Why Workshops Matter for Professionalization, for Productivity, and for Life!

table with people's hands, pens and paper

by Jenny Shaw, Department of History One of the most important skills graduate students learn is how to receive, assimilate, and act on feedback from peers and mentors. Often, as with peer review, feedback comes anonymously, and in written form, so responses can be contemplated and thought through. But at conferences, seminars, and public talks, […]

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Peer Review Strategies for the Writing Classroom (and Beyond)

students taking notes

As a student, I dreaded peer review day. The process of trading feedback with a near-stranger was uncomfortable, and I rarely agreed with my reviewers. I knew what I meant, after all. But as a writer and teacher, I understand the process a bit better, and I can see the value of a good review: […]

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The Intersection of Early British Literature Surveys and Anti-Racist Pedagogy

busy intersection

by H. Austin Whitver, Department of English Recent political and cultural movements anchored in ethnocentric ideological beliefs pose a grave, if sometimes overlooked, threat to the English literature classroom. In his opening chapter of Race and Epistemologies of Ignorance, Charles W. Mills writes, “Ethnocentrism is, of course, a negative cognitive tendency common to all peoples, […]

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Teaching Through Re-Reading

main web page view of mill marginalia online

by Albert D. Pionke, Department of English Although not specifically designed with the classroom in mind, Mill Marginalia Online offers instructors in philosophy, history, law, Classics, and English and European literature and culture the opportunity to incorporate Digital Humanities research results and methods into their courses. Each of these major subject areas is amply represented […]

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Writing Across Media: A Hands-On Exploration of New Literacies

Cartoon created by a student in EN 313

by Donna Branyon, Department of English In English 313: Writing Across Media (WAM) fall 2018, we examined modes of communicating, identified the conventions of media, and created several multimedia presentations. We looked at new media theories, including topics such as process, authorship, affect, design, and multimodality. Additionally, we spent a great deal of time exploring […]

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Under Pressure: Four Ways to Enable Academic Integrity

An olympic running track

by Alexandria Gholston, Department of English Imagine you are an Olympic athlete, and you are about to compete for your country. Imagine the pressure of having your family, friends, teammates, and your country all counting on you to represent them in front of the world. How would you handle such pressure? Would you fold, or […]

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Living to See Another Day: Survival Through Academic Integrity

Happy young woman under a banner saying "Vive la vie"

by Khadeidra N. Billingsley, Department of English In Imperial China, from the 17th to the early 20th century, individuals who wanted to pursue a career in civil service were required to pass a series of rigorous exams. These tests were only offered every few years and the results could literally change people’s lives. It goes […]

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Teaching Citations as Part of the Writing Process: Student Voices

Woman relaxing in sunshine

by Lauren Fleming, undergraduate major in English Why do students violate University academic integrity policies? As an English major, I began to wonder about the root of this campus-wide issue. I am often subject to the woes of my non-English-major-but-still-have-writing-assignments peers and have noticed one common denominator: interactions with quotations and citations. Often, a conversation might go […]

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Solving the Patchwriting Problem, Part 3: Teaching Paraphrasing/Avoiding Patchwriting

group of people joining hands

by Karen Hollingsworth Gardiner Merriam-Webster.org, considering whether or not “patchwriting” should be added to the dictionary, suggests that the concept is a gray area, a sort of “less judgmental midpoint that can be seen as a ‘teachable moment’ rather than an all-or-nothing accusation of plagiarism.” This is especially the case with writing that is still […]

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Solving the Patchwriting Problem, Part 1: What is Patchwriting?

big pile of patches

by Karen Hollingsworth Gardiner In her 1992 Journal of Teaching Writing article “A Plagiarism Pentimento,” Rebecca Moore Howard coined the phrase “patchwriting” to describe the student practice of “copying from a source text and then deleting some words, altering grammatical structures, or plugging in one-for-one synonym substitutes” (233). An example would the student who hews […]

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