The CEA Forum (College English Association, Texas Digital Library - TDL E-Journals)
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Service Courses: Forays to Bridge the Gulf and Invite New “Citizensâ€
No full textTeaching service courses such as the first year composition courses and an introduction to literature is often a primary mission for English departments on campuses in the United States. One or two semester courses in English composition and in research writing and documentation are commonly offered, often as part of a general education component, to prepare new students for college writing. An introduction to literature is also commonly offered in the general education foundation at many colleges
Crossing Cultural and Gender Borders to Change the Way We Use Discourse in the Classroom
No full textThough many teachers have adopted collaborative models for teaching writing and literature, much of classroom discussion, in small or large groups, is driven by the assumption that arguing ideas is a competitive exercise. Generally, essays written in this context are “counter-positional†and “agonistic,†supporting points by eliminating/discrediting others and shaped by either/or extremes. Such extreme views create false dichotomies rather than thought-out perspectives, a reflection of the often counter-productive argument students see most in the media. Such argumentation actually polarizes people and shuts down dialogue. To adopt other models, we need to look across the borders of argumentative discussion. This essay offers two alternative models of collaboration and essay construction, one from India, based in an approach to argument known as NyÄya, the other based on feminist perspectives based in the ideas of Sonja Foss and Cynthia Griffin)
Science and Science Fiction: Methods for Evaluating Interdisciplinary and Intermedia Assignments
No full textSupplementing classroom instruction with online materials and learning activities is becoming less avant-garde and more of an expectation for faculty members in higher education. The use of Blackboard, WebCT, or proprietary software, like Georgia Institute of Technology’s Sakai installation (T-Square), has become a requirement, rather than an option. Citing both Project Tomorrow’s “Speak Up 2008†report and “Visions 2020.2,†a report based on a survey sponsored by the U.S. Department of Commerce, the Department of Education, and NetDay, a nonprofit organization in California, the Chronicle of Higher Education concluded in their “The College of 2020: Students†report that the students of 2020 “are restless with the traditional forms of learning and eager to incorporate into their educations the electronic tools that have become omnipresent in their lives: their smartphones, laptop computers, iPods, and MP3 players (Van Der Werf and Sabatier 7). Faculty intent on reaching such students must devise nuanced methods of course delivery and revise course assignments to more comprehensively account for these shifting paradigms. As these alterations are made, faculty must also devise new systems of evaluating student work when it reaches beyond the discipline-specific learning outcomes to include technical writing and digital design components. In constructing an interdisciplinary course on the intersections between science and science fiction at Embry-Riddle Aeronautical University, one of my goals was to create assignments that challenged students’ technical prowess, as well as their skills with writing and critical analysis. Requiring students to learn or improve upon their HTML skills by developing webpages, rather than traditional essay assignments, allowed me to more easily convey the idea of technical languages as having their own rhetorical principles. The complexity of the projects required a staged evaluation process that ultimately challenged students to work far beyond the assignment “requirements,†as they began to truly explore the boundaries between different modes of discourse
Review of Patricia Suzanne Sullivan, Experimental Writing in Composition: Aesthetics and Pedagogies
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Inviting "Millennials" to be Voices for Social Justice in Their Creative Writings
No full textThe historical transition from the 20th Century to the 21st has sparked a boom in identifying names and classifying characteristics of the young American adults and teens coming of age at that time. Though there is much discrepancy about the starting birth year and the life span parameters of "Generation Y", generalizing descriptions abound in an effort to capture their influential "historical location context, opportunities, and experiences" that members of this group share, particularly in their formative years. Defining qualities that are largely agreed upon among researchers include an inclination for "digital media, their confidence and optimism, and their orientation towards collaboration" (Donnison)
Translating the Verbal to the Visual
No full textThis article describes an assignment suitable for the composition classroom that leads students to consider the complicated relationship between verbal and visual communication
The Intent/Effect Tactic: A Practice of Rhetorical Listening
No full textRecent scholarship shows that teachers across English studies continue to struggle with discussions of race in their classrooms. In this article, I offer the intent/effect tactic as a tool teachers can use to analyze and respond to racially problematic assertions. By asking students to consider not only intent but also effect, we can help them craft a practice of rhetorical listening that can lead to more productive dialogue
Owning the Journey: Using Collaborative Revisions of Little Red Riding Hood in Teaching Introduction to Literature at a Historically Black University
No full textDesign and implementation of a collaborative course project, using Little Red Riding Hood (LRRH) to teach and discuss the concepts of orality, cultural legacy, archetypes, adaptation/appropriation, and social criticism in an Introduction to Literature course at Historically Black Alabama State University in Montgomery, Alabama. The student groups are guided through the use of interactive, collaborative strategies in the creation of a group oral presentation that reconfigures the LRRH story in combination with other narratives discussed during the semester in order to convey a message of social criticism. The project encourages students to reclaim or “own†a traditional tale from Western literary tradition by transforming it to communicate a new message