ethanporcaro/eric-fulltext-meta huggingface dataset:
Disrupting Fairy Tales and Unsettling Students
Author: Thelin, William
Date: 2007-00-00
Type: Journal Articles
Subjects: Fairy Tales,Participant Observation,Comparative Analysis,Writing Assignments,Freshman Composition,Student Reaction,College Freshmen,Resistance (Psychology),Values,Sex Role,Acculturation,Student Attitudes,Critical Theory,Interviews,Course Evaluation,Classroom Environment

This article describes a research project in which William &quot;Bill&quot; Thelin, who directs the writing program at the University of Akron, was looking to uncover student reaction to English courses in which the professor carried through with a political agenda. Through the participant-observation method, Bill hoped to glean information that would not contain the bias of the instructor, but avoid the detachment present in an outside observer. He approached the other author of this article (Wendy Carse, an Associate Professor of English at Indiana University of Pennsylvania), and explained that he was looking to study a teacher who used political readings to create uncertainty in student convictions. He wanted to see how this uncertainty manifested itself in student texts and classroom decorum. Wendy's pedagogy contained many political elements, as one of her goals was to try to disrupt complacency in her students through her writing assignments. She agreed to allow Bill to conduct a semester-long participant observation in one section of her writing course. The class assignment involved in this study required that students write an essay in which they argued that the fairy tale &quot;Cinderella,&quot; in the forms we are most familiar with, contains elements that demonstrate either (1) acculturation of children in terms of gender roles, or (2) acculturation of children in terms of American values. Unexpectedly, the authors ended up engaged in more resistance than they had encountered in any of the other assignments for the course. Conclusions on the issue of resistance to the &quot;Cinderella&quot; assignment are derived mostly from Bill's data, including notes from all the class sessions, interviews with the students, analyses of their essays, and end-of-semester student evaluations. The authors focused on the atmosphere of the classroom during this essay assignment, the students' opinions as expressed during the interviews, the implicit and explicit attitudes towards the topic as forwarded in their essays, and references to the topic in their evaluation of the course. Despite the students' resistance, the authors saw great value in assignments that, in essence, cut to the core, as a critical pedagogy cannot function if it must restrict itself from the very ideological terrain professors and students must explore in order to pursue a democratic and just society.
It's Written on Their Faces: The Rhetoric of Empathy
Author: Fike, Darrell
Date: 2007-00-00
Type: Journal Articles
Subjects: Empathy,Rhetoric,Student Writing Models,Teaching Methods,Writing Strategies,Rhetorical Invention,Teaching Experience,Instructional Innovation,Transformative Learning,College English

In a reflection on her teaching practices, Wendy Bishop in &quot;Teaching Lives&quot; suggests that over time she became a &quot;social expressivist,&quot; in that by writing about her own teaching she learned &quot;to develop a personal voice within the public matrix of professional communities&quot; (ix). For the compositionist committed to the personal essay as a medium that engages students' interests and creativity in meaningful ways, Bishop's belief that one can use personal reflection to enter and enhance public discourse presents the writing teacher with a challenge: that of offering empathetic acknowledgement of the student writer's individual experience while encouraging rhetorical awareness of the topic and audience beyond the self. This essay examines the &quot;emotional labor&quot;--acknowledgement, empathy, trust--that writing teachers can employ &quot;rhetorically&quot; to guide student writers towards a more public and profound discourse.
The &quot;I&quot; of the Storm: Teaching English and Helping Students and Instructors Cope in Post-Katrina New Orleans
Author: Dixon, Nancy
Date: 2007-00-00
Type: Journal Articles
Subjects: Crisis Management,College English,English Instruction,Higher Education,Weather,Natural Disasters,College Students,College Faculty,English Teachers,Grade Inflation,Time Factors (Learning),Online Courses,Electronic Learning,Teaching Methods

This essay is entitled &quot;The 'I' of the Storm&quot; in order to stress the very personal nature of teaching in the immediate, post-Katrina semester of Fall 2005. The University of New Orleans (UNO) was the only university in the city to open that semester, and many traumatized instructors, the author included, were serving the thousands of traumatized students to the best of their ability, online and in satellite classrooms spread throughout the city, while the storm-ravaged campus was being repaired. In this article, the author will discuss teaching works that so closely reflect the natural/man-made disaster that so many in the online classrooms had recently suffered, which the author refers to as &quot;storm lit.&quot; She will also discuss the students' reaction to such literature and to the course in general. The author will also discuss some of the unusual practices that came into play in such a trying semester, such as grade inflation and condensing the workload. This semester came with no teaching manual, and while the educators were displaced or had lost everything, they were constantly reminded that their students had as well.
Profits over Process: AP English and the Decline of Writing Instruction
Author: Fleitz, Elizabeth
Date: 2007-00-00
Type: Journal Articles
Subjects: Advanced Placement,Advanced Placement Programs,English Instruction,English Curriculum,Writing Instruction,Writing (Composition),Academic Achievement,Standardized Tests,Testing,College English,College Bound Students,College Freshmen,Writing Processes,Higher Education,Writing Skills,Scores,Rhetoric,Writing Ability,Writing Improvement

Having celebrated its fiftieth anniversary in 2005, the Advanced Placement (AP) program has received quite a bit of attention in the past few years due mainly to its exponential growth in popularity. While much of this attention has been positive, a significant amount of criticism has attacked the assumptions of the AP program, aligning it with all other standardized tests. The AP program benefits the Educational Testing Service (ETS), making it millions of dollars each year. It benefits universities, allowing them to give away the equivalent of scholarships without spending a dime. It benefits parents, allowing their son or daughter to receive free college credit, shortening their time to a diploma. But what about student learning? What kind of skills are learned in a course that prepares students to take a test, and are those skills representative of those taught in a real college course? The author believes that these programs end up being detrimental to a student's education, as the program and exam do not accurately train and measure student writing ability, leaving students unprepared for college-level writing. Furthermore, the practice of testing out of first-year writing programs perpetuates the myth that these courses inculcate &quot;basic skills&quot; and should be skipped over by bright, self-motivated AP students, stereotyping these introductory writing courses as unimportant and worthless to &quot;intelligent&quot; students. In this article, the author examines the AP program and criticisms.
Thinking in a Discipline: An Assignment in a Critical Thinking Class
Author: Fike, Matthew A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Thinking Skills,Critical Thinking,Assignments,Critical Reading,Writing Instruction,Writing Skills,Writing (Composition),Higher Education,College Students,College Faculty,English Instruction,English Teachers,College English,Classical Literature

This article reports on a challenging and effective assignment on thinking in a discipline that the author gave during fall 2006 in his sophomore-level &quot;Critical Reading, Thinking, and Writing&quot; (CRTW) course at Winthrop University. Required of all students, the course follows Writing 101: Composition; and a multi-disciplinary course about the self entitled &quot;The Human Experience: Who Am I?,&quot; which is taught by faculty from a variety of departments and billed as &quot;a course requiring a significant amount of writing.&quot; With a big time gap after the former and uneven writing instruction in the latter, CRTW students' writing skills range from remedial to highly advanced. The challenge for the instructor is obvious: how to create assignments that challenge and engage the best students without losing those who need basic-level writing instruction.
Building Intercultural Empathy through Writing: Reflections on Teaching Alternatives to Argumentation
Author: Peirce, Karen P.
Date: 2007-00-00
Type: Journal Articles
Subjects: Reflection,Persuasive Discourse,Empathy,Nontraditional Education,Teaching Methods,Writing Assignments,Writing (Composition),Rhetoric,Writing Instruction,Writing Teachers,Feedback (Response),Augmentative and Alternative Communication,Writing Skills,Majors (Students)

Writing assignments that focus on nonargumentative discourse can take many forms. Such assignments can prompt students to produce individually constructed writing, or they can be more collaborative in nature. They can focus on traditional formats, following MLA citation guidelines, using Times New Roman 12-point font, maintaining one-inch margins, and following standard rules of English grammar, for example, or they can stray from such ink-on-paper guidelines and allow for a broader definition of what constitutes text. The decisions made when crafting an assignment that focuses on nonargumentative discourse will depend on, as with any other assignment, the goals of the course, the tastes of the individual instructor, and the proclivities of the particular student body. In this article, the author provides her perspective on teaching nonargumentative writing to students at The University of Arizona in the Spring 2004, Fall 2004, and Spring 2005 semesters. She explains the context surrounding the courses in which she taught this assignment, describes the assignment and the rationale behind its construction, and shares student reactions to the assignment from feedback on anonymous teacher evaluation forms. The author shows that through such an assignment, students learn how to explore complex issues without closing the opportunity for dialogue across difference. As such, she suggests that teaching students to write nonargumentatively can help achieve the goal of reaching empathic understanding across cultures.
The Ethics of Identity: What Is a Compositionist?
Author: Lynch-Biniek, Amy
Date: 2007-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Writing Teachers,Academic Discourse,Higher Education,Writing Processes,Writing Assignments,College Freshmen,Freshman Composition,College Faculty

The author has been tutoring and teaching writing for fifteen years, but has discovered that few people outside of academia know what it is that she does. Despite the rise in composition graduate programs and the improving market for composition specialists, even within the university, faculty from other disciplines frequently have vague notions of her marking essays with red ink; a few seem to imagine her work as a series of punctuation drills. In an effort to locate just ways of defining herself as a compositionist, the author explores some of the most commonplace understandings of what a teacher of freshman writing is. Among the many identities assigned to her by others, she counts: grammarian, assessment coach and arbiter of academic discourse. In this article, the author will briefly explore each of these identities as she works to comprehend how they may guide or misguide her teaching. Her intention is not to offer a panacea or to suggest that all writing teachers adopt her perspective on identity. Instead, she wishes to share where her personal research and reflection have led her.
The Medical Humanities and College English
Author: Reutter, Cheli
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,College English,Medical Education,Humanities,Humanities Instruction,Medicine,Universities,English Instruction,College Students,Allied Health Occupations,English Teachers,Teaching Methods

Since the new millennium, the medical humanities have become an international phenomenon. Universities worldwide are instituting medical humanities programs for the benefit of their students seeking education to prepare for medical professions, and organizations supporting medical humanities programs have likewise burgeoned. This article will briefly define the emerging field of medical humanities, including its impetus, theories, approaches and methodologies, and its leading institutions, journals and resources. The article will conclude with the recounting of a personal experience as a pedagogue with a scholarly background in English developing a medical humanities program. Collectively, these elements shall provide an introduction for English pedagogues interested in medical humanities endeavors.
Field Fragmentation and Non-Major Literature Courses
Author: Gebhardt, Richard C.
Date: 2007-00-00
Type: Journal Articles
Subjects: Nonmajors,English Departments,College English,Literature,Undergraduate Students,Majors (Students),Higher Education,Writing Assignments,Teaching Methods,English Instruction,English Curriculum

Discussions of English department identity and mission more often center on the undergraduate major curriculum than on classes for general-studies and other non-major students. In such courses, though, educators have an opportunity to touch the intellectual lives of far more people than they do in courses for majors. The author argues in this article that English departments and their faculty should give more thought to classes and teaching for undergraduates who take a few literature courses and who do so for reasons quite different from those which motivate English majors.
The Storm of the I: Cultivating Empathy through the Choice of a Single Word
Author: Flynn, Kathryn A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Empathy,Language Acquisition,Thinking Skills,Relationship,Perception,Social Cognition,Social Problems,Speech Acts

The understanding that choice of words in an individual's language construction is a reflection of her or his perspective is not new. This article examines the mindful and intimate link between language and empathetic perspective--the language that the author, as an individual, employ's in her daily life to what she, as an individual, constructs ultimately to be shared as collective reality through the associated alliance of her thinking and perception to her habit and choice of words. Individual thought patterns intricately lace the fabric of shared public reasoning, resonating and weaving throughout the social community a diverse public perspective that remains either largely tangential, or one which intentionally and purposefully binds and sustains relational living. Empathic perspective is developed and cultivated through language construction. In this article, the author will examine the intimate linkage between what one thinks, how one speaks, and empathy.
Micro-Communications: Building and Developing Respect and Empathy in Today's Multicultural Society
Author: Bliss, Carol
Date: 2007-00-00
Type: Journal Articles
Subjects: Empathy,Teaching Methods,Semiotics,Classroom Techniques,Higher Education,Nonverbal Communication,College Students,Caring

Educators have opportunities to make an impact on the ways in which students will experience the world for years to come. Education is much more than discipline-based knowledge. It is preparation for the rest of life and the expansion of awareness. University classrooms can provide opportunities to acknowledge and appreciate different perspectives and experiences. What are some of the ways educators can teach students to respect and value others? How do professors model empathy and help to develop a nurturing classroom? How can each of us teach and model empathy and respect to help ease some of the tensions in today's chaotic world? Using the lens of semiotic analysis (the study of signs and meaning), this essay addresses the variety of signals through which the values of caring and compassion are communicated, expressed, and understood. As students become more aware of the importance and impact of empathic words, signals, gestures, and behavior, positive styles of interaction can evoke closer connections, greater rapport, and build better collaboration both in and outside of the classroom. These learning experiences that occur in classrooms become invaluable in careers, in relationships, and throughout students' lives. This essay also discusses using film, poetry, and song lyrics to explore empathy and the understanding of characters as archetypes and aspects of self.
Acquisition of Vocabulary by Dint of Unique Strategies: Indispensible for Fostering English Language Skills
Author: Jose, G. Rexlin
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Language Acquisition,Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Language Skills,Teaching Methods,Foreign Countries,Pronunciation,Spelling,Mastery Learning,Memorization,Cultural Context,Journal Writing,Educational Games,Visualization,Educational Strategies

Vocabulary is the gateway to knowledge that unlocks the doors of sublime ideas to the readers. The competency on the lexical items of language plays a significant role in learning a new concept. Any learner who has excellent command over the use of vocabulary excels in his/her study of different subjects. Vocabulary learning is one of the important features of language learning and language use. In fact, it is what makes the essence of a language. Learning vocabulary is a natural and lifelong phenomenon. Throughout the life span, individuals develop their vocabulary effectively and almost effortlessly as long as they see words in meaningful contexts. Children in school will encounter plethora of words in their reading. In schools they may continue to learn vocabulary without much direct and explicit help from teachers. For the most part, vocabulary growth in school occurs informally and incidentally rather than formally and intentionally. Students should be helped to understand the meaning of each word both contextually and non-contextually. The teachers teaching second language must follow varieties of effective strategies for teaching vocabulary. As the strategies are very easy, interesting and effective, learning of any word retains in the memory of the students for a long-term. Only innovative strategies will enable the students enrich their power of vocabulary. This article highlights unique strategies for learning vocabulary in the ambiance of Indian English classrooms.
Indranath and Giribala--The Young Adult Dystopian Characters in the &quot;Moth Eaten Howdah of the Tusker&quot;
Author: Sharma, Malavika
Date: 2015-00-00
Type: Journal Articles
Subjects: Indians,Females,Gender Differences,Gender Bias,Sex Role,Empowerment,Authors,English (Second Language),Second Language Learning,Novels,Social Change,Literary Criticism,Attitude Change,Foreign Countries

Indian women have always been viewed as the object of desire. In the advent of Technological Advancement women are still thought of as inferior to men. Though there is an increase in the literacy rate of the girl child, it does not imply the emancipation of the girl child. Women are bound by the social customs and traditions. In this sense women are not empowered. The word empowerment is misrepresented as the increase in working women. In such a scenario Indian women writers in English have portrayed the challenges women confront at home, in the workplace as well as in their social interactions. Indira Goswami in her Novel &quot;The Moth Eaten Howdah of the Tusker&quot; boldly describes the plight of the women especially the widows and hopes to instill change in the minds of the society. The present paper aims to analyse the characters of Indranath and Giribala from the perspective of Young Adult Dystopian protagonist.
Six Easy and Beneficial Strategies for an Interculturally Responsive (IR) Classroom
Author: Jones, Kathryn
Date: 2015-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Classroom Techniques,Student Diversity,Educational Strategies,Educational Practices,Cultural Awareness,Teaching Methods

This scenario is a reflection of many classrooms throughout the United States. This heterogeneous population of students is Linguistically, Culturally, and Educationally Diverse. Some are Native Born, and others have immigrated for various reasons. These reasons include new Employment Opportunities, a United States Education, Political Refuge, and Family Relocation to name a few. Our schools must learn to respond to this diversity by providing an Interculturally Responsive (IR) Classroom (Jones, 2013) and Linguistically appropriate methods for Language Learners. The following strategies will assist in creating an Interculturally Responsive Classroom and they are: (a) provide side-by-side dual language opportunities, (b) assist with language transfer, (c) loosen up dialogues, (d) make language learning interesting, (e) Utilize Graphic Organizers, and (f) Doodle. The aforementioned six strategies are easy and beneficial for any teacher to utilize and these strategies will assist the language learning situations in the classroom.
Spanning the Gulf: Empathy, Dialogue, and Harmony in Exploring Literature of Diversity
Author: Sellers, Murray McCowen
Date: 2007-00-00
Type: Journal Articles
Subjects: Empathy,Foreign Countries,Dialogs (Language),Beliefs,College English,College Students,Literature,Student Diversity

The gulf that separates us as individuals--our backgrounds, our experiences, our priorities, our essential points of view--is not always easy to span. This article discusses the author's belief that &quot;spanning the gulf&quot; of &quot;diversity&quot; in the classroom is best achieved through empathy, dialogue, and harmony. Murray McCowen Sellers describes how he intentionally &quot;spanned the gulf&quot; between individuals in his literature class. He began his task with fostering a class-wide recognition of each &quot;individual&quot; student, which led to the important development of empathy among those individuals. Early on, he introduced the students to the concept that the so-called &quot;literature of universality,&quot; though it may (by definition) appeal to large numbers of people in a variety of locations over a great expanse of time, is still--always and forever--assimilated by unique individuals. These individuals all approach a text with &quot;pre&quot;-texts--knowledge, experience, and emotions--that they bring to a particular text each time they read it. Through empathy and dialogue, the class grew to understand not only each other but also the writers, characters, and time periods of the literature they read. They also learned that this understanding is the first and most important step toward harmony.