Become a Guest Blogger
Are you an Americanist (however you choose to define that)? Or, an affiliate who engages American literary studies in the classroom? Do you have teaching practices you would like to share?
Well, you are in the right place. Join our conversation by becoming a guest blogger and help build this teaching resource for American literary studies. As you can see, there are a range of focuses and concerns addressed in the posts. What do you do in the classroom? Which texts are important to you?
If you would like to share with this growing teaching community, send an email to teachingPALS at gmail dot com telling us what you would like to contribute.
Naomi Clark catalogues some of her go to pieces for exploring race and rhetoric in the classroom in Teaching Resources for Talking about Race in a “Post-Truth” Era.
Kelli Hansen provides us with valuable insights from her experience as a librarian in Collaborating with Your Special Collections Librarian.
Darcy Mullen adds another population’s potential needs to the non-traditional student category in The Burst of The ITT Tech Bubble and Pedagogical Support.
Daniel Schweitzer shares his imitation assignment sequence and students’ approaches in Teaching Edgar Allan Poe’s Poetry and Writing Philosophy through Imitation and Response.
Carli Sinclair deciphers non-linear narrative and complex world building with students in Teaching Margaret Atwood’s The Handmaid’s Tale.
Larry S. Su uses William Faulkner’s “Barn Burning” to demonstrate how he teaches students to focus on the formal elements of short fiction in Reflections on Teaching Style in Short Stories.
Randi Tanglen challenges captivity narratives two Native rejoinders in Misattribution and Repurposing the Captivity Trope: Teaching Louise Erdrich and Sherman Alexie with Mary Rowlandson’s The Sovereignty and Goodness of God.
Elaina Frulla presents a new relevance for the often overlooked Richard Brautigan with our 21st century students in Walking through Richard Brautigan’s Antique Shop: Brautigan’s Relevance in the Contemporary College Classroom.
Rachel Michelle Hanson explains how she teaches Natanya Ann Pulley’s “The Way of Wounds”as a model for her creative nonfiction students’ writing in Unpacking the Personal Essay: Teaching Structure and Avoiding Cliché in Creative Nonfiction Workshops.
Catherine Hostetter explores community colleges’ student populations and student expectations in Considering the Rhetorical Situation: Teaching Literature and Composition at the Community College.
Christina Katopodis engages with the challenges and benefits of non-canonical American literature in Addressing Despair in the Classroom: An Ecocritical Approach to Non-Canonical American Writers and how to build classroom community while students explore the nature of the cityscape in Student-Driven Pedagogy in the Early American Survey Course.
Caitlin L. Kelly considers the intersection of British literature and America in Teaching Transatlantic Influence.
Christine Kozikowski questions the way we adapt our content when accounting for the expectations of different course numbers in Same Class, Different Day?: Teaching Similar Content at Different Course Levels.
Sheila Liming reflects on her experiences with theory as both student and professor in the two part series Loving the Alien: or, Making Theory Useful to the Undergraduate Literature Classroom, Part 1 and Loving the Alien: or, Making Theory Useful to the Undergraduate Literature Classroom, Part 2.
Tawnya Ravy advocates for the value of students, from community colleges in particular, in the production and use of digital humanities projects in The #DHattheCC Project: Digital Humanities Needs Community Colleges.
Matthew Teutsch proposes an approach for teaching adaptation of multicultural texts inspired by the NEH Summer Institute featuring the works of Ernest Gaines in “I think Aladdin looked kinda white”: Teaching Cultural Projection in the Classroom.
Mariko Turk brings in 1950 issues of a popular women’s magazine to show students how dominant cultural ideologies are critiqued in literature in Using the Ladies’ Home Journal to Teach Sylvia Plath’s The Bell Jar.
James Van Wyck interviews a 21st century poet to explore the additional possibilities for teaching contemporary literature in When the Author Isn’t Dead: Teaching the Work of Living Poets, an Interview with Poet/Scholar Jordan Windholz.