem “Les fenêtres”. Students are provided copies of teacher selected paintings and photographs, each of which features a window. In class, they write any words that the image evokes for them. From this initial writing, they write an original poem inspired by the painting or photo. This activity encourages vocabulary development, close observation of one work of art, …

Rhinocéros: Animals, Ideologies And Global Awareness, Brenda Crosby

French

French IV-V students read the Theater of the Absurd play Rhinocéros by Eugène Ionesco. The foci of this unit are more oriented toward history, politics, global awareness, and unexamined assumptions (les idées reçues) than theater as such. Students do, however, present most of the play in the Reader’s Theater style. The pre-reading activity introduces the final evaluation of the unit. Students first associate animals to ideologies and concepts. This first activity also allows the instructor to introduce the ideas fanaticism, totalitarianism, and conformism. The final assessment asks each student to chose one country, not necessarily a French speaking country. For …

Praisesong: One (Worn) Path Through Aepl, Libby F. Jones

The Journal of the Assembly for Expanded Perspectives on Learning

A longtime member takes a poetic look at AEPL's history, philosophy, activities, and her ongoing participatory role in the organization.

Stepping Beyond, In, And With Jaepl: Twenty Years Of Hope, Kristie S. Fleckenstein

The Journal of the Assembly for Expanded Perspectives on Learning

Treating readers to a detailed tour through JAEPL’s pages, the journal’s coeditor of 10 years touches on high points, also remembering the conference that initiated her relationship with its authors and readers.

Drawing Is Learning, Laurence Musgrove, Myra Musgrove

The Journal of the Assembly for Expanded Perspectives on Learning

JAEPL’s guru of visual pedagogy visits the origins of his strategy for teaching through “handmade thinking,” which gives students the freedom to re-conceptualize how they read and write.

Connecting, Helen Walker, Wanda Njoya, Ann Wachira, David Bedsole, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker - Widening Circles

Wanda Njoya - Miracles Happen

Ann Wachira - Using a Model

David Bedsole - To the Dog Next Door Who Barks All Day

W. Keith Duffy - Aisle Four: Ice Cream, TV Dinners, Humility