The CEA Forum (College English Association, Texas Digital Library - TDL E-Journals)
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180 research outputs found
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Universal Design in First-Year Composition: Why Do We Need It, How Can We Do It?
No full textEnsuring that all students can access information, demonstrate mastery, and feel comfortable in the classroom is important, yet first-year composition faculty may find reaching the diverse populations in their classrooms daunting. Learning styles, comfort levels with writing and English language skills, disabilities, and family life impact all students, leaving us to wonder how best to facilitate student success. This essay, in taking up the question of universal student success, explores Universal Design for Learning (UDL) in the first-year composition classroom and its benefits to both students and teachers. I first define Universal Design for Learning and then attend briefly to contemporary English studies research on UDL. I analyze different ways I integrate it in my FYC course; then, I discuss some of the complications instructors may encounter trying to implement these strategies
Proceedings: Mise-en-scène and Kinaesthetically Charged Atmosphere in John Cassavetes\u27 Faces
No full textIn my talk at the 2013 CEA Conference in Savannah, I focused on the theory and practice of Michael Chekhov by using his ideas of kinaesthesia, atmosphere, psychological gesture, spontaneous groupings, and the actor\u27s nature in an overall interdisciplinary and lateral approach to the creation of filmic mise-en-scène. This approach places the actor as fundamental tool in understanding the principles of dramatic art and consequently generating dramatic material. In part, I exemplified American independent filmmaker John Cassavetes (1929-1989) as unwittingly utilizing Chekhov\u27s notions within his own acting and through his parallel methodology for the creation of textual narrative. Here, I wish to explore (through video links) a concrete example of the resulting praxis by examining certain scenes from Cassavetes\u27 film Faces (1968), especially in light of how such work affects the formation of his maverick mise-en-scène
Proceedings: Keeping a Finger in Them-Thar Dikes
No full textProceedings: Keeping a Finger in Them-Thar Dike
Affinity Groups: Fostering Community and Interdependence in a College Reading Class
No full textThe findings from this multiple case study research project on the use of cooperative learning (specifically affinity groups) among developmental college students demonstrate that students benefited from from building community and becoming interdependent. Four themes that emerged from this study, a) accountability, b) building community/interdependence, c) perspectives on group work, and d) challenges, demonstrated that though there were difficulties in implementation, overall students and instructor-researchers found grouping students into affinity groups to be an effective tool that helped student performance and success
Bridge over Xenophobia: Using Literary Choices to Encourage Tolerance
No full textGiven the political and social fragmentation and incivility that currently exists in America, this paper examines existing scholarship on diversifying the American literary canon in order to increase cultural literacy and to encourage reflective and critical conversations about modern-day issues of social justice. A brief overview of pedagogical theory concerning literary canons is discussed with an emphasis on post-colonial theory. Additionally, literature faculty at Pensacola State College were interviewed regarding the diversity of their assigned American literature readings, and findings are reported. The results will be used to guide a second, student-centered component of the study
Finding Room for Computers in the Poetry Workshop
No full textThe article discusses using computers to facilitate collaborative writing exercises in a poetry workshop setting. The exercises allow students to work together, focus on process writing, and engage one another in conversation about poetry and the drafting process. The exercises also proved to be an effective way to help students realize the purpose and goals of a workshop environment
Playing Literature Like an Amateur: Collaborative Pedagogy and the Hermeneutics of the Team
No full textMy essay considers the pedagogical context of "introducing" literature to non-majors. My essay outlines two rhetorics of pedagogy, which I term as (1) the rhetoric of scientific expertise and (2) the rhetoric of literary amateurism. I outline the risks entailed in unreflectively relying upon "the rhetoric of scientific expertise" in introduction to literature courses for non-majors and propose a "rhetoric of literary amateurism" that recuperates an older form of the amateur as a "lover" of rather than an "expert" of a discourse. I offer a detailed description of an activity I use to introduce literature to non-majors that leverages the rhetoric of literary amateurism in order to help them apprehend literature not as a closed system authorized by experts but as an open discourse they can participate in
Status Update to Term Paper: Social Network Sites as a Medium for Collaboration
No full textAs teachers of writing, we structure our classes to focus on the process method, emphasizing the many stages that all writers must go through as they compose. With the understanding that writing is a social process, too, instructors can create stronger classroom communities, and stronger writers, through the incorporation of digital technologies. This paper traces the use of a blog in a freshman composition class, and then discusses the possible benefits of using social network site technologies to further enhance student writing abilities. Social network sites may be an even better tool for showing students writing\u27s inherent social nature
Welcome to Adjunctville: Where Do We Go From Here?
No full textCurrently, 75.5% of those teaching at the collegiate level are contingent, meaning off the tenure track with renewable contracts, and it is detrimental to all parties involved. This article will attempt to provide four recommendations to academia’s current state: 1. tweak graduate programs, 2. improve working conditions, 3. restructure English Departments, and 4. just don’t go. Although the predicament is much more complicated than this, and will never be an overnight fix, improvements can be made in order to assist those at every stage of the part-time merry-go-round