The CEA Forum (College English Association, Texas Digital Library - TDL E-Journals)
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Teaching Writing in a Digital Age: Addressing Issues of Access
No full textSpecifically addressing access, this article begins by briefly discussing how and why digital spaces are being incorporated into writing classrooms, raising questions about equality, looking at how certain institutions are modifying requirements to accommodates problems of access, and finally examining how “access†reaches beyond ability to use, but also includes multiple levels of support
Review: Francois Cusset. French Theory: How Foucault, Derrida, Deleuze, & Co. Transformed the Intellectual Life of the United States
No full textTeaching in a Laptop Classroom: Merging Traditional with Technological
No full textThis section will reflect on two different classroom designs from my own teaching experience: one that required students to bring laptops and one that required only paper and pen. Because traditional classrooms were likely designed without taking technology into consideration, teachers should be aware of what the design of the classroom says about the design of the course. Classroom design affects pedagogy, access, and learning, and therefore, should be considered by the teacher. The difference in design between traditional and technological classes fashion two very different learning environments, and when combined in the form of a laptop class forces a conscious effort and struggle on the instructor’s part to use the classroom space to fit his/her teaching pedagogy. While neither technology nor composition was likely at the forefront of the classroom designer’s mind, when we enter these rooms we must learn to negotiate the space we are provided. In this article, I will reflect on these two experiences to investigate the problem of merging the traditional with the technological
Reflecting on Teaching Experiences in the Lab: Challenges with Classroom Design
No full textIn this article, I share what I have learned based on my observations and teaching experience by first describing two computer-equipped classroom settings: University B (UB), a four-year, mid-size, rural, public university located in the Midwest, and University N (UN), a four-year, small-size, rural, private university located in the east. I discuss how both UB’s and UN’s classroom designs can affect teaching philosophies and ideologies. Finally, I conclude by reflecting on how teachers can overcome the physical technological environment when design negatively affects their pedagogical goals and student learning
Introducing the Composition Student to the Writer He or She Already Is
No full textMy experience working with first year writers in courses designed to teach critical thinking and composition has introduced me to a mass of young adults who are anxious when it comes to effective written communication in a college classroom. Not only are they troubled about how to write to an audience of college professors, but they are also intimidated by having to do so. Self-conscious of themselves as writers, they often forget that they are indeed writing, and communicating effectively through that writing, all the time. I believe that it is not only possible, but also highly effective, to begin teaching the writing process by directing students to their secondary, non-academic, writing
Confessions of a Tenured Professor: Knowing Your Place: A “Professor†and “Travel-Writing Teacher†Returns to Scotland on a Study-Abroad Trip
No full textA CEA Forum Roundtable: Teaching Writing in New Spaces: Access, Design, and Application in the Technology-Equipped Classroom
No full textThis roundtable attempts to address issues of access, design, and application that have been undervalued in scholarly work. In “Teaching Writing in a Digital Age: Addressing Issues of Access,†Brittany B. Cottrill looks at how issues of access are more complicated than just possession; instead, access includes multiple levels of support. Vanessa Cozza’s “Reflecting on Teaching Experiences in the Lab: Challenges with Classroom Design†focuses on her experiences in computer-equipped classrooms at two different institutions. Her analysis serves as an example of how classroom dynamics affect a student-centered pedagogy and collaborative learning environment. While traditional environments lack the tools students need to compose, technological classrooms often eliminate comfortable discussion environments. Katherine Fredlund’s “Teaching in a Laptop Classroom: Merging Traditional with Technological†addresses how a laptop classroom eliminates both these issues but also creates new problems for the instructor to deal with. Bret Bowers’ “Disrupting Determinism: Classroom Design as a Technology†looks at how classroom design functions as a technology. His analysis will provide examples of the problems of classroom design and how the classroom design serves to limit and/or determine classroom pedagogy and ideology. Finally, Bowers offers possibilities for subverting the dominant ideology present within classroom spaces. Ultimately, these four articles come together as a means to discuss various challenges that instructors face but that are often overlooked
Come Together, Right Now, Over Me: Bridging the Gaps between Departments of Kinships
No full textPresenting prospective teachers with theories that inform them of multiple readerships will help them to make informed decisions about what to read with their students and with their own children, and it will help them gain insight into the forces that are upon young children and adolescents because of societal pressure like the control and presentation of one’s body. Therefore, this essay posits that creating courses in literature for children which address pedagogical concerns as well as the acquisition of literary analytical skills are now a necessary pedagogical move that English Departments should make in earnest
Crossing Multicultural Borders: Students, Faculty, and Difference in the University Classroom
No full textoai:ceaforum-ojs-ttu.tdl.org:article/1455Scholars and teachers with PhDs in English are well-versed in identity studies, gender studies, ethnicity studies, and postcolonial studies. They are very good at talking and writing about these subjects in the abstract. However, when facing a classroom of students who come from cultural backgrounds considerably different from the hypothetical college student’s, with identities, values, faiths, beliefs, and myths unlike those of mainstream America, they—we—are woefully ill-prepared