College English Association of Ohio
Spring Conference, 2021 Saturday, April 24th
Keynote: Karen Schubert, Lit Youngstown
Fluidity, Mobility in English Studies
Photo Credit: Hannah Vadzemnieks, “Asbury Woods Running Water”
A big big thank you!
Faculty all over the world had to change their approaches to teaching topics in English studies as all took on the challenge of teaching during the most severe pandemic in a century. These adjustments occurred, also, during a period of considerable racial tension. Faculty in Departments of English throughout Ohio and the nation helped students think about new ways of learning the various concepts associated with English Studies and new ways of thinking about social issues. The College English Association of Ohio celebrates successful applications of pedagogies, and many of the sessions this year provide information about experiences with these challenges of the past year.
Instructions (Link coming!)
Bryan Bardine, CEAO President;
Barbara George, CEAO Vice President;
Renea Frey, Conference Technical Coordinator
Session 1 — 9:15-10:15 am
WID/Professional Writing/Technical Writing
How Literate Responses to Technical Communication Can Promote Practical Responses to Environmental Change.
Mary Le Rouge, Kent State University
Through a study of public communication related to the development of an offshore wind farm in Lake Erie, I hope to provide a synthesis of information surrounding contemporary environmental communication that will help push the next iteration of policy to better address environmental problems in ways that attend to the concrete manifestations of environmental change.
“The Life of the Mind and Career-Readiness are not opposed”: Building Professional Discernment and Practice into an English Curriculum.
Lisa Robeson, Ohio Northern University.
This presentation summarizes the techniques we used to increase enrollments in the English major and build student satisfaction with career preparation into our formal and informal programming.
The Benefits of Communication: Transitioning Writing Program Director/Teaching Assistant Supervisor Roles at University of Findlay
Nicole Diederich and Judith Lanzendorfer, University of Findlay
This presentation focuses on the exchanging of Writing Program Director/Teaching Assistant Supervisor roles between the two presenters. The presenters will discuss transitioning roles related to:
o Underlying Importance of Fluidity of Communication
o Beginnings and Transitions related to the roles
o Transitions in TA Training
o Progressions in English 592: Composition Internship format
o Modifications in English 104: College Writing I and English 106: College Writing II Meetings
o Transitions in the Standardized Assessment Process/Portfolio
Navigating Rough Waters: Bodily Knowledge, Bodily Practices
Sue Carter Wood, Charity Anderson, Clay Chiarelott, Annie Cigic, Rachel Flynn, Krys Ingram,
Sherrell McLafferty, Laura Menard, Spencer Myers, Kylie Stocker, Bowling Green State University
In this round table, speakers will present pedagogical practices grounded in theories of bodily ways of knowing that respond to rapidly shifting rhetorical and teaching situations. Informed by scholarship such as Jay Domage’s Disability Rhetorics, speakers apply rhetorical concepts including mētis, kairos, tuchē and technē to contemporary scenes of knowing and teaching, scenes that have required flexibility and shifting movement, especially during 2020 and 2021.
Flow: Deeper Immersion in Your Teaching Practice. Workshop
Maria Shine Stewart, Kent State University and Tri-C
Often as teachers, lecturers, and professors, our focus is on having students do their best, most inspired work. We will conference with them. We will rework our assignment sheets. We scrutinize resources, free and for purchase. We confer with colleagues. We plumb the well of our own experience. And sometimes the well may seem dry.
Serving students is as it should be — much of the time. But what about us?
This workshop will allow for (1) self-reflection on your current teaching practice; (2) experiential practice of areas you may hope to further develop or try (not just assignments); and (3) discussion of what already works for you; (4) role playing; and (5) a set of goals and ideas for deeper, more malleable, flexible, and supple teaching practices suited to you and that extend from our teaching philosophies.
Session 2: 10:30-11:30am
Writing Pedagogies Using Home Literacies
Adult EL Reading Comprehension: Improve and Empower with Crossover Picturebooks
Lauren Vogel, Kent State University
This session will showcase crossover picturebooks in my adult ESL Reading and Writing classroom. A crossover picturebook is a picture book for all ages with sophisticated content encompassing multiple layers of meaning (Kümmerling-Meibauer, 2015).When using the crossover picturebook as a read aloud, students hear new words pronounced correctly and authentically in the right context with the correct intonation useful for correct grammar usage. As reading and writing are reciprocal processes, crossover picturebooks can also be used to teach literary devices. I will share steps and activities for using these books and provide additional crossover book resources. I also use these books in my domestic College Writing class.
The Fluidity of Story: Appalachian Storytelling as a Rhetorical Tool in the Developmental Writing Classroom.
Amanda Hayes, Kent State University
Storytelling is a skill that many Appalachian students recognize and at which they are adept. Harnessing this familiarity can help them to gain confidence in their writing while also improving the skills that will make them capable academic writers. Framing their introduction to academic writing through storytelling can highlight the ways in which this skill transfers to other writing contexts. A classroom focus on storytelling also helps students from a variety of cultural backgrounds think critically about the ways that their own sense of story can differ from the expectations of academic writing. This presentation will further explore the reasons storytelling can play a pedagogically important role in the college writing classroom (especially but not limited to those in Appalachian Ohio) as well as provide suggestions for how teachers can utilize it.
|Social Justice and Accessibility in the Writing Classroom
Maximum Impact: The Dynamic Role of Writers in Social Justice Advocacy
Liz Lehman, Youngstown State University and South University
Writers in social justice advocacy communication online need to make careful
considerations about how to be both ethical and effective. What motivates altruism in people and how can writers tap into that to create positive impact? To be ethical, persuasion must be about an action a reasonable person would agree to do and the ultimate goal should be to end the persuasion by changing the audience’s mind. Effectiveness is also important for writers. This presentation considers multiple ways to present sensitive topics ethically and sensitively.
Mindfulness and Self-Efficacy in Social Justice Writing Curriculum
Jessica Corey, Duke University
This presentation stems from a recently developed freshman writing course focused on intersections between criminology and feminist activism. By examining connections among criminology, feminism, and activism, the course engages students in the exploration of questions such as, “How is feminism understood in the U.S.? How do women across cultures remain subversive under oppression and despite criminalized acts of dissent? How is feminism rhetorically constructed within criminology and vice versa? How do various feminist movements function rhetorically within these constructs?”
The nature of the course, then, demands fluidity between cognitive and emotional experiences of social justice issues, which can make writing cathartic but also daunting and arduous.
Restructuring First Year Writing to Increase Accessibility for Students with Autism Spectrum Disorder
Cathleen Edmonds, University of Findlay and St Rita School
By examining the Cognitive Process Model created by Linda Flower and John Hayes, the presenter determines areas of potential breakdown in each stage of the composing process and proposes assigning strategies to make writing more accessible for students on the autism spectrum. This presentation will contain an overview of autistic students arriving on college campuses and the challenges they face with composition. The stages of the Cognitive Process Theory and potential areas of breakdown in the writing process to become cognizant of the parts of the process where students with Autism Spectrum Disorder will require more instructional support. will be discussed Strategies to provide scaffolding to increase accessibility for autistic students and offer support for teachers of First Year Writing will be presented.
Exploring students’ use of online platforms and tools used for their composing practices
Shannon Grove Lutz and Sarah Lacy, Kent State University
The session reports on a study to gain information regarding how (and if) Kent State students are using The Student Guide to College Writing I & II website that is a requirement for College Writing I and College Writing II courses, as well as to inquire whether students use other online resources and/or posing questions to their College Writing instructors toward understanding how to improve the Guide.
|Literature and Pedagogy
An Atlas of a Difficult World:” The Need for Fluidity in Conceptualizing Feminist Aesthetic, Hermeneutics, and Subjects.
Allison Brooks, Kent State University
The presenter seeks to reread Adrienne Rich’s poem “An Atlas of a Difficult World” in contrast to the sense evident in discourse among Rich’s peers as well as students, mentees, and critics which suggest that towards the end of her professional life Rich wavered in her role as a guiding voice for feminist poetics.
Cultural Fluidity in Global Literary Pedagogy: Teaching Hamlet in China with The Banquet
David S. Hogsette, Wenzhou-Kean University
During the 2008 spring semester, the presenter taught a research writing course for the joint venture between the New York Institute of Technology and the Nanjing University of Posts and Telecommunications.
However, there seemed to be a dam separating the Eastern and Western waters. The presenter tried to connect with these students, but they grasped very few of my cultural references and humorous asides. Moreover, they were struggling with the Western literary texts that dominated the syllabus. The presenter needed to find a way to connect, to open the dam’s floodgates gradually, and to facilitate greater cultural fluidity. In this presentation, the presenter will outline the activity they developed, discussing the strategies they used to reshape the classroom into a dynamic interpretive community.
American Identity and Textual Lineage: Story and Counterstory
Kris Harrington, Kent State University
In “The Textual Identity of a Teacher,” Emily Chiariello writes, “That words can shape who we become, that ideas have the intrinsic capacity to change the future, is profound validation for all teachers.” This presentation will overview an American Identity themed Honors Colloquium that uses texts from multiple genres–essays, poetry, drama, documentary, and memoir–to help students examine their positionality in these American stories and in THE American story.
|Awards: Bryan Bardine; Renea Frey, Jim Farrelly
Nancy Dasher Award for Best Book (Category: Creative Writing): Margo Singer for Underground Fugue
John Hollow Award for Distinguished Service to CEAO
|Business Meeting: Bryan Bardine, Barbara George|
|Keynote Address: 12:15pm: Karen Schubert, Lit Youngstown: “Fluidity Strategies: Collaboration, Flexibility, Humor and Cake in Literary Arts Programs”|
Session 3: 1:30-2:30pm
Discussing OLI (Online Literacy Instruction) Certificate and Practicing Tools
Barbara George, Kent State University.
In this workshop, the presenter will give an overview of the OLI (Online Literacy Instruction) Basic Certificate, including a portfolio-in-progress. The OLI certificate allows for a community and supports (theoretical and practical) for a variety of online reading and writing instructors and administrators. Next, we will all discuss and swap digital “tools” that have made an impact on effective teaching practice during this remote teaching experience. Come with a sample tool and an example of an assignment, and be prepared to share why it was effective in your classroom or writing center.
Moving Toward Difference: Making the Invisible Visible
Mary Leoson, Cleveland State University, Lakeland Community College, Cuyahoga Community College, Eastern Gateway Community College;
Zuzanna Koziatek, Cleveland State University, and
Ritu Sharma, Purdue University, Lakeland Community College.
This three-person panel will offer strategies and examples for helping students recognize and value differences in literature and in each other. Strategies include use of Critical Literacy Theory, anti-racist pedagogy and empathy.
Raising the Anchor Text: Teaching The Best American Series to Revive Student Interest in Written Expression.
Joshua Myers, Kent State University
The idea that to produce strong writers there must be reading(s) is universally recognized among the varied approaches to writing instruction. The presenter proposes that the key to creating a wellspring of classroom discussion lies in selecting fresh and current material that engages students through topical relevance and language that is contemporary and approachable. To this end, the presenter will share their experiences teaching The Best American Essays and The Best American Short Stories in my composition courses.
Arguments don’t have to have an opposing side: Student self-representation of mobile practices through non-binary, multi-modal argument.
Julie Townsend, Cleveland State University
This individual presentation focuses on practical pedagogical applications to the notion of the mobility of student literacy practices in college English. The writing assignment stems from Downs and Wardle’s (2007) call for a writing about writing curriculum, meaning that first-year writing students discuss and write about issues that are relevant to writing studies.
Pedagogy of Critical Analysis and Composition Through the Hero’s Journey
Alex Coleman, Kent State University
When teaching writing composition courses to college freshmen, literature-based pedagogical approaches can be an attractive tool to excite the mind and engage the student to apply the required curriculum of composition while simultaneously inciting active participation of the student in critical thinking analyses regarding the larger questions the humanities poses to the mind. The purpose of this presentation is to introduce a pedagogical assignment which showcases Joseph Campbell’s monomyth “The Hero’s Journey” as an effective subject matter that can successfully bridge the learning outcomes of both teaching composition and literature simultaneously.
Facilitating Analysis using Remote Instruction Tools
Alexandra Chakov, The University of Findlay
The goal in this presentation is to show how an analysis lesson—which is a concept many writing students struggle with—can be executed in the classroom in a way that will engage students in this shifting classroom atmosphere. Zoom’s screen sharing feature, a PowerPoint, discussion boards, and group collaboration will be used to show how difficult concepts can be taught in a strong learning community that smoothly shifts from physical and digital spaces.
Tutor Metamorphosis: Expectations and Reality when Tutoring Remotely
Dr. Ana Wetzl, Kent State University at Trumbull;
Emily Tondy, Kent State University;
Alyssa Gelet, Kent State University at Trumbull
This presentation describes the recent experiences of two English tutors working for a Kent State University regional campus. As Kent State University transitioned to fully remote instruction in March 2020, academic services were also asked to find innovative ways to assist students remotely.
Adaptability in the Age of a Pandemic Environment: The Lessons We’re Learning
Amanda May, Northern Kentucky University
Flexibility and adaptability have always been important characteristics in the classroom, both for students and instructors. However, dealing with the last year of global pandemic conditions and trying to continue a healthy learning environment has involved adapting on a whole new level up to and including adapting entire class curricula to a new learning style. As a graduate student with a focus on rhetoric and composition looking to move toward a WPA professional track, the presenter has been granted the gift of being able to see not only how my instructors have had to alter certain assignments in the ever-changing environment, but also experience the student side of the changes.
This presentation will explore one specific assignment, the final research project, assigned during one of the Fall 2020 classes, Research Methods in Writing.
Session 4: 2:45-3:45pm
Immersive Learning in Professional Writing
Renea Frey, Xavier University
Jeff Gerding, Xavier University
Danielle Stone, Xavier University
Embedding student learners in a community requires flexibility as instructors attempt to synthesize learning outcomes and institutional goals with community needs, an issue that becomes more complex amidst diverse socioeconomic, racial, and cultural expectations and communicative practices. This panel will discuss the possibilities of applying the skills of a Professional Writing curriculum to an ongoing community-engaged partnership.
Literature pedagogy/analyses/creative writing
Teaching mental health: a new look at Love in the Time of Cholera
Mckenzi Monday, University of Dayton
This presentation will explore reality, denial, and idealization in the novel, Love in the Time of Cholera. The presenter will argue that both Fermina Daza and Florentino Arizo spend their lives creating their own versions of reality that allow them to live in denial of certain facts, and wrongfully idealize people in their lives.
The Evolution of Alice: Fluidity of Meaning in Nonsense Literature
Felicity Nolder, University of Dayton
Nonsense literature, a type of literature that explores the function of logic and the result of its absence, is a genre that Lewis Carroll’s Alice in Wonderland is categorized under. Ultimately, the use of the nonsense devices and the setting of Wonderland highlight that Carroll sees adulthood as an equally nonsensical phase of life as childhood is considered to be; further, he aims to draw attention to the aspects of Victorian society that do not make sense.
Ghosts of Devastation (Reading)
Sarah Mohler, Kent State University
“Ghosts of Devastation” is a ≈ 3,000-word personal essay that explores the common theme of heartbreak in an atypical way, connecting the energy of physical places with the tragedies that occur there.
Rethinking Pedagogy in the Digital Classroom
Mary Hricko, Kent State University
Digital pedagogy is transforming teaching, learning, and research in several ways. This presentation will demonstrate how instructors can make the transition to more open-based pedagogical practices by “rethinking” the design and delivery of their language arts and writing curriculum.
Beyond Composition Classroom Walls: Implementation Of Digital Open Badges To Promote Alternative Assessment And Learner Mobility
Courtney M. Poullas, Youngstown State University & Eastern Gateway Community College
According to a study published in the Fall 2018 issue of the Journal of College Counseling, students (N=374) cite academic distress as their top source of anxiety and feel increasingly pressured to rise above their peers through excelling academically. How do university faculty and staff consider students’ admissions that traditional grading and assessment are simultaneously the most stressful and most important aspects of their college careers?
One way is for faculty and staff to consider alternative forms of assessment such as digital badges. Students may, for example, earn badges in their composition classes for mastering citation styles, thesis statement formation, and other areas of composition.
A Collaboration: The Hybrid Classroom and Writing Conferences
Ronald Hundemer, University of Cincinnati
This discussion will address the structure of writing conferences and their relationship to the hybrid classroom instruction. After a brief overview of the hybrid classroom, the presenter will share their experiences with small group and individual writing conferences of varying lengths.
|Bryan Bardine; Barbara George|