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This edited book focuses on practices of work in late modern society, taking an ‘issue-based’ and interdisciplinary approach to English Studies which acknowledges the impact of globalization on the position of English in the daily existence of millions of people around the world. Envisioning English as “a diverse yet unified subject” where the study of literature, language, and education can be pursued thematically, it constitutes part of an ongoing transformation and revitalization of English Studies. It will be of interest to readers with backgrounds in linguistics, literature and education, as well as fields normally seen as lying ‘beyond’ English Studies such as psychology, sociology, philosophy, urban studies, political science and childhood studies.
English Studies Online: Programs, Practices, Possibilities represents a collection of essays by established teacher-scholars across English Studies who offer critical commentary on how they have worked to create and sustain high-impact online programs (majors, minors, certificates) and courses in the field. Ultimately, these chapters explore the programs and classroom practices that can help faculty across English Studies to think carefully and critically about the changes that online education affords us, the rich possibilities such courses and programs bring, and some potential problems they can introduce into our department and college ecologies. By highlighting both innovative pedagogies and hybrid methods, the authors in our collection demonstrate how we might engage these changes more productively. Divided into three interrelated conversations — practices, programs, and possibilities — the essays in this collection demonstrate some of the innovative pedagogical work going on in English departments around the United States in order to highlight how both hybrid and fully online programs in English Studies can help us to more meaningfully and purposefully enact the values of a liberal arts education. This collection serves as both a cautionary history of teaching practices and programs that have developed in English Studies and a space to support faculty and administrators in making the case for why and how humanities disciplines can be important contributors to digital teaching and learning. Contributors include Joanne Addison, William P. Banks, Lisa Beckelhimer, Dev K. Bose, Elizabeth Burrows, Amy Cicchino, Erin A. Frost, Heidi Skurat Harris, John Havard, Marcela Hebbard, Stephanie Hedge, Ashley J. Holmes, George Jensen, Karen Kuralt, Michele Griegel-McCord, Samantha McNeilly, Lilian Mina, Catrina Mitchum, Janine Morris, Michael Neal, Cynthia Nitz Ris, Rochelle Rodrigo, Cecilia Shelton, Susan Spangler, Katelyn Stark, Eric Sterling, and Richard C. Taylor.
Service learning can help students develop a sense of civic responsibility and commitment, often while addressing pressing community needs. One goal of literary studies is to understand the ethical dimensions of the world, and thus service learning, by broadening the environments students consider, is well suited to the literature classroom. Whether through a public literacy project that demonstrates the relevance of literary study or community-based research that brings literary theory to life, student collaboration with community partners brings social awareness to the study of literary texts and helps students and teachers engage literature in new ways. In their introduction, the volume editors trace the history of service learning in the United States, including the debate about literature's role, and outline the best practices of the pedagogy. The essays that follow cover American, English, and world literature; creative nonfiction and memoir; literature-based writing; and cross-disciplinary studies. Contributors describe a wide variety of service-learning projects, including a course on the Harlem Renaissance in which students lead a community writing workshop, an English capstone seminar in which seniors design programs for public libraries, and a creative nonfiction course in which first-year students work with elderly community members to craft life narratives. The volume closes with a list of resources for practitioners and researchers in the field.
With a revised Introduction and with all chapters revised to bring them completely up-to date, this new edition remains the leading guide to research methods for final-year undergraduates, postgraduates taking Masters degrees and PhDs students of 19th- an
Futures for English Studies brings together chapters by leading writers across the curriculum area of English to investigate how the component parts of English (literature, language, and creative writing) are located institutionally in higher education and to explore the interdisciplinary prospects of a subject which spans the humanities and social sciences. Through explorations of changing foci in a variety of contexts, the book examines the value and purpose of teaching and researching English language, literature and creative writing in the twenty-first century, both within Anglophone countries and the wider world. The contributors, all practicing educators and researchers in the field, bring a wide range of perspectives to the theme of the development of the discipline, and illustrate that the strengths of English Studies as an academic subject lie not only in its traditional breadth and depth, but also in a readiness to adapt, experiment, and engage with other subjects.
In this important book, acclaimed author Mark Edmundson reconceives the value and promise of reading. He enjoins educators to stop offering up literature as facile entertainment and instead teach students to read in a way that can change their lives for the better. At once controversial and inspiring, this is a groundbreaking book written with the elegance and power to change the way we teach and read. Why Read was a PSLA Young Adult Top 40 non-fiction title 2004
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York
This book retraces the formation of modern English Studies by departing from philological scholarship along two lines: in terms of institutional histories and in terms of the separation of literary criticism and linguistics.
English is now a global phenomenon no longer defined by fixed territorial, cultural and social functions. The Routledge Companion to English Studies provides an overview of this dynamic field of study, with this new edition focusing on English from an applied language perspective and taking account of interdisciplinary and decolonizing viewpoints. This companion considers historical trajectories while also showcasing state-of-the-art contributions by established scholars from around the world. The Routledge Companion to English Studies: provides a broad view of English as a subject of study and research through language-centred disciplines investigates the use of English (and language more broadly) in contemporary communication practices, taking into account the use of technology explores the role of English in education and in society from social and global perspectives highlights the importance of the link between English and other languages within the concepts of flexible multilingualism and translanguaging offers a view on the need for extending and deepening the concerns of English studies as a field of scholarly enquiry This collection of thirty-one commissioned chapters provides a contemporary picture of the diverse field of English studies and is an expert-informed text for advanced students and researchers in this field.