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Articles 241 - 270 of 818
Full-Text Articles in Educational Methods
Wwa Reflection: Building Writing Momentum: A Year Of Digital Conferences, Brianna E. Robertson-Kirkland
Wwa Reflection: Building Writing Momentum: A Year Of Digital Conferences, Brianna E. Robertson-Kirkland
ABO: Interactive Journal for Women in the Arts, 1640–1830
This reflection, which considers the positive impact of attending online conferences on building writing momentum is in response to the ABO Call for Short Reflections (500-750 words) on Writing and Research during the Pandemic.
Race And Racism In Austen Spaces: National Trust In Jane Austen’S Empires Of Sugar, Tré Ventour-Griffiths
Race And Racism In Austen Spaces: National Trust In Jane Austen’S Empires Of Sugar, Tré Ventour-Griffiths
ABO: Interactive Journal for Women in the Arts, 1640–1830
No abstract provided.
Race And Racism In Austen Spaces: Notes On A Scandal: Sanditon Fandom’S Ongoing Racism And The Danger Of Ignoring Austen Discourse On Social Media, Amanda-Rae Prescott
Race And Racism In Austen Spaces: Notes On A Scandal: Sanditon Fandom’S Ongoing Racism And The Danger Of Ignoring Austen Discourse On Social Media, Amanda-Rae Prescott
ABO: Interactive Journal for Women in the Arts, 1640–1830
Sanditon fans have used social media more than many other past Jane Austen adaptations to discuss the series and to share news developments about the series. This was partially due to the COVID-19 pandemic preventing in-person marketing and fandom gatherings, but also due to some traditional Austen discussion platforms ignoring or banning pro-Sanditon discussions. White women from the UK and Europe dominated these online communities and set the tone for discussions of the plot as well as news about the series. BIPOC fans repeatedly clashed with white fans because the promises of an “inclusive” community were frequently dashed as soon …
Race And Racism In Austen Spaces: Eroticizing Men Of Empire In Austen, Kerry Sinanan
Race And Racism In Austen Spaces: Eroticizing Men Of Empire In Austen, Kerry Sinanan
ABO: Interactive Journal for Women in the Arts, 1640–1830
No abstract provided.
Grasses, Groves, And Gardens: Aphra Behn Goes Green, Heidi Laudien
Grasses, Groves, And Gardens: Aphra Behn Goes Green, Heidi Laudien
ABO: Interactive Journal for Women in the Arts, 1640–1830
Laudien argues in “Grasses, Groves and Gardens: Aphra Behn Goes Green” that Behn moves beyond the stylized and artificial backdrops of most pastoral to explore the unique ways the landscape can be manipulated to investigate gender difference and the dynamics of desire and representation. Laudien suggests that in prioritizing the pastoral as political allegory in Behn, we overlook the descriptions of nature and the importance she places on the natural environments she creates. Through close readings of several of her pastoral poems, Laudien reveals that Behn’s landscapes destabilize existing notions of the pastoral space as an idealized and organized place …
Dress As Deceptive Visual Rhetoric In Eliza Haywood's Fantomina, Kathryn S. Hansen
Dress As Deceptive Visual Rhetoric In Eliza Haywood's Fantomina, Kathryn S. Hansen
ABO: Interactive Journal for Women in the Arts, 1640–1830
Writers of fiction capitalize upon dress’s potential as an agent of deception, using clothing as a means through which characters control their identity to perpetuate lies. Eliza Haywood’s Fantomina; or, Love in a Maze (1725) contains this type of heroine, and the novella shows dress can provide women with power that they can find in few other arenas. This novella constructs lying and dress as potent related tools that allow the protagonist to achieve her desires by creating untruths that pass for realities. In so doing, Fantomina capitalizes upon two related phenomena: the cultural perception of women’s status as innately …
Editors' Thanks To Dr. Linda Troost, Editor Of Ecw, Mona Narain
Editors' Thanks To Dr. Linda Troost, Editor Of Ecw, Mona Narain
ABO: Interactive Journal for Women in the Arts, 1640–1830
No abstract provided.
Visions: Re-Historicizing Genre: Teaching Haywood’S The Adventures Of Eovaai In A Fantasy-Themed Survey Course, Megan E. Cole
Visions: Re-Historicizing Genre: Teaching Haywood’S The Adventures Of Eovaai In A Fantasy-Themed Survey Course, Megan E. Cole
ABO: Interactive Journal for Women in the Arts, 1640–1830
Eliza Haywood is an increasingly popular author to assign in eighteenth-century literature courses. But Haywood is also a prime figure to represent the eighteenth century in courses with a broader scope. This essay proposes teaching The Adventures of Eovaai in a fantasy-focused, introductory-level survey of British Literature. Identifying Eovaai as part of the fantasy tradition leverages students’ prior knowledge and facilitates teaching this complex novel to first-year students. Eovaai provides a wealth of topics for class discussions and activities, including the development of the novel as a genre, identity and othering in fantasy literature, and the use of fantasy conventions …
Visions: The Dance Most Of All: Envisioning An Embodied Eighteenth-Century Studies, Susannah Sanford, Sofia Prado Huggins
Visions: The Dance Most Of All: Envisioning An Embodied Eighteenth-Century Studies, Susannah Sanford, Sofia Prado Huggins
ABO: Interactive Journal for Women in the Arts, 1640–1830
The editors introduce this special issue of ABO, highlighting the work of the authors included in the issue. The introduction draws on recent scholarship re-visioning the work of the long, “undisciplined” eighteenth century, arguing for an eighteenth-century studies that embodies our intersectional identities and honors the experiences of bodyminds surrounding texts and authors, as well as the bodyminds that interact with those texts in the present. Throughout the years, scholars have demonstrated that there is no single vision of what eighteenth-century scholarship is or should be, but rather multiple visions. This introduction urges scholars to consider how an eighteenth-century studies …
Through Critique And Beyond: Speculative Fiction As A Tool Of Critical Pedagogy, Syd Thorne
Through Critique And Beyond: Speculative Fiction As A Tool Of Critical Pedagogy, Syd Thorne
Master's Projects and Capstones
This field projects centers around the issue of hopelessness among teachers and students and examines the genre of speculative fiction as a potential tool for cultivating critical hope in the classroom and as an asset to critical pedagogy. Utopian pedagogy and critical pedagogy make up the theoretical framework of this research and project development. The research explores the use of speculative fiction in three areas: activism and identity, student engagement, and utopian performance. The review of the literature demonstrates that the use of speculative fiction in the classroom has the potential to engage students in conversations about social justice and …
Teaching Multicultural Literature In The College Classroom, Jordan K. Fleming
Teaching Multicultural Literature In The College Classroom, Jordan K. Fleming
Selected Honors Theses
Due to a lack of research on the topic and events of 2020, this thesis aims to learn how professors teach multicultural literature to traditional undergraduate students and how students respond to these courses. I focus on pedagogical scholarship that notes the structure, challenges, and impact of teaching this genre in K-12 and higher education classrooms. My conclusions provide educators with a repertoire of teaching strategies, materials, and student feedback to help students critically respond to living in a multicultural nation and world. These conclusions also lessen a gap in research, as there is significantly less published information on teaching …
Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden
Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
The Journal of the Assembly for Expanded Perspectives on Learning
Artistic response is the process by which readers create concrete representations of their transactions with a text through artistic means, including visual arts (e.g. drawing, sculpture, and painting), drama, and music. Research has shown that artistic response helps students form meaningful relationships with texts, as it is a tool that encourages students to enter, explore, make connections, and enjoy stories and characters. In this article we describe an artistic response strategy that we developed and implemented. Recognizing that today’s students often know and interact with the world through social media and memes, we draw on this cultural tool to leverage …
Responding Together And The Roots Of Resilience, Christy Wenger
Responding Together And The Roots Of Resilience, Christy Wenger
The Journal of the Assembly for Expanded Perspectives on Learning
Responding Together and the Roots of Resilience
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
The Journal of the Assembly for Expanded Perspectives on Learning
Collaborative Writing for Publication in Undergraduate Literature Seminars
Tharp, Twyla. Keep It Moving: Lessons For The Rest Of Your Life. Simon And Schuster, 2019, 190 Pages., Helen Papoulis
Tharp, Twyla. Keep It Moving: Lessons For The Rest Of Your Life. Simon And Schuster, 2019, 190 Pages., Helen Papoulis
The Journal of the Assembly for Expanded Perspectives on Learning
Tharp, Twyla. Keep It Moving: Lessons for the Rest of Your Life. Simon and Schuster, 2019, 190 pages.
Back Matter, Wendy Ryden
Back Matter, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Back Matter
Front Matter - Jaepl Volume 26, Wendy Ryden
Front Matter - Jaepl Volume 26, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Front Matter - JAEPL Volume 26
Fostering Ethical Engagement Across Religious Difference In The Context Of Rhetorical Education, Michael-John Depalma
Fostering Ethical Engagement Across Religious Difference In The Context Of Rhetorical Education, Michael-John Depalma
The Journal of the Assembly for Expanded Perspectives on Learning
At a moment in which religious diversity is ever-increasing in the United States and more than three-quarters of the world’s population identifies with a religious tradition, it is important for writing teachers to consider how to best cultivate writers who are equipped to build identifications across religious difference. This essay traces my efforts to engage this exigence in my advanced undergraduate writing course at Baylor University entitled Religious Rhetorics and Spiritual Writing (RRSW). In what follows, I outline my pedagogical goals, course design, and approach to teaching RRSW. I then share the results of a qualitative pilot study that used …
Acting With Inscriptions: Expanding Perspectives Of Writing, Learning, And Becoming, Kevin R. Roozen
Acting With Inscriptions: Expanding Perspectives Of Writing, Learning, And Becoming, Kevin R. Roozen
The Journal of the Assembly for Expanded Perspectives on Learning
This article argues for increased attention to people’s engagements with inscriptions and inscriptional practices and the long-term implications they have for the ongoing production of persons, practices, and social worlds across heterogeneous times, places, and activities. Based on a multi-year case study, this analysis examines one microbiology major’s production and use of inscriptions at the intersections of his participation in both disciplinary science and religious worship and traces the long-term consequences those uses have for his becoming as a scientist of faith. If, as Paul Prior asserts, “ literate activity is not located in acts of reading and writing but …
Contemplative Correspondence And The Muscle Of Metaphor: An Interview With Rev. Karen Hering, Christopher Basgier
Contemplative Correspondence And The Muscle Of Metaphor: An Interview With Rev. Karen Hering, Christopher Basgier
The Journal of the Assembly for Expanded Perspectives on Learning
Karen Hering, a Unitarian Universalist minister serving Unity Church-Unitarian in St. Paul, Minnesota, is author of Writing to Wake the Soul: Opening the Sacred Conversation Within. In her book, Rev. Hering leads readers through the practice of contemplative correspondence, which she describes as “a spiritual practice of writing rooted in theology and story; drawn to the surface by questions, prompts, and ellipses; and most fully experienced when its words are accepted as invitations into conversations and relationships with others” (xx). A committed Unitarian Universalist myself, I first learned about Rev. Hering and her book from my own minister, Rev. Chris …
Winning Hearts, Not Arguments: An Interview With Father Greg Boyle, Christopher S. Harris, Jorge Ribeiro
Winning Hearts, Not Arguments: An Interview With Father Greg Boyle, Christopher S. Harris, Jorge Ribeiro
The Journal of the Assembly for Expanded Perspectives on Learning
Winning Hearts, Not Arguments: An Interview with Father Greg Boyle
“The Hidden Door That Leads To Several Moments More”: Finding Context For The Literacy Narrative In First Year Writing, Denise Goldman
“The Hidden Door That Leads To Several Moments More”: Finding Context For The Literacy Narrative In First Year Writing, Denise Goldman
The Journal of the Assembly for Expanded Perspectives on Learning
The literacy narrative has emerged as a useful genre in composition pedagogy because of the perceived bridge it provides between personal narrative and academic literacy. Although there remains disagreement among practitioners with regard to its purpose and efficacy, it continues to be a staple in the writing classroom because it has the potential to help students learn analytical skills while fostering investment through the features of a personal narrative. Recent efforts in the field, especially with regard to questions of transfer of writing, have focused on the benefits of genre and community discourse analysis as a means to help students …
Reflections From A Working Class, First- Generation Almost-Graduate, Sarah Heidebrink-Bruno
Reflections From A Working Class, First- Generation Almost-Graduate, Sarah Heidebrink-Bruno
The Journal of the Assembly for Expanded Perspectives on Learning
Reflections from a Working Class, First- Generation Almost-Graduate
Inserting Oneself In The Story: Queer Literacy, Comics, And An Admonition To Move, Irene Papoulis, Nicholas P. Marino
Inserting Oneself In The Story: Queer Literacy, Comics, And An Admonition To Move, Irene Papoulis, Nicholas P. Marino
The Journal of the Assembly for Expanded Perspectives on Learning
Inserting Oneself in the Story: Queer Literacy, Comics, and an Admonition to Move
Ferris, Emil. My Favorite Thing Is Monsters, Fantagraphics, 2017, 416 Pages. Sousanis, Nick. Unflattening, Harvard Up, 2015, 208 Pages., Wilma Romatz
The Journal of the Assembly for Expanded Perspectives on Learning
Ferris, Emil. My Favorite Thing Is Monsters, Fantagraphics, 2017, 416 pages. Sousanis, Nick. Unflattening, Harvard UP, 2015, 208 pages.
Contributors, Wendy Ryden
Contributors, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Contributors
Introduction To Jaepl Volume 26, Wendy Ryden
Introduction To Jaepl Volume 26, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Introduction to JAEPL Volume 26
(Emily 479) And Tra/Versing The Year, Naomi C. Gades, Paul Puccio
(Emily 479) And Tra/Versing The Year, Naomi C. Gades, Paul Puccio
The Journal of the Assembly for Expanded Perspectives on Learning
(Emily 479) and tra/versing the year - Poetry
All-American Boys, The Hate U Give, And The Great Gatsby: The Process And Product Of Multi-Genre In A High School English Methods Course, Mary Beth Cancienne, Bria Coleman, Kailyn Gilliam, Kristina Gooden
All-American Boys, The Hate U Give, And The Great Gatsby: The Process And Product Of Multi-Genre In A High School English Methods Course, Mary Beth Cancienne, Bria Coleman, Kailyn Gilliam, Kristina Gooden
Virginia English Journal
“All-American Boys, The Hate U Give, and The Great Gatsby: The Process and Product of Multi-Genre in a High School English Methods Course” explains the process of teaching an eight-week multi-genre project to a high school English methods class and within the process highlights student’s representative examples. The cumulative assignment in the course aims to have a digital multi-genre project that they can serve as an exemplar to support their writing instruction as first-year teachers the following year. Bridging the author's voice with the student's voice, the MGP enhances student writing by showing that reading and writing can be …