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5/30/14 Proposal due. MLA Approaches to Teaching the Works of Eudora Welty
full name / name of organization:
Edited by Mae Miller Claxton and Julia Eichelberger
CALL FOR PROPOSALS AND SURVEY RESPONSES
CFP: If you would like to propose an original essay for this volume, please submit an abstract of approximately 500 words in which you describe your approach or topic and explain its potential benefit for students and instructors alike. Please also submit a brief curriculum vitae. The focus of proposed essays should be pedagogical. Note that if you plan to quote from student writing in your essay, you must obtain written permission from your students to do so. Proposed essays should not be previously published. CONTRIBUTORS MUST ALSO COMPLETE THE SURVEY, please, at http://www.mla.org/approaches . Abstracts and CVs should be sent to firstname.lastname@example.org and email@example.com by May 30. For e-mail submissions, please use the subject line “Approaches to Welty.”
SURVEY: Whether or not you wish to submit a proposal, if you have ever taught ANY of Welty’s works in ANY setting, you are qualified to fill out the MLA survey, and we want to hear from you! Please go to http://www.mla.org/approaches to complete the survey to complete as many of the questions as you can answer. It’s OK if it’s been awhile since you’ve taught Welty or if you only teach a few of her works occasionally—we still want to hear from you and any of your colleagues who ever teach her works of fiction, essays, life writing, and photography.Thanks for helping us spread the word. The Survey will be open until May 30.
ABOUT THIS VOLUME: This will be the first book focused solely on aiding instructors who teach Welty’s works. Many literature teachers are unlikely to have read more than the handful of Welty stories most often anthologized (“A Worn Path,” “Why I live at the P.O.,” “Petrified Man,” “Livvie,” “Powerhouse”). Readers often assume that these well-known stories are only what they seem on a first reading: straightforward, affectionate and humorous portrayals of rural Southerners. In fact, any Welty text contains much more than can be absorbed on a first reading, and there are other Welty texts that are equally fruitful to teach. For all her works, readers sometimes need guidance to become accustomed to the complexity of Welty’s tone, which can encompass humor and tragedy, reverence and whimsy, within the same sentence or paragraph. And although Welty is lauded for herdocumentary detail, her fiction is not always a transparent record of her time and place.
The first section of the volume will be produced by the editors (past president and current vice-president of EWS). It will provide an overview of Welty’s critical reception and a variety of materials to assist teachers--biographical information, chronologies, lists of characters, etc. The rest of the volumewill consist of essays focused on biographical, historical, theoretical, thematic, and comparative contexts for teaching Welty. Essays in an MLA Approaches volume such as ours may vary in length, but are generally shorter than those published in scholarly journals. They must not have been previously published, and they must be pedagogical in focus.
We seek proposals for essays to aid those who teach Welty in a variety of contexts: undergraduate and graduate courses, of course, but also secondary schools, community reading programs, adult enrichment classes, and other settings for studying and interpreting Welty’s work. Teachers in many contexts can benefit from essays that illuminate the rich texture and complexity of Welty’s works. We welcome proposals for essays that will help teachers lead their students to deeper levels of understanding and enjoyment of Welty’s fiction, nonfiction, and photography. Proposals may focus on the teaching of Welty’s most familiar works, how to teach less familiar and more challenging Welty texts, teaching Welty in thecontext of other writers both within and outside the U. S. South, and teaching theoretical and cultural issues raised by Welty’s texts.
Proposals are due by May 30. For accepted proposals, completed drafts of essays will be due in early 2015.