The CEA Forum (College English Association, Texas Digital Library - TDL E-Journals)
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180 research outputs found
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Teaching Laura Kipnis\u27s "Love\u27s Labors" in Ways of Reading
No full textThe essay describes a method of teaching Laura Kipnis\u27s "Love\u27s Labors," chapter 1 in her 2003 _Against Love: A Polemic_. The method, although designed for a critical thinking course, should also provide resources for those who teach Kipnis\u27s work in writing courses. Using the elements of critical thinking, the essay analyzes a difficult text and provides a range of questions and exercises that will complement the instructors\u27 guide to _Ways of Reading_, 9th edition. The guide suggests a sociological approach; the present essay aims to investigate the chapter\u27s psychological material
Architectonic Criticism: Re Form in the Literature Classroom
No full textThis article presents an approach to fiction devoted to detailing, visually presenting, and analyzing structural patterns in the literary text. This enhanced formalism will be illustrated with elementary examples ranging from the world of music to the world of the Brothers Grimm. Employing this "architectonic" approach would complement more familiar critical approaches and perhaps, given its more "objective" quality, appeal to the technically oriented student and encourage that student to engage more fully in the literature classroom
Proceedings from the 2019 CEA Conference in New Orleans, Louisiana: The Joy Project: Helping Faculty to Find Joy in and out of the Classroom
No full textOne of the main challenges facing colleges and universities today is student retention. To help in this effort, many institutions have looked to improve their training of faculty advisors. Research shows that the vast majority of time, students do not drop out of college because they cannot do the level of work expected of them, but rather because of “life challenges:” financial struggles, the inability to cope with stress, mental or physical health issues, or family pressures. To help many students stay in college today, faculty need to advise students in these areas as much as they need to advise them about what classes to take. But what we found in my college and in the surveys of faculty at other institutions is that faculty members themselves tend to struggle in the same areas as their students. The question then became, “How can we help our faculty members build an effective work-life balance, as that will also better train our faculty as advisors?” In search of that answer, we thereby asked, “How do we help faculty to experience joy (i.e., epiphany, transcendent revelation, breakthrough discovery, synergy) within their lives and within their classrooms, especially at an underfunded state institution where the rewards for faculty are unlikely to be financial?” This column explains the steps I have undertaken in my work for the dean’s office at the Arkansas Tech University College of Arts & Humanities to address the above questions via a college-wide endeavor called “The Joy Project.
Constructing Student Learning through Faculty Development: Writing Experts, Writing Centers, and Faculty Resources
No full textIn this piece, writing centers are presented as potential hosts for housing WID faculty development resources and collaborative opportunities (such as workshops and discussions). An example of a hands-on workshop is offered to represent what types of activities centers might host for campuses attempting to craft or maintain sustainable faculty development that enhances writing education across campus
Collaborative Digital Spaces in the Composition Classroom
No full textIn this article, I explore three different spaces used in the composition classroom: online virtual learning platforms (such as Blackboard), blogs, and social media websites. These spaces instigate interaction and collaboration between students and also between students and the instructor. I also discuss the implications of using these online spaces, and the responsibilities both the instructor and students have when disclosing specific content with one another in a possibly public sphere
Remediating Remediation: From Basic Writing to Writing Across the Disciplines
No full textThis article challenges faculty members and administrators to rethink current definitions of remediation. First year college students are increasingly placing into basic writing courses due to a perceived inability to use English grammar correctly, but it must be acknowledged that all students will encounter the need for remediation as they attempt to use and learn the grammars of their chosen disciplines. This article presents assessment data from the author\u27s home institution to show that students\u27 mastery of writing outcomes actually decreases as they proceed through upper level general education courses, as well as their disciplines. Writing across the curriculum programs and required writing intensive courses serve as effective means of dismantling negative perceptions of basic writing instruction, teaching discipline specific grammar, and achieving mastery of student learning outcomes
Interdisciplinary Themes and Metacognition in the First-Year Writing Classroom
No full textLooking to the possibility that interdisciplinary, thematic courses can build student confidence in the writing process, this essay argues that a first-year writing course that combines close attention to rhetorical skills, readings about an interdisciplinary field, and a carefully scaffolded assignment sequence enhances the potential transfer of rhetorical skills through student attention to boundary practices, the ability to analyze multiple rhetorical situations and discourse communities, and the opportunity to engage in sustained research and writing
The Empirical Strikes Back: A RAD Research Methods Class for Undergraduate English Students
No full textUndergraduate English majors should have opportunities to conduct meaningful, authentic research. This essay outlines a research methods course that introduces students to empirical research with qualitative and quantitative tools. Over the course of the term, students complete a whole-class project that models the process and then also complete individual IRB-compliant projects that result in a report, poster, and lightning talk