Author Archives: Patricia Earl

In the article “When the First Voice You Hear Is Not Your Own,” Jacqueline Jones Royster examines “moments of personal challenge that seem to have import for cross-boundary discourse” (29). Royster supports her examination by giving anecdotal evidence, divided into three “scenes” that she explains and accompanies with the work of Black writers and scholars.Continue reading “Royster, Jacqueline Jones. “When the First Voice You Hear Is Not Your Own.” College Composition and Communication, Vol. 47, No. 1, Feb. 1996, pp. 29-40.”

In the article, “Inviting students to determine for themselves what it means to write across the disciplines,” Brian Hendrickson and Genevieve Garcia de Mueller propose “the possibility of re-envisioning the role of the composition classroom within the broader literacy ecology of colleges and universities largely comprised of students from socioeconomically and ethno-linguistically underrepresented communities” (74).Continue reading “Hendrickson, Brian, and Garcia de Mueller, Genevieve. “Inviting students to determine for themselves what it means to write across the disciplines.” The WAC Journal, Vol. 27, 2016, pp. 74-93.”

In the article “Where Do We Go from Here? Toward a Critical Race English Education,” Lamar L. Johnson proposes “Critical Race English Education (CREE) as a theoretical and pedagogical construct that tackles white supremacy and anti-black racism within English education and ELA classrooms” (102). Johnson supports his proposal through anecdotal evidence and utilizing autoethnography andContinue reading “Johnson, Lamar L. “Where Do We Go from Here? Toward a Critical Race English Education.” Research in the Teaching of English, Vol. 53, No. 2, Nov. 2018, pp. 102-124.”

In the article/speech “Made Not Only in Words: Composition in a New Key,” Kathleen Blake Yancey suggests that “literacy today is in the midst of a tectonic change” (298). Yancey substantiates her argument through anecdotal evidence, statistics on English departments and education. Her purpose is to show that English studies are shifting and changing inContinue reading “Yancey, Kathleen Blake. “Made Not Only in Words: Composition in a New Key.” College Composition and Communication, Vol. 56, No. 2, Dec. 2004, pp. 297-328.”

In the article “From Analysis to Design: Visual Communication in the Teaching of Writing,” Diana George argues “throughout the history of writing instruction in this country the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments we might imagine for composition” (11). George supportsContinue reading “George, Diana. “From Analysis to Design: Visual Communication in the Teaching of Writing.” College Composition and Communication, Vol. 54, No. 1, Sep. 2002, pp. 11-39.”

In the article “Research Yields Tips on Crafting Better Syllabi,” Paula Wesley suggests that “many professors don’t give much thought to what students take away from their syllabi . . . [they] may want to borrow a page of two from a few researchers who have formally pondered the question” (A11). Wasley supports her suggestionContinue reading “Wasley, Paula. “Research Yields Tips on Crafting Better Syllabi.” Chronicle of Higher Education, vol. 54, no. 27, 14 Mar. 2008, pp. A11.”

In the article “Teaching is Accommodation: Universally Designing Composition Classrooms and Syllabi,” Ann-Marie Womack argues that what we think of accommodation is actually “the most basic act of art and teaching. It is not the exception we sometimes make in spite of learning, but rather the adaptations we continually make to promote learning” (494). WomackContinue reading “Womack, Ann-Marie. “Teaching is Accommodation: Universally Designing Composition Classrooms and Syllabi.” College Composition and Communication, vol. 68, no. 3, 2017, pp. 494-525.”

In the article “Gender Equity in the Classroom and Beyond: 12 Evidence Based Teaching Strategies to Create a Productive and Inclusive Classroom Climate,” Jessie B. Ramey describes 12 strategies for teachers to encourage productivity and inclusivity in their classrooms. She supports the strategies by citing 7 sources from which she gathered her information. Her purposeContinue reading “Ramey, Jessie B. “Gender Equity in the Classroom and Beyond: 12 Evidence Based Teaching Strategies to Create a Productive and Inclusive Classroom Climate.” Women’s Institute at Chatham University, https://my.chatham.edu/documents/documentcenter/12%20Evidence%20Based%20Teaching%20Strategies%20to%20Create%20Productive%20and%20Inclusive%20Classroom%20Climate%20.pdf. Accessed 16 Mar. 2020.”

In the article “Feminism in Composition: Inclusion, Metonymy, and Disruption,” Joy Ritchie and Kathleen Boardman explore “how feminism has functioned over the past three decades to shape and critique our understandings of the gendered nature of writing, teaching, and institutions” (597). Ritchie and Boardman enact their exploration by surveying articles and notes from different academicContinue reading “Ritchie, Joy and Kathleen Boardman. “Feminism in Composition: Inclusion, Metonymy, and Disruption.” Cross-Talk in Comp Theory, edited by Victor Villanueva and Kristin L. Arola, National Council of Teachers of English, 2011, pp. 597-619.”

In the article “Composing as a Woman,” Elizabeth A Flynn argues that “difference is erased in a desire to universalize” (583). Flynn substantiates her argument by exploring “feminist research on gender differences in social and psychological development,” as well as examining the differences of four student essays (two women and two men), and examples ofContinue reading “Flynn, Elizabeth A. “Composing as a Woman.” Cross-Talk in Comp Theory, edited by Victor Villanueva and Kristin L. Arola, National Council of Teachers of English, 2011, pp. 581-595.”