As an ENG 1100 instructor, I feel compelled to share my findings in a new assignment that I tested out on my students this semester. The experience is what follows: Instead of forcing students to make your everyday, typical PowerPoint presentation for their class project, consider something that is more enjoyable, and engaging. For an … Continue reading Not all Digital Pedagogy has to be Digital!
Let’s face it, as helpful as the internet can be, it can also be incredibly distracting. Pop-up ads, Facebook alerts, that “ding” noise your email makes when you’ve received a new message; they all take away our focus from the task we have at hand. To even further complicate the matter, colleges continue to offer … Continue reading The Counterproductive Internet
In attempts to encourage students to widen their vocabulary, teachers should include such engagement in their literature classroom, not just English composition. Along with allowing students to engage with a text on a literary level, why not ask them to engage in a more linguistic level as well? As students begin to read an assigned … Continue reading Reading Literature, Enhancing Vocabulary
“In the real world of the semester, the first class offers a never-to-be-recaptured moment of excitement and opportunity … I think a literature course should begin, on the very first day, with a sample of the most stirring, memorable text you plan to read.” Elaine Showalter (Teaching Literature, 46) The first day of class in a … Continue reading
In Kathleen Yancey’s first chapter of Teaching Literature as Reflective Practice, she shares five intriguing observations when it comes to the Gen. Ed. literature classroom. First and foremost, she argues that “the writing and reading tasks I assign in school aren’t the same kinds of reading and writing that students do outside of school. And … Continue reading Teaching Literature, not Comfort Zones
Adeline Koh from “Introducing Digital Humanities Work to Undergraduates”argues that “you and your students are all already digital humanists, because you all use technology in your daily lives.” Although there may be a sharper divide between digital humanists work and just simply using technology, she does make a point that we may be more organically … Continue reading What would Crusoe’s Pinterest Board look like?
Starr Sackstein combines drawing and literature in her classroom. In her article, “Make it Visual: Students Draw Austen’s characters,” she believes that the process of students drawing what they read “connect them to the work and allow them to make meaning on their own.” Through drawing, we can bring literature to life in the classroom. … Continue reading On “Make it Visual”
Peter Mendelsund’s article “What We See When We Read” offers a compelling insight to close reading in literature. Some may argue that an author’s writing ability depends on the complexity of the images they are able to project into a reader’s mind; however, “Most authors … provide their fictional characters with more behavioral then physical … Continue reading Sometimes, Less is More
As most DHer's are aware of, there has been a constant debate over how much control computers and the digital world have on innovative learning. Some believe that students should be able to learn without the overwhelming force that the digital world has. Thus, teachers have been creating new ways in which there is a … Continue reading Bridging the Gap through Newspapers
Mark Sample's essay, in many ways, diverts from the typical attitude that many English professors share. Unlike those who feel that the best way to evaluate a student in an English class is to require them to write an essay, Sample compares the essay to the standardized test in which "the only thing an essay … Continue reading Another “Woven” Approach to Creative Analysis