Bremen Vance

by Ryan Dippre (Original)

by Kevin Brown (Original)

Abstract
During the summer and fall semester 2012, I took on a project to take every standardized exam our English majors take. Thus, I signed up for and took the GRE General Test, […]

by Megan Kathleen Keaton (Original)

Abstract
Scholars and teachers often focus only on alphabetic texts in the classroom (Palmeri; Alexander and Rhodes; Jewitt; Selfe; Shipka); however, we do our students a […]

by Melissa Carol Johnson (Original)

Abstract
This essay is grounded in the scholarship of teaching and learning and will focus specifically on the ways in which the Harry Potter books highlight the diversity […]

by Heather GS Johnson (Original)

Abstract
“Violating Pedagogy: Literary Theory in the Twenty-first Century College Classroom” discusses the challenge of teaching literary theory to undergraduate and gra […]

by Clare Douglass-Little (Original)

Abstract
While a thematic approach to teaching is not a novel idea, the specific needs of the developmental writer and a diverse student body can find the continuity of a […]

by Staci Stone (Original)

Abstract
This article presents an effective model for a manageable interdisciplinary project that shows students the connections among art, English, and other disciplines; gives […]

by Jeffrey M. Buchanan (Original)

Abstract
This article discusses ways literature is taught at the university. It describes a gap in the way English is often taught in literature programs and the way future […]

by Ian Barnard (Original)
Abstract
In literature, composition, and other areas of English Studies, relateability can be an important tool to inscribe marginalized subjects as academic citizens. However, its […]

by Gregory Stephens (Original)

Abstract
This essay develops a theory of “digital liminality” as a way to analyze the role of technology in the classroom, and in students’ lives. It is also a report on the E […]

by Mary Anne Myers (Original)
Abstract
This essay describes an exercise that used cartooning to engage first-year cadets at the United States Military Academy (West Point) with the poetry of Emily Dickinson. It […]

by T. Voorhees (Original)

Abstract
This is the report of a multiple case study of four writing students and their instructor as they participated in the trial of a writing pedagogy based on auto-ethnography at […]

by Kristianne Kalata (Original)

Abstract
This essay describes the successes and challenges of skills-based literature survey courses in the small liberal arts college setting of Westminster College (New […]

by Jeffrey Gross (Original)

Abstract
In theorizing how we should pedagogically approach African American literature, especially in courses for undergraduates, I argue that we have to move away from questions […]

by Monika Shehi (Original)
Abstract
This project was born out of my preoccupation with my students’ struggle to articulate their ideas at the sentence level. After being assigned an English 102 Honors class, I […]