The authors use three frameworks of resilience to analyze interviews with faculty from two-year colleges: individual, psychosocial, and design resilience. They describe behaviors and structures that shape the resilience of English departments in two-year colleges and suggest a model for sustained departmental and disciplinary resilience.

This article theorizes the potential contours and impacts of faculty “resilience” within increasingly corporatized contexts by examining the strategies for resilience and persistence among international, multilingual, and nontraditional students who maneuver among various academic and cultural contexts.

This article tells the story of the Long Island University lockout, analyzes its implications for struggles against the corporatization of higher education, and contributes to the discussion of resilience as a tool for collective organizing.

This article details the impact of austerity measures on writing students and teachers at an open-access institution. By interrogating the Framework for Success in Postsecondary Writing, the authors argue that resilience is a concept ultimately imposed primarily on students, faculty, and staff with the least cultural, fiscal, and educational capital.

Review Article| April 01 2019 "Stories People Tell" Myths of American Masculinity From Boys to Men: Rhetorics of Emergent American Masculinity, by Jones, Leigh Ann. Urbana, IL: National Council of Teachers of English, 2016. Christopher M. Parsons Christopher M. Parsons Christopher M. Parsons is assistant professor of English and the coordinator of secondary English education at Keene State College. His current research interests include the circulation of ideologies about identity and literacy in English classes and the relationship between teacher education coursework and site-based fieldwork. Search for other works by this author on: This Site Google Pedagogy (2019) 19 (2): 359–367. https://doi.org/10.1215/15314200-7296036 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Christopher M. Parsons; "Stories People Tell" Myths of American Masculinity. Pedagogy 1 April 2019; 19 (2): 359–367. doi: https://doi.org/10.1215/15314200-7296036 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. Copyright © 2019 Duke University Press2019 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2019 Historicizing Women’s Public Pedagogies: Shared Authority and Cross- Cultural Collaboration Learning Legacies: Archive to Action through Women’s Cross- Cultural Teaching, by Robbins, Sarah Ruffing. Ann Arbor: University of Michigan Press, 2017. Siobhan Senier Siobhan Senier Siobhan Senier is professor of English and coordinator of the Women’s Studies Program at the University of New Hampshire. She is the editor of Dawnland Voices: An Anthology of Writing from Indigenous New England (2014) and author of Voices of Assimilation and Resistance: Helen Hunt Jackson, Sarah Winnemucca, and Victoria Howard (2001). Search for other works by this author on: This Site Google Pedagogy (2019) 19 (2): 353–358. https://doi.org/10.1215/15314200-7296019 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Siobhan Senier; Historicizing Women’s Public Pedagogies: Shared Authority and Cross- Cultural Collaboration. Pedagogy 1 April 2019; 19 (2): 353–358. doi: https://doi.org/10.1215/15314200-7296019 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. Copyright © 2019 Duke University Press2019 Article PDF first page preview Close Modal You do not currently have access to this content.

Instructors of the literature survey often struggle to help students see past a brisk syllabus toward deeper literary, historical, and cultural concerns. Moreover, surveys often discourage participation and assess more historical knowledge like dates and names. This essay invites instructors to consider creative literary approaches to the survey by way of a lesson plan featuring Hogwarts School of Witchcraft and Wizardry, from the world of Harry Potter. Students were tasked in small groups to develop new Hogwarts Houses that embodied literary concerns while connecting course readings to students’ own lives. Students drew from medieval texts and further research to develop a House name, slogan, core virtues, founding story, description of the residence, and famous graduates. By reviewing and rereading texts with an eye to their own designs, students used recall and analysis as steppingstones toward higher-order thinking, including synthesis of medieval and modern ideals and creation of new “texts.” This essay includes the lesson prompt, sample House designs, and analysis of the class discussion that followed student presentations on their collaborative work.

Other| January 01 2019 Contributors Pedagogy (2019) 19 (1): 185–187. https://doi.org/10.1215/15314200-7173873 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 January 2019; 19 (1): 185–187. doi: https://doi.org/10.1215/15314200-7173873 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. Copyright © 2019 Duke University Press2019 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

This article investigates the uncanny logics of space, time, and voice in augmented reality by theorizing and illustrating how augmented space can serve as a formal medium for writing. Critical analyses of the audio and video walks of artists Janet Cardiff and George Bures Miller, and of student work on a “Writing in Augmented Space” assignment, demonstrate how the literate and literary possibilities afforded by these logics, which first appear as difficulties, identify techniques of an emergent genre of writing in the English studies curriculum.

This article explores how to incorporate medieval materials, such as vellum and goose feather quills, in writing-focused courses. Through reflective writing, students link the tactile experience of medieval materials to their emerging understanding of their own writing processes as mediated by the material and digital environments in which they compose.

Rhetoric and composition scholars have recently called our attention to the value of archival research in the undergraduate classroom, leading to rich collaborations with archivists and librarians at many institutions. As we engaged our own pedagogical collaboration as a university archivist and English faculty member, we realized that, though we might use slightly different language to articulate them or cite different sources in support of them, many of our learning goals overlapped. As we explored these goals together, we realized that they evidenced a correspondence in our disciplines that we had not explored—one that is reflected in our fields’ recent outcomes statements: the 2011 Framework for Success in Postsecondary Writing and 2016 Framework for Information Literacy for Higher Education. In this article, we briefly describe our course and use it as a touch point for comparing these disciplinary statements. We argue that analysis of the overlap between these two documents helps us articulate a new set of reasons for faculty to connect with their allies in libraries and archives to teach undergraduate research and writing.

Drafted in the wake of Hurricane María in Puerto Rico, this article explores the potential benefits of students writing unrevised, real-time auto/biographical narratives as an element of disaster pedagogy. The lesson of the ugly auto/biography builds on an impromptu post-9/11 assignment and allows students the space to resituate themselves in the classroom after facing natural and/or national disasters. This article argues that such narratives offer faculty means to be present and active for students in times of crisis and tragedy, teach more complex and nuanced critical reading skills, and explore the structures of contextual frameworks necessary for close readings while modeling vital research practices.

This article explores how contemplative writing pedagogy that integrates the practice of mindfulness, or moment-to-moment attention, into writing instruction can help students consciously and adeptly deploy their attention and construct a more responsible ethos. Mindful writers develop awareness of their own and others’ materiality and become more reflective digital citizens.

This article discusses the pedagogical opportunities for collaboration between university libraries and teaching faculty, something particularly relevant in the current university climate, when many units are being asked to “do more with less” and to justify the value of humanistic inquiry. The authors propose that digital curation projects are especially conducive to pedagogical experimentation in English departments, as they need not require huge investments of institutional resources. Moreover, the article provides a literature review and detailed case study for how to involve students in curating digital exhibits using library special collections, to explore the role of literary and popular texts in social change. Such projects offer student opportunities to understand cultural history in more complex ways, to develop the ability to collaborate effectively, to “do” interpretation rather than just learn about it, to think through information architecture, and to communicate to broader audiences.

Though enrollment of learning-disability (LD) students is on the rise in higher education, instructors are often underprepared to effectively support them. The composition pedagogy community needs more discussion of strategies to help LD students in the writing classroom. Scholarship on writing tutoring suggests that one such strategy is to exhibit active and intentional empathy. Tutoring pedagogy has long advocated approaching students with compassion through strategies such as empathic listening and interrogative, coparticipatory dialogue. To best serve all of our students, particularly those with learning disabilities or attention deficit disorders or who are on the autism spectrum, composition instructors should look to tutoring pedagogy’s model of a nonhierarchical, interrogatory, listening-based approach to working with students. These strategies begin with empathy for our students.

This article exposes and explores what has become a perfect storm of sorts for educators at the secondary and postsecondary levels: a set of educational standards that encourage a reverence before texts and ignore the role a reader plays in the construction of meaning, the widespread use of the Internet and related technologies that promote passivity, and a political administration that releases fake news, denounces real news as fake, and provides what it calls “alternative facts.” Considering these elements independently, as well as the potentially calamitous consequences of their convergence, this article sounds a warning about these consequences and details how instructors at the secondary and postsecondary levels might respond.

Mentally disabled writing instructors who do not show visible signs of our psychiatrically diagnosed conditions have what is known as “sane privilege,” the ability to “pass.” If we so choose, we can teach without disclosing our often stigmatizing diagnoses to students. This article addresses a classroom incident that forced me to consider both the benefits of such disclosure and its inherent risks. I reflect on the incident and argue that I should not have stayed silent when my class burst out laughing at a student comment related to my particular mental disability. Instead, I should have disclosed my disability, thereby giving students the opportunity to engage a stigmatized “other” in a dialogic setting. As a suggestion for how to facilitate this kind of engagement, I offer the lesson plan I wish I would have followed in response to encountering stigma in the classroom.

This article proposes three ways of using the Oxford English Dictionary (OED) to encourage students' curiosity about language and develop research and analytical skills in the literature classroom. By considering the OED as an object, including the size and cost of its multivolume physical format, students learn about the vast amount of information it includes as well as the limits of that information. Through interactive exercises on etymology, students see the value—and the fun—of investigating questions about language and its development. Students can also explore the history of lexicography and of the OED itself, coming to understand dictionaries as human endeavors rather than decontextualized resources. The activities and assignments described can be adapted for a variety of courses on literature, linguistics, or the history of the language.

Teaching the graphic novel in English and literature courses can be a challenge, because some of the most commonly used techniques for analyzing literature are not entirely compatible with the analysis of a multimodal form like comics. Additionally, the traditional classroom can be a problematic context for the graphic novel, especially in large lecture spaces, with their unimodal, instructor-centered design. The experience of teaching graphic novels in an active learning classroom suggests that a multimodal approach placed in a learning space designed for multimodal approaches can enhance and improve the experience of teaching the graphic novel in undergraduate courses.

Not long ago, prominent figures in English studies found scholarship on teaching literature underwhelming—especially compared to scholarship on teaching writing. This essay's analysis of citations in recent articles documents that scholarship on teaching literature has since developed into a genuine scholarly conversation. However, considerable room for further development remains.

This study compares two different groups of readers—college English majors and a community reading group—in how they engage food-centric stories by Anzia Yezierska and Lara Vapnyar. The groups' polemical responses etch a rhetorical space between the worlds inside and outside the classroom for authentically transacting with literature.

This article is the third in a series that represents the author's multiple phases of teaching Eliza Haywood's eighteenth-century story “Fantomina” in the first-year English classroom at a women's college. The article characterizes the most recent phase as epitomized by the problem of trigger warnings in the college classroom, specifically in relation to “Fantomina.” It first defines trigger warnings and explains the ongoing arguments for and against them. It then describes the author's initial confusion and ambivalence about student requests for trigger warnings. Finally, the article explains how and why the author's feelings about trigger warnings have evolved over time and how this might eventually affect her teaching.

This article discusses the advantages of asking students to consider issues of access and disability as they map campus spaces. Putting place-based and mapping pedagogy in conversation with scholarship on disability, I propose that having students learn to better account for different uses of space can help them consider the ideologies that shape spaces.

This article addresses the absence of substantial and sustained online teaching communities of college literature professors and uses the website Pedagogy & American Literary Studies to illustrate the strategies and challenges involved in building that community. We argue that pedagogy scholarship and public, online work needs more reverence from the literature field.

This article argues that English studies departments should implement training programs in oral delivery strategies for graduate students seeking tenure-track employment. A sample of a thirteen-week training program, modeled on elements of classical rhetorical pedagogy, is offered that can help students develop and refine stills in oral delivery necessary for academic job interviews.

This article provides a critical narrative of a flipped professional development program for experienced graduate teaching associates teaching a second-year writing course. We use a narrative approach to demonstrate that decisions about how and what to flip in a professional development program are intimately linked to the local exigencies—material, cultural, and pedagogical—that constitute administrative, teaching, and learning contexts. Furthermore, we theorize that our decision to flip professional development aligns with feminist ethics of power distribution and collaboration, raises questions about how this also changes the visibility of faculty's administrative labor, and may contribute to misperceptions about the intellectual work and expertise required for service and writing program administration. We close by proposing design as a critical and defining feature of WPA work.

Research Article| October 01 2018 Contributors Pedagogy (2018) 18 (3): 573–575. https://doi.org/10.1215/15314200-6937052 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2018; 18 (3): 573–575. doi: https://doi.org/10.1215/15314200-6937052 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. Copyright © 2018 Duke University Press2018 Article PDF first page preview Close Modal You do not currently have access to this content.

This article dwells on the “I” who arrives in the university classroom by offering an earnest assessment of the vulnerabilities that one teacher-scholar of African American literature and culture brings with her into the classroom. Observations unfold by way of a critical, reflexive engagement with theories of haunting and Toni Morrison's novel Beloved, in order to account for some of the roots and routes, histories and inheritances, that call this I into being.

This essay suggests that students can gain a deeper appreciation for how nineteenth-century women poets inscribe themselves into poetic traditions by building networks of references to one another. It highlights Landon as the pivotal poet in a chain of elegies that canonize Tighe, Hemans, Landon, Jewsbury, Barrett Browning, and Rossetti.

Despite increased enrollments of multilingual students at US colleges and universities, many composition faculty lack specialized training to support second language writers. This article offers a framework through which faculty and administrators can begin developing knowledge about applied linguistics that is relevant to the teaching of multilingual writers.

Students entering an introductory survey course on African American literature have uneven background knowledge on the history of slavery in the United States. Given this, one of the key challenges in teaching the slave narrative is helping students appreciate the rhetorical intervention that these narratives made in antebellum debates about the slaves’ humanity. To highlight the urgency of these humanizing claims, it is necessary for students to understand how slaveholders viewed their property. This article describes how I use eighteenth- and nineteenth-century wanted advertisements for runaway slaves to frame classroom discussions about the slave narrative. This lesson enhances skills of careful observation, critical questioning, writing to discover, and comparative analysis as it deepens students’ knowledge of African American literature.

This essay argues that teaching Landon’s poems in the context of their original volume publication allows for greater understanding of the ways in which all Romantic-era poets deploy multiple voices in their collected works. It focuses upon strategies for teaching Landon’s Venetian Bracelet (1829) but offers a model for student engagement with Romantic poetry more generally.

This article makes a case for introducing the young archive (combining children’s and young-adult literature) into the writing classroom, primarily in the form of school story, to rouse students to rethink and, if necessary, rehabilitate expectations concerning their reading, writing, and intellectual development.

This essay offers strategies for teaching two of Landon’s poems, “Age and Youth” and “The Thessalian Fountain,” alongside two frequently taught poems by Wordsworth, the “Intimations” ode and “Nutting.” Such a comparative approach makes the work of both poets accessible to students while addressing Landon’s place in the Romantic canon.

Based on teacher research conducted in an ethnography course in a writing studies department, this ethnographic case study demonstrates the pedagogical benefits of institutional review board–approved, collaborative student research projects. Implementing an experiential learning approach to teaching undergraduate research also revealed that students’ perceptions of what counts as “real” research are more complex than previous studies have indicated.

The introduction explores some of the reasons that teaching Landon’s poetry has historically posed difficulties for scholars seeking to present Landon to students and shows how these very difficulties can help teachers confront myriad interesting questions in the classroom, including periodicity, the recovery of women’s writing, affect, narratives of influence, lyricism, and such topics as globalism, through five innovative approaches to her work.

Drawing on research in systems theory and their own programmatic efforts to recognize, value, and integrate language differences in first-year composition, the authors argue for a multilevel approach for sustainable and systemic change to occur. Multilevel work functions to identify points of leverage for enacting language rights in institutional settings.

Our academic identities are constructed performatively through writing. In this article, I use the concept of citationality to examine two literacy autobiographies: one by a published writer and one written by a student of mine. My reading of these narratives exposes a connection between the citing of academic sources and the mechanisms that underlie the construction of new identities.

This essay discusses two interlocking approaches to Landon’s poetry that help students think carefully about the poet’s strategies of repetition, each offering new avenues of interpretation beyond assumptions of her pandering to mass audiences. First, students considered Landon’s “retouching” of words and plots as a model of creative, masturbatory, feminine desire. Second, using word-frequency software, students examined keywords and lexical density to reread her poems and corpus.

Teaching Letitia Landon in the context of British Romanticism allows us to present her as a central figure within studies of form and content, particularly in how she negotiates national and international cultural and poetic contexts. This essay explores how her work enlarges our understanding of place and identity.

Other| April 01 2018 Contributors Pedagogy (2018) 18 (2): 387–390. https://doi.org/10.1215/15314200-4359508 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 April 2018; 18 (2): 387–390. doi: https://doi.org/10.1215/15314200-4359508 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. Copyright © 2018 Duke University Press2018 Article PDF first page preview Close Modal You do not currently have access to this content.

This article begins with the suggestion that institutions of higher education often deem the basic writing classroom a closeted space and that this framing of the classroom influences how basic writers experience their classrooms and writing experiences. The author explores the ways the traditional basic writing classroom functions within this closet metaphor and how teachers and administrators might reenvision the studio model of composition as a distinctly queer space that has the potential to offer a more liberatory experience for students deemed basic writers.

This project describes three pedagogical practices that use storytelling to engage students in exploring and inventing their shared community. Through service-learning stories of community members, self-analyses, stories of work, and TED-style multimodal talks, students at the University of Notre Dame and Indiana University South Bend expand and disturb the meaning of their local community and, in doing so, help to rewrite the haunted story of South Bend, Indiana.

This article considers how graduate educators can best prepare their students for writing and publishing academic scholarship, drawing on interviews performed by the coauthors with twenty published scholars from rhetoric and composition. The article also includes specific, practical strategies for academic publishing drawn from the interviews.

Multimajor professional writing courses are becoming extremely common in English departments, which presents specific challenges for curricular design because of the diversity of the majors and professional goals of students. This article describes the theoretical, programmatic, and curricular details of a multimajor professional writing course. We argue that the design of a course that places a central focus on writing theory and writing knowledge can encourage learning transfer. Such an approach helps to overcome the challenges of a multimajor course by allowing the study of a common subject among students hoping to enter a number of different professions after college. Our design leans heavily on concrete knowledge domains—genre knowledge, social knowledge, procedural knowledge—and their application to specific disciplinary or professional contexts. The article’s discussion of course assignments and contexts demonstrates how these domains are applied and provides detailed information on our experiences teaching the course.

The article explores the connections between the seemingly dissimilar experiences of teaching required courses in Renaissance literature and literature by historically underrepresented authors. Both fields feature unfamiliar and challenging histories and texts. Moreover, the requirement itself, though necessary, is a constraint on autonomy that many students resent, which can impede their motivation to learn. Using research on intrinsic motivation and autonomy, we argue for giving students more opportunities to determine their own readings, assignments, and syllabi within these required classes.

In recent years The Diary of Anne Frank: The Critical Edition has enabled new insights into Frank’s writing process, revealing her skill in revising her diary for a general audience. But while instructors tend to view her rewriting as exemplary, undergraduates, previously encouraged to see Frank’s Diary as a candid, spontaneous, and private first draft, may disagree. If teachers wish to convey Frank’s rapidly developing artistry, we need to examine with students the value of revision in general and its meaning for Frank in particular.

This article argues that to help students join academic conversations we should look for opportunities to integrate multimedia texts into the classroom, both as artifacts to study and as models for assignments. In contrast to traditional assignments like response papers, projects that invite students to engage with texts and ideas in multiple ways—digital, oral and nonverbal, and visual, as well as through writing—can make our classrooms and academic conversations more accessible and inclusive. Often our students struggle with not what to say but how to say it in an academic register; using a more accessible and inclusive approach creates space for students to join the conversation while they are still learning the norms of academic discourse. Drawing on my experience teaching a freely accessible online adaptation of a classic novel, I emphasize that models of more inclusive and accessible ways for students to respond to course material can be found all around us. I offer teachers strategies and a rationale for integrating more digital texts, tools, and platforms into their course and assignment design.