Abstract

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.