pedagogy

Conference. Rocky Mountain MLA, October 4-6 2018, Cheyenne, WY, Little America Hotel

Narratology. Marshall Johnson, English Dept./0098, University of Nevada, Reno, NV 89557; marshalljohnson@unr.edu.

Description: This session invites proposals on narrative theory as it relates to pedagogy and writing/composition studies or literary studies, particularly those including, but not limited to, multimodal learning, WPA curricula, the quest narrative, student efficacy, research writing, new and interesting approaches to canonical texts, comparative and contemporary literature, the graphic novel, genre studies, and memoir studies.

The purpose of this supplemental text is to reinforce the concepts that are taught in developmental reading, developmental writing, and freshman orientation courses so that students may continue to address and improve those skills while mastering the material taught in their college-level writing courses.  This text especially works well in co-requisite writing models where students are transitioning between both developmental and college-level writing courses in the same term. 

Resources for American Literary Study, a peer-reviewed journal of archival and bibliographical scholarship, is inviting submissions for upcoming volumes 41.1 and 41.2 (2019). Covering all periods of American literature, Resources for American Literary Study welcomes both traditional and digital humanities approaches to archival discovery and bibliography. The journal also welcomes pedagogically focused submissions examining archival study in the classroom.

This panel explores the ways anxiety shapes, fuels, disrupts, and/or redirects our scholarship and our interactions with texts. Please send 300-word abstracts by March 15 to afw47 at cornell.edu.

 My Victorian Novel

Isobel Armstrong has lamented that the way we teach the Victorian novel, with enthusiasm and delight, is so different from the way we criticize it. I wonder if this is also partially true about the way we really read and experience Victorian novels, if there is a Wemmick-like division between the absorbed and happy reader, cozy and contented in the Castle, and the buttoned-up professor at the lectern or the laptop. Rereading Victorian fiction over time, for our classes or our scholarship, must at some level involve a relaxation of feeling, the evocation of memories, psychic immersion, and moral engagement––alongside critical distance, objectivity, or suspicion.