Creative writing is divided between instructors upholding New Critical emphasis on texts and those challenging the goals of the discipline. While innovators propose reform, reconceptions put instructors at odds with one another and with students. In compromise, I propose praxes that incorporate lore-based methodology with innovations from critical and rhetorical theory.

Review Article| October 01 2014 The Multimodal Turn in Higher Education: On Teaching, Assessing, Valuing Multiliteracies Multimodal Literacies and Emerging Genres. Edited by Bowen, Tracey and Whithaus, Carl. Pittsburgh, PA: University of Pittsburgh Press, 2013. Lauri Bohanan Goodling Lauri Bohanan Goodling Search for other works by this author on: This Site Google Pedagogy (2014) 14 (3): 561–568. https://doi.org/10.1215/15314200-2715859 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Lauri Bohanan Goodling; The Multimodal Turn in Higher Education: On Teaching, Assessing, Valuing Multiliteracies. Pedagogy 1 October 2014; 14 (3): 561–568. doi: https://doi.org/10.1215/15314200-2715859 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2014 by Lauri Bohanan Goodling2014 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Educational theorists emphasize the importance of creating a classroom environment that encourages positive or productive student resistance to dominant social discourse. This article revisits work in critical pedagogy, feminism, and composition by focusing on the challenges of teaching a first-year writing course on the theme of masculinity. The gender imbalance of this class, with a majority of male students, combined with the course theme, contributed to an environment that raised unanticipated questions, which prompted the reconsideration of the intersections of critical, feminist, and composition pedagogies. In this class, the dynamics worked against a process of critical inquiry and reflection and instead often reified dominant view-points and social positions, specifically with respect to gender. This article concludes with evidence of how practices in composition studies, especially student-instructor conferences, helped to redirect some of the reactive resistance encountered in the classroom.

Survey responses suggest that students in introductory literature classes perceive a mismatch between what they believe is important to do in assignments and what they learn from comments on their papers. Survey questions focused on the relative importance of key concepts in literary study: accurate understanding, independent insight, and written expression.

I theorize four civility moves—opening up, searching for sameness, examining differences, and listening deeply. Although I ultimately offer these as rhetorical strategies to be taught and practiced explicitly, I use them here as a framework for interpreting student writing that emerged from an assignment to produce a collaborative anthology of arguments.

Other| October 01 2014 Contributors Pedagogy (2014) 14 (3): 577–579. https://doi.org/10.1215/15314200-2716945 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Pedagogy 1 October 2014; 14 (3): 577–579. doi: https://doi.org/10.1215/15314200-2716945 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2014 by Duke University Press2014 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

This article argues for the use of experiential learning to teach eighteenth-century travel literature to undergraduates. Exploring the three-dimensional virtual world of Second Life, students wrote their own travelogues and reflected on the ways in which the experience affected how they analyzed travelogues for the rest of the semester.

This coauthored article argues that a team-taught format can make the literature survey more engaging and meaningful for students while also addressing some of the course’s traditional challenges. The article fills a gap in team-teaching scholarship, which emphasizes interdisciplinary and/or loosely collaborative arrangements over intensely collaborative models like the one the authors propose.

This article examines the value and usage of ritual as a pedagogical tool in the literature-based composition classroom. Grounded in the interdisciplinarity of ritual studies, the author describes a ritual method that facilitates reflective writing, critical reading, student engagement, and creative performance as interpretive acts.

Over the last two decades, a growing body of scholarship has examined how whiteness is socially constructed as “objective” and “neutral” in the US and elsewhere. This article seeks to trouble such a position for white teachers in the multiracial classroom, particularly those that focus on multiethnic literatures. Drawing upon scholarship in critical whiteness studies, personal experiences with students, and reflections on multicultural literature, this article advances an educational philosophy of investment wherein privilege and subjectivity are made legible in the learning process. In this model, educators and students work toward the discomfort that often comes from recognizing the risks and rewards of acknowledging one’s positioning within a racial order.

This piece discusses the use of sense of place as a focal point for studying literature to lead students to consider the complexity of the human relation to the physical world, the universal connections between people and landscapes, and the reciprocal impact of these relationships. The intent is to create fertile ground through the literature, class discussions, journal writing, and personal action for an environmental consciousness to emerge. Too, as students study literary characters’ interactions with places, they become more aware of their own developing relationships with their shared city and their place in, for many college students, their new community. The author presents these ideas from a pedagogical perspective that lays the foundation for such a literature course, including defining the concept “sense of place,” selecting texts, and creating assignments that encourage student involvement in the local community. The ideas covered are not limited to a literature course, however, and might be applied to writing classes and interdisciplinary disciplines.

This prototypical disability studies course raises unusual issues of ethics and engagement because of its focus on sensitive, sometimes taboo matters of bodies and minds by autobiographers, physicians, theorists, and artists. These works enhance awareness of disability and human rights and help inculcate an ethic of care, concern, and social activism. The University of Connecticut has made human rights a university priority, enrolling eighty to one hundred students annually in its human rights minor, one of the largest in the country; a human rights major was inaugurated in 2012-13.

The outsider ethos established by Ken Macrorie, Peter Elbow, and Donald Murray in their early books is a driving force behind process pedagogy. Close textual analysis of these theorists can help writing instructors better understand the role of ethos in process pedagogy and in their own teaching.

Strong writers often implicitly know how to create strong titles by managing audience expectations to draw interest and describe information. This article makes these internalized strategies explicit for all writers. The list of eighteen forms and examples provides students with concrete starting points to create an engaging preview. Creating the title allows students to think globally about their projects, as well as to signal their entrance into academic discourse. By mixing and matching forms from the list of strategies, students learn to concisely and coherently relay the content of their papers to an academic audience.

Drawing on the author’s experience at the University of Pristina in Kosovo, the article narrates writing-to-learn strategies designed to help students to navigate a thematic approach to twentieth-century American poetry. The piece also situates this narration within the ongoing disciplinary debate on how and why students should learn to read literature.

Drawing on a semester-long qualitative study of teaching writing at a men’s medium-high security prison, this article explores the complex ways in which literacy and incarceration are configured in students’ narratives, as well as my own as their teacher.

Drawing on the notion that revision involves the performance of a writer’s identity in a conversation with herself, this article argues for conceptualizing revision as ecstasis and ventriloquism. By using the metaphor of ventriloquism to translate theory into heuristics for teaching revision, it enacts an underlying argument that pedagogy is metaphor. In doing so, it offers four practical strategies for teaching students to revise.

Teaching nontraditional themes in first-year writing courses sometimes confuses students and frustrates instructors. This article shows how using a transformative, critical-thinking pedagogy challenges the content and purpose of “English” courses—making such themes more accessible while improving students’ use of rhetorical inquiry to both analyze and compose texts.

In a university increasingly shaped by commercial interests promoting “skills” at the expense of knowledge, composition has the opportunity to cooperate with the new order. But the field might choose to play an opposing role, revitalizing the humanities by placing politics where it belongs—at the very center of learning.

This article explores relations among trauma, writing, and healing while connecting writing pedagogy and literary studies to insist that courses move past product-focused pedagogies and student experiences alone. Merging theory with praxis, this article underscores the roles and experiences of all course participants, highlights stories of trauma as catalysts for transformation, and outlines a “wounded healer pedagogy”—a pedagogical approach contingent upon interconnectedness, driven by writing purposes, and linked to individual and communal healing processes.

The article traces ideas of improvisation in Quintilian’s rhetorical work, presents an interdisciplinary literature review of improvisation studies, and surveys modern disciplines that teach improvisation, all with the goal of implementing these ideas into a first-year, college-writing pedagogy.

This article details a newspaper-based composition exercise focused on examining coverage of a trio of local political sex scandals. The exercise encouraged first-year composition students to analyze how the rhetorical strategies that the New York Post used in covering these three similar scandals—which involved former New York governor Eliot Spitzer, then-current New York governor David Paterson, and former New Jersey governor Jim McGreevey—differed markedly depending on the Post’s then-relationship to each political figure. In the exercise, students chose several articles at random from a selection of newspaper clippings about these scandals and wrote any interesting headlines, epithets, or descriptions of cartoons they had found on the section of the board dedicated to each governor; students then used the evidence gathered in each section to generate and support thesis statements about the Post’s differing coverage of the three governors’ scandals. This examination through close reading of the Post’s rhetorical strategies in covering parallel sex scandals inspired thoughtful discourse among my composition students, including an increased appreciation of and interest in the news media, an improved understanding of the strategies that scholars use when they gather and interpret textual evidence, and intelligent discussions about the implications of rhetorical strategies utilizing Otherness.

In the wake of postcolonial studies, the culture wars, and the ongoing canon debate, the task of constructing one’s own pedagogical canon as a responsible educator continues to be an arduous one. Drawing in part on the work of Robert Coles on using literature for therapeutic purposes, as well as John Guillory’s notion that representation, in the political sense, is misapplied when it comes to canon formation, this article suggests that professors rethink how they put together their own syllabi. It asks that they consider shifting their primary criteria for inclusion from the much-disputed ideal of representativeness to one of relatability, defined in this instance as a student’s potential ethical engagement with a work. The central idea is that the student’s intuitive identification with some characters and texts should actually be encouraged, not dismissed, as a means of promoting greater engagement, more active learning, and a critical analysis of the text’s and their own personal values.

Introduction| October 01 2013 Editors’ Introduction: What Is College For? Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2013) 13 (3): 411–414. https://doi.org/10.1215/15314200-2266387 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors’ Introduction: What Is College For?. Pedagogy 1 October 2013; 13 (3): 411–414. doi: https://doi.org/10.1215/15314200-2266387 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

The “Influence” model of introductory literature class focuses on a single central text, the works that influenced its composition, and works that developed from it, encouraging students to make connections among texts. Such a course model repositions power in the classroom by offering students the opportunity to participate in list creation.

Other| October 01 2013 Contributors Pedagogy (2013) 13 (3): 563–565. https://doi.org/10.1215/15314200-2377700 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2013; 13 (3): 563–565. doi: https://doi.org/10.1215/15314200-2377700 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

This essay provides an approach to teaching T. S. Eliot’s The Waste Land. The approach is designed to disassociate the student from the annotation usually provided by either Eliot or an editor. The assignment is presented in multiple frameworks and hopes to make students deal with the poem’s specific lines. The process described has students identify voice shifts in the poem. It is certainly true that there are differing opinions about voice in The Waste Land, but the point of the assignment is not to involve the student in this debate (at least initially). The explicit pedagogical goal of the approach described in this essay is to enable students to develop their own views on the poem and to create a reading that is independent of editorial direction. This develops their ability to read critically and increases their comfort level with a difficult text.

Even if the United States remains mostly monolingual, it seems imperative—politically, economically, and ethically—that American college students begin to develop some understanding of the processes of translation. A focus on linguistic and cultural translation can serve as a fruitful approach for teaching early world literature, since students need some invitation to enter into a conversation with the reading and crave some sense of present relevance. Encountering a text in multiple English translations directs our attention away from an arrested sense of its existence in the past and toward a more dynamic sense of its present in cultural circulation.

Public writing spaces, such as blogs and social media sites, are expanding quickly with new websites, web applications, and other interfaces constantly available to users. As these digital composing spaces continue to expand, it is important that writers are capable of operating within them, yet many composition students lack the rhetorical awareness to present effective arguments in multimodal digital interfaces. To address this issue, the author designed a project to introduce students to public writing while reflecting on the implications of the permanence of their writing, the searchability of these public spaces, and their responsibility as writers. This project began by asking students to reflect on their own online personae, be it through Facebook profiles, personal blogs, or online class forums. Utilizing websites like Yelp and YouTube offered students the opportunity to see how others present themselves online and the effectiveness of composers in these digital spaces. Taught in an online course format, this project demonstrates how writing can live outside of the traditional classroom space and contribute to the students’ community. For the writing teacher, it creates the occasion to delve into students’ understandings of ethics in online writing while illustrating the rhetorical components necessitated by composing in digital media.

Why would an English professor enroll in an upper-level biology class? This article describes an experiment in interdisciplinarity: an English professor takes a class titled Scientific Imaging in order to enhance her teaching of nature writing. The author outlines thirteen specific lessons imparted by her experience as a student in a class devoted to photographing elements of the natural world and creating images suitable for scientific presentation, and then she explains how she adapted the principles from Scientific Imaging for use in a creative nonfiction class focusing on nature writing. The article concludes with a discussion of the results of this interdisciplinary experiment and suggestions for promoting interdisciplinary learning as a mode of faculty development.

In this article, Schiewer examines the idea of hospitality in the classroom, which she notes has garnered a little more attention in recent scholarship. Though some of these examinations are quite complex, Schiewer offers a simplified approach marked by three principal ideas: provide simple instruction, build community while maintaining authority, and “befriend” students. To illustrate how this might be accomplished in the classroom, Schiewer reviews ideas put forth by Jerry Farber and Marshall Gregory, who promote being fully present and engaged with students. Schiewer concludes that by actively engaging students and knowing how to fairly balance critique, the hospitable classroom is ultimately a productive one.

This article presents the authors’ innovative approach to the challenges of teaching students in a large lecture survey course to perform effective close readings, and sets forth a rigorous qualitative assessment of students’ learning. It describes a combination of teaching strategies integrated to encourage students’ skills acquisition as well as content mastery, and to make the course writing intensive without also being grading intensive. It demonstrates the effectiveness of these strategies by analyzing evidence of student learning. The authors advocate for an instructional model that gives students ample opportunity for active learning and for practicing close reading skills. The authors conclude with a brief coda calling for more scholarship and reflection on faculty-graduate student collaboration in both scholarship and teaching.

This article contends that the pedagogical discourse of “integrative learning” fails to promote cross-disciplinary learning on university campuses, taking as a case study a recent controversy over the proposed renaming of a university dormitory named after famed anti-abolitionist Stephen Douglas.

The article discusses the necessary compromises inherent in choosing interesting, authentic, and appropriate texts for Middle Eastern classrooms. With nine years’ experience teaching literature in the Arabian Peninsula, Risse argues that the choice of texts and the methods of teaching should reflect local culture instead of transplanting Western syllabi.

In this article R. F. Yeager offers a history of the development of the John Gower Society, by way of encouraging others who seek a process model by which wider audiences, and classroom recognition, for currently little-read texts and authors can be obtained.

Review Article| April 01 2013 “We therefore ben tawht of that was write tho”: Teaching Gower in the Classroom Approaches to Teaching the Poetry of John Gower. Edited by R. F. Yeager and Brian W. Gastle. New York: Modern Language Association, 2011. Conrad van Dijk Conrad van Dijk Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 383–385. https://doi.org/10.1215/15314200-1958530 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Conrad van Dijk; “We therefore ben tawht of that was write tho”: Teaching Gower in the Classroom. Pedagogy 1 April 2013; 13 (2): 383–385. doi: https://doi.org/10.1215/15314200-1958530 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

The Prik of Conscience is a lengthy and widely distributed medieval poem (more than 9,600 lines, more than 115 surviving manuscripts). But should we call it literature? Spurring vigorous discussions of aesthetic value and providing a vivid introduction to spoken Middle English, the Prik of Conscience functions as a usefully disruptive classroom “voice.”

Review Article| April 01 2013 Teachable Henryson, Accessible Middle Scots Robert Henryson: The Complete Works. Edited by Parkinson, David J.. TEAMS Middle English Texts Series. Kalamazoo, MI: Medieval Institute Publications, 2010. Julie Orlemanski Julie Orlemanski Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 387–390. https://doi.org/10.1215/15314200-1958539 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Julie Orlemanski; Teachable Henryson, Accessible Middle Scots. Pedagogy 1 April 2013; 13 (2): 387–390. doi: https://doi.org/10.1215/15314200-1958539 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

By incorporating the eleventh-century colloquies of Benedictine monk Ælfric Bata into first-semester British Literature survey courses, instructors can efficiently and entertainingly confront and complicate many of the preconceived and reductive views of the medieval period that students often possess (and that canonical texts can unwittingly reinforce).

Innocent III’s 1215 decree requiring an annual confession of all Christians spurred the development of religious instructional works, some of the first texts written for nonnoble audiences and arguably the ancestors of working-class literature. This article explains the historical and cultural contexts that gave rise to these texts and the rich pedagogical opportunities they provide.

In modern usage, living “off the grid” means living totally independently, without the modern conveniences of publicly supplied gas, electricity, and water; it also refers to people who strive to remain unrecorded in governmental, financial, and medical documents. More generally, to live off the grid is to live against the grain of society, ideologically at odds with the mainstream. As we have put the idea to use for this guestedited issue, “Teaching Medieval Literature off the Grid,” instructors who incorporate noncanonical texts into their classrooms resemble the above definitions in several respects. For one thing, to teach “off the grid” is almost always to teach selfsufficiently — to locate the texts you think are important and figure out for yourself why they are important, to provide or create your own introductory notes, glosses, and other relevant contextualizing material for your students. It is to build a lesson literally from the ground up. You are certainly off the beaten path, without much assistance or advice from textbooks, teachers’ manuals, online resources, or other scholars’ work; there is little, if anything, to vouch for or justify your lesson plan. To put it simply, and most generally, to teach off the grid is to teach outside the comfort zone of the canon, without the builtin validations and pedagogies that literary tradition provides. The challenges of teaching off the grid are many, but this issue of Pedagogy argues that the rewards are great. Noncanonical texts can shed light on perspectives different from those represented by the culturally authoritative texts of the canon, often can serve the useful purpose of defamiliarizing traditional readings, and

Review Article| April 01 2013 John Lydgate’s “Noble Devices” John Lydgate: Mummings and Entertainments. Edited by Sponsler, Claire. TEAMS Middle English Text Series. Kalamazoo, MI: Medieval Institute Publications, 2010. Corey Sparks Corey Sparks Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 395–397. https://doi.org/10.1215/15314200-1958557 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Corey Sparks; John Lydgate’s “Noble Devices”. Pedagogy 1 April 2013; 13 (2): 395–397. doi: https://doi.org/10.1215/15314200-1958557 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Although there is a sizable body of medieval Hebrew poetry, that poetry is almost never included in courses on medieval literature. This neglect creates a misleading picture of the European Middle Ages. This essay attempts to show why and then to demonstrate how this poetry can be included.

Review Article| April 01 2013 De-centering Chaucer, Emphasizing His Contemporaries A Companion to Chaucer and His Contemporaries: Texts and Contexts. Edited by Laurel Amtower and Jacqueline Vanhoutte. Peterborough, ON: Broadview Press, 2009. Nathanial B. Smith Nathanial B. Smith Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 391–393. https://doi.org/10.1215/15314200-1958548 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Nathanial B. Smith; De-centering Chaucer, Emphasizing His Contemporaries. Pedagogy 1 April 2013; 13 (2): 391–393. doi: https://doi.org/10.1215/15314200-1958548 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

The author discusses a Middle English literature course she centered on the array of noncanonical texts in one fifteenth-century manuscript, Ashmole 61. In reading only noncanonical texts, students acquired a broader understanding and experience of what Middle English literature is, while expanding their sense of the methods and purposes of literary research.

This article describes a single class devoted to an experiment in practical criticism. The experiment encourages students to recognize their own capacity as close readers when interpreting an unfamiliar fifteenth-century poem by Thomas Hoccleve. It also encourages students to reflect critically on the practice of criticism, especially the way it determines the standard by which we judge poetry.