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Of the vexed issues confronting teachers of the first-year writing sequence, none is more frustrating than that of getting students to write in the drafting stages. And not just "to" write, but to write the right thing. The solution that the Composition literature offers to the problem of fluency and content development is process. That is, the general consensus is that writing is a five-stage process: prewriting, drafting, revising, editing, publishing. Rhetoric offers an alternative to Composition's process approach in the form of invention. As a rhetorician who has found classical rhetoric a particularly useful means of teaching writing, Crowley has long used "heuristics," a system of investigation, and what she calls a "means of discovery," as a strategy for creating writing assignments that students could more successfully complete in the drafting stages. The system of "heuristics" is explored in this article.

Purpose: Art forms such as music and drama are among some recognised tools used by educators. This has sparked interest in how art can be used in education, making it a fertile field for educational research. However, there is a missing connection in how drawing can be used as a tool for English as a Foreign Language (EFL) students to learn about literature. Methodology: This paper will incorporate an Arts-Based Research (ABR) method to determine how visual art, particularly drawing, can be used as a tool to advance EFL students' understanding of a selected literary text, Edgar Allan Poe's "The Tell-Tale Heart" (2015) This qualitative study, viewed through the lens of Richard Mayer's Cognitive Theory of Multimedia Learning (CTML), involved 10 EFL participants and revealed strategies for integrating drawing that are absent in traditional approaches. Additionally, Hameed's (2022) elements of art, Yenawine's (2014) Visual Thinking Strategies (VTS), and Showalter's (2003) concepts of literature learning will be included to ground the framework of the intervention. Findings: This study can be regarded as a method to liberate traditional teaching practices into contemporary approaches, serving as a tool to merge cultural knowledge while improving confidence, higher-order thinking skills, and expression. It also allows educators to be flexible and provoke more reflection and participation. The data discusses three main strategies in exploring how integrating drawing can help EFL students learn about literature: mining to trigger thoughts, engaging with the senses, and giving permission to wonder. Visual art allows individuals to create their responses by exploring new ideas and representing emotions, confirming plans, and comprehending the deeper level of literary texts. Significance: The study will offer insight and work as an alternate strategy for educators and learners alike to utilise visual art as a tool in teaching and learning literature. The findings will also ease the alarming condition where literature teaching and learning are stereotyped as daunting. [This paper was presented at the 12th Malaysian International Conference of Languages, Literature, and Culture (MICOLLAC) held in Penang, Malaysia, in August 2023.]

The present paper is the second of three, constituting a whole project of translation and commentary composed of translated extracts from the "Catalogo n. 2 – Le madri di tutte noi," published by the Milan Women's Bookstore in 1982. The idea for the project was conceived by Silvia Niccolai and Angela Condello, who selected the extracts and provide the written commentaries on the original texts. The Yellow Catalogue, in which we find collective discussions, pages of personal diaries and, overall, the enterprise of a group of women debating over their literary symbolic mothers (who to read? And why?), is an interesting example of political use of literature. After forty decades from its publication, it still proposes inspiring and fresh suggestions for feminist political action and critique, while representing an interesting occasion for researching the philosophical roots of Feminism. The projects is composed like follows: Paper No1, In search of a feminine symbolic, by Angela Condello, already published on Law & Litterature and Paper No2, From Novels to the Figures, themes and strategies for a political practice. Paper No 2 is structured in two parts. Part One is the article here presented (Part One. "Interest in Reality." For every woman's autobiography) written by Silvia Niccolai; Part Two is the article Sexual difference: an occasion for being, coauthored by Angela Condello and Silvia Niccolai, which will be published in a forthcoming issue of this Journal. [ABSTRACT FROM AUTHOR]

Most collegiate departments where one can find Spanish, French, German, and other non-English disciplines are referred to as "language departments," either formally or informally. Such designations are interesting as they suggest to the outsider (i.e., non-language person) that these departments consist of experts in language. In this essay, I will lay out the argument that this is not the case. I will argue that a focus on literature and culture does not make for expertise in language. I will then offer representative demographic research on the percentage of language faculty that can be considered experts in language. As will be seen, the percentage is quite low. Subsequently, I will describe some of the consequences of this low percentage, and I will conclude with an open letter to deans and other administrators regarding the current state of affairs. As will become evident, underlying the issues raised in this essay are the development of language proficiency and the nature of language teaching in university settings. Because language departments are generally charged with language instruction, and because students (and others) often expect some kind of proficiency at the end of an undergraduate career in languages, it is not trivial to ask: who is driving the bus of language development?

The integration of literature in English Language Teaching (ELT) has been a contentious issue although it is commonly accepted that literature caters to a whole bunch of opportunities for foreign language teaching. The aim of this study is to point to the idea that incorporating literature into ELT classes can direct foreign language classes into more innovative path as it fosters language development with both traditional and digitally-supported communicative activities designed to develop critical thinking abilities, creativity and learner autonomy. In this regard short stories, with their privileges due to their reader-friendly length, creativity in language use encompassing refined literary elements, and the wide range of subjects they deal with offer many opportunities. In this study to link the theory with real life experiences step by step, following the critical considerations about literature, language and meaning construction, text-selection and the methodology, possible applications based on the short story called The Paper Menagerie by Ken Liu are suggested. Activities encompassing all the phases of reading process are developed to help teachers to overcome potential difficulties in collaboration with their students while creating a classroom atmosphere based on negotiation. The article concludes that reflective teachers, starting to develop their own understanding of literature, language, meaning construction and reading, enable their learners to experience the authenticity and creativity of this valuable source when forming an identity as an independent reader of literature in the second language. Literature holds many opportunities to renovate language classrooms to keep up with the 21st century improvements.

New media are changing the literary sphere in various ways. In this article I want to focus on the dimension of literary reading. My aim is to map some stances around critical points in the debate about the potential effects of the transition from reading on paper to reading on screen. In particular, I want to consider the physical-sensorious dimension of reading, the issue of immersion and the matter of attention. Without any claim of completeness, I would like to draw some guidelines about relevant key points in such a complex debate. In the end of the article, I will notice that the “problem of reading” calls into question political issues.

This paper honours a paediatrician whose career has been patchwork but distinguished, with many facets. It is a light-hearted look at the printed (infinitely preferable to the electronic) word. Although the obvious response is "read everything I have written", this would only drive down the stores of Prozac. Read the scientific literature of course. The oldie reads to stay one jump ahead on the ward round. Meta-analyses and systematic reviews rely on the judgement of others, so should be regarded with suspicion. Do your own research, and do not rely on the thoughts of other people. Read beyond PubMed. "There is more in Heaven and Earth, Horatio, than is dreamed of in your PubMed" (Shakespeare). Read the giants of the past. Richard Asher has so much to teach. What are the seven sins of medicine, and how many have you committed? Asher is top read of the talk. Learn from the mistakes of the past. Your patient comes first. Read how the medical profession covered up the death of Steve Biko and never compromise with patient safety and your integrity. Finally, remember thou art mortal - read a real book for pleasure. Kindle reading must be like making love to an inflatable doll (not that I have done either). Choose what you relax with; for me, PG Wodehouse, Jane Austen, Billy Bunter and Wisden. Who said and why: 'Madam, under similar circumstances I would have kicked the Archangel Gabriel!'., (Copyright © 2015. Published by Elsevier Ltd.)

Describes a final assignment in an introductory sociology course that helps students apply their sociological knowledge. Students choose a book or movie, provide a plot summary, analyze it using a minimum number of sociological terms gathered from different chapters or topic areas, and provide a brief conclusion. (MJP)

This paper addresses the pedagogical implications of incorporating ChatGPT into the college English classroom specifically and, more broadly, into any college course with a focus on writing and research. Historically, advances in technology in the college classroom have characteristically promoted two juxtaposed reactions: relief and anxiety. Students customarily exhibit relief that a new technology will lessen their workload and embrace it wholeheartedly. Conversely, faculty often experience anxiety at how some newfangled computerized application will impact student learning. This juxtaposition creates barriers to an effective integration of new technology into the classroom. What students view as a cool new tool faculty see as a platform that promotes student slacking or, at worst, cheating. Such is the case with ChatGPT. I review generally the ethics of using ChatGPT as a classroom tool to conclude that the potential for advancing educational equity among students outweighs any potential for misuse of this quickly evolving technology. Relying upon established principles of classroom instruction as well as significant trial-and-error experience, I propose a pedagogical framework that allows for limited application of ChatGPT in selected scaffolded assignments. I further offer specific lesson plans to show how incorporation of ChatGPT into the college composition classroom can align with universally accepted goals, objectives, and student learning targets in both freshman composition and traditional literature courses, all while removing barriers and promoting equity. This paper provides faculty who are not already well-versed in ChatGPT with information to evaluate its efficacy for their courses and a flexible framework to include into their pedagogy easily modifiable ChatGPT-based lesson plans that present challenging yet fun scaffolded assignments for any writing or research curriculum.

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one ofhis statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.

This paper outlines the development of a new Indigenous research methodology: Indigenous Literature Re-view Methodology (ILRM). In the rejection of the idea that Western, dominant forms of research 'about' Indigenous peoples are most valid, ILRM was developed with aims to research in ways that give greater emphasis to Indigenous voices and knowledges, foregrounding Indigenous ways of being, doing and knowing. The advantages of ILRM include identifying themes as 'relevant' as opposed to 'common'. This method is based on relatedness, which is framed by Aboriginal ontology, axiology and epistemology, or ways of being, ways of doing and ways of knowing. Describing and employing ILRM to re-view Indigenous Australian boarding school literature, it was found there is a modest but robust body of research that has emerged in the past 20 years. Sixty-six written sources (i.e. journal articles, reports, theses and books) which were published in 2000 onwards and focussed on a topic of contemporary Indigenous boarding schooling were analysed. Sources that included a chapter or section on boarding as part of a publication focussed on other topics were not included in this re-view. Seven major themes emerged, including home, student experience, transitions, access, staff, health and evaluation. This paper focusses on the development and use of ILRM as an Indigenous methodology for researchers in Indigenous fields of study.

Drawing on the experiences of teaching Beloved in an elite, college preparatory context, the following research paper works towards alternative approaches to teaching trauma and difficult histories. After exploring some of the limitations and applications of the education as séance approach, this paper constructs a framework for teaching difficult histories modeled after Toni Morrison's description of The Clearing, a place of embodied, radical subjectivity, and personal transformation within a community of love and support.

Classroom discussion of scientific articles can be an effective means of teaching scientific principles and methodology to both undergraduate and graduate science students. The availability of classic papers from the American Physiological Society Legacy Project has made it possible to access articles dating back to the early portions of the 20th century. In this article, we discuss a classic paper from the laboratory of Dr. James O. Davis on the regulation of aldosterone synthesis from the adrenal zona glomerulosa cell. Dr. Davis has conducted much of the seminal research investigating the renin-angiotensin system and the regulation of aldosterone release by angiotensin II. In addition to a characterization of the effects of ACTH on aldosterone regulation, this study is useful for discussing the basic principles of negative feedback pathways of the hypothalamic-pituitary axis. This study also provides examples of early bioassay techniques for the detection of angiotensin II and of the importance of quantitative measurements when investigating physiological responses. Three figures and one table are reproduced from the original article along with a series of discussion questions designed to facilitate discovery learning.