Religion in the Writing Classroom bibliography
Anderson, Chris. Teaching as Believing: Faith in the University. Baylor UP, 2004. Ordered via Amazon, early April ‘08.
Anderson, Chris. “The Description of an Embarrassment: When Students Write about Religion.” ADE Bulletin 094 (Winter 1989): 12-15. (I have a digital copy.) 01-14-08: here’s a link to this article: http://web2.ade.org/ade/bulletin/n094/094012.htm
Andrew. “Religion in the Writing Center” PeerCentered. http://bessie.englab.slcc.edu/pc/2008/03/religion-in-writing-center.html 10 March 2008. 22 June 2008. See comments also.
Boal, J.H., Randall J. Heeres, Frances R. Poston, and Keith A. Blanding. “Religion in the Classroom II.” The English Journal 73.2 (Feb 1984): 45-47.
Bosma, Bette. A Christian perspective on the teaching of reading (Calvin College monograph series). (?? — that’s all I know)
Browning, Mark. “Symposium on Teaching in the Whirlwind: When Religion Becomes Visible in the Classroom.” Dialogue: A Journal for Writing Specialists. 6 (1999): 6-7.
Browning, Mark. “Your Logos Against Mine.” Dialogue: A Journal for Writing Specialists. 6 (1999): 8-13.
Cassity, Kathleen. “Exploring Religious Hybridity in the Writing Classroom.” Presented at CCCC 2008 in New Orleans. (F.30 “Writing Realities in “Paradise”: Real Students, Real Teachers). Cassity is at Hawaii Pacific University, Honolulu.
Crowley, Sharon. Toward a Civil Discourse: Rhetoric and Fundamentalism. U of Pittsburg P, 2006.
Diltz, Judith. “Writing as Threshold to Spirit: A Phenomenological Study of Writing of Twelve College Women.” (DAIA) 2007 July; 68 (1): 176. Union Institute and U, 2006. Abstract no: DA3248192. Found on EBSCO. No abstract.
Dively, Ronda Leathers. Beyond Dualism: Writing and Responding to Religious Rhetoric in the Freshman Composition Classroom. Diss 1994 Illinois State University. Made copy for myself, June 2008.
The purpose of this research was to investigate the potential effects of a pedagogy designed to help students avoid dualistic modes of thought and expression when writing about religious subject matter. Specifically, the study focused on the following questions: 1) How might the nature of students’ attitudes toward, the process involved in, and the products elicited by engagement with a religious topic be characterized? 2) To what extent is it possible to help freshman composition students write about religious faith in an intellectually and rhetorically astute fashion as that is defined by appropriations of William Perry’s model of intellectual and ethical development of undergraduates for the composition classroom? 3) How might composition instructors successfully address the many problems which necessarily arise when helping students to write about religious values and experiences within forums (including the academy) composed of individuals who may not share their convictions?
The research pedagogy drew heavily on theories of audience and forum analysis, multiple subjectivity and the centripetal and centrifugal capacities of language. The potential effects of the pedagogy were investigated by means of preexperimental and case-study methodology. The primary data (collected from each of forty students in three separate classes) included two drafts written in response to an essay assignment on religion, one written before implementation of the pedagogy, and the second written after implementation of the pedagogy. Other data included questionaire responses, process journals, revisions plans and end-of-the-semester self-analyses.
The data led to the following conclusions: 1) The majority of students did not produce dualist initial response to the essay assignment on religion. 2) Some students involved in the preexperiement did improve the quality of their essay on religion after implementation of the pedagogy. 3) Case-study documents revelaed that the students’ attitude toward the assignment on religion were positive. 4) Case-study documents and students’ drafts suggested that certain aspects of the pedagogy were helpful in facilitating successful revision processes for the assignment on religion. 5) Many of the students experienced common difficulties when drafting the essay assignment on religion.
Dively, Ronda Leathers. “Censoring Religious Rhetoric in the Composition Classroom: What We and Our Students May Be Missing.” Composition Studies/Freshman English News, v25 n1 p55-66 Spr 1997 Ordered via ILL 4-10-08 Transaction Number 297674.
ABSTRACT: Notes that it is not unusual for writing teachers to place “religion” on lists of forbidden subject matter. Describes a two-year research project that developed and tested a pedagogy for responding to the unique problems that composition instructors face when intellectually and rhetorically unsophisticated religious texts do cross their desks. (RS)
Added 4-10-08 ABSTRACT: The purpose of this research was to investigate the potential effects of a pedagogy designed to help students avoid dualistic modes of thought and expression when writing about religious subject matter. Specifically, the study focused on the following questions: (1) How might the nature of students’ attitudes toward, the processes involved in, and the products elicited by engagement with a religious topic be characterized? (2) To what extent is it possible to help freshman composition students write about religious faith in an intellectually and rhetorically astute fashion as that is defined by appropriations of William Perry’s model of the intellectual and ethical development of undergraduates for the composition classroom? (3) How might composition instructors successfully address the many problems which necessarily arise when helping students to write about religious values and experiences within forums (including the academy) composed of individuals who may not share their convictions?
The research pedagogy drew heavily on theories of audience and forum analysis, multiple subjectivity and the centripetal and centrifugal capacities of language. The potential effects of the pedagogy were investigated by means of preexperimental and case-study methodology. The primary data (collected from each of forty students in three separate classes) included two drafts written in response to an essay assignment on religion, one written before implementation of the pedagogy, and the second written after implementation of the pedagogy. Other data included questionnaire responses, process journals, revision plans and end-of-the-semester self-analyses.
The data led to the following conclusions: (1) The majority of students did not produce dualistic initial responses to the essay assignment on religion. (2) Some students involved in the preexperiment did improve the quality of their essay on religion after implementation of the pedagogy. (3) Case-study documents revealed that the students’ attitudes toward the assignment on religion were positive. (4) Case-study documents and students’ drafts suggested that certain aspects of the pedagogy were helpful in facilitating successful revision processes for the assignment on religion. (5) Many of the students experienced common difficulties when drafting the essay assignment on religion.
Dively, Ronda Leathers. “Religious Discourse in the Academy: Creating a Space by Means of Poststructuralist Theories of Subjectivity.” Composition Studies. 21.2 (1993): 91-101.
Farber, Paul. “Tongue Tied: On Taking Religion Seriously in School.” Educational Theory
Vol. 45 Issue 1 Page 85 March 1995
France, Alan W. “Theology and Composition: Inscribing the Absent Other.” Composition as a Cultural Practice. Macedo, Donaldo, ed. Wesport, CT: Bergin & Garvey. 1994. page 139 Valley doesn’t have… can get through Summitt though. Ordered used copy via Amazon, to be sent to Yakima, 6-11-08
Chapter 9 Theology and Composition: Inscribing the Absent Other
A social-materialist rhetoric, as sketched in the preceding chapter, focuses attention on the often unintentional work of the political unconscious. It is reasonable to infer that this unconscious shapes a culture’s most pro¬found persuasion of what nature is (like) in ways compatible with existing social arrangements, which in turn come to seem “natural.” Western dualism, for example, insists on the discursive space of subject and object, self and the stuff of otherness. In this historical context, therefore, any reenvisioning of composition as a culturally subjective process must address the textual regulations for inscribing alterity at and beyond the limits of the material world, the meaning of the Other as a metaphysical
complement of the Self. This chapter attempts to explore the theological ground rules–the code of presuppositions, or Burkean “god-terms”–that govern meaning making in the contemporary composition classroom. The way I have been using the word “culture” up to this point assumes that discourses, in anthropologist Terence Turner’s words, “must be under¬stood and analyzed primarily as constituents of contextually and histori¬cally situated social interaction” (123). Repeatedly I have written here about institutional structures of discipline and authority (with a general but until now unacknowledged debt to Foucault) and of hegemonic social relations that mediate the material reproduction of wealth, privilege, and
power. In this final chapter, however, I want to examine the cultural context of writing and writing pedagogy from what might well be considered an idealist, rather than a material, position. Such a point of view assumes that “individual tropes and symbols constitute the fundamental units or….
Goodburn, Amy. “It’s a Question of Faith: Discourses of Fundamentalism and Critical Pedagogy in the Writing Classroom.” JAC: A Journal of Composition Theory (1998): 333-53. PE1001 .J681 v.18 (1998) AVAILABLE VALLEY
Groppe, John D. “The Writing Classroom as a Spiritual Site of Composing.” Paper presented at the Annual Meeting of the Conference on College Composition and Communication (46th, Washington, DC, March 23-25, 1995). ABSTRACT: The academic setting for many students is frightening, but it is especially so for students with a strong religious background. For such students, the academic atmosphere is, at best, not neutral but empty of teachers and classes that would encourage them to deepen their religious resources. In a “Point of View” essay in the “Chronicle of Higher Education,” Professor Robert N. Sollod called the current curriculum of American colleges and universities “the hollow curriculum” as “American universities now largely ignore religion and spirituality.” That may be the best situation religious students encounter. More often they encounter an environment hostile to religion. What writing instructors, especially, must do at this junction is learn how to deal with ideas and experiences that are vital to a good number of their constituents. They must recognize and appreciate the range and variety of verbal forms that reflect and constitute what William James called the varieties of religious experience. Prophetic discourse would be one of these verbal forms. The prophetic genre is both a crystallization of and the impetus for such forms as personal testimonies or autobiographies, lyrical meditation, and songs that appropriate or develop religious symbols. Expressive discourse can be used as a means of building the kind of premises and connections among a group of students that is necessary for good persuasive discourse. Contains seven references. (TB)
Habermas, Jurgen. “Notes on a post-secular society.” sightandsound.com 18 Jun 2008. http://www.signandsight.com/features/1714.html [see Michael's post 06-28-08 "the secular society vs the post secular society"]
Hebb, Judith. “Critical Thought and Christian Tradition.” Conference on College Composition and Communication, Chicago, IL. March 23, 2006.
Hebb, Judith. “Critical Thinking and Biblical Discernment.” Conference on College Composition and Communication, San Francisco, CA. March 17, 2005.
Hudson, Deal W. “Thinking about God: to find a free and able mind, look for a believer, not a relativist skeptic - Back to School.” National Review September 30, 1996. http://findarticles.com/p/articles/mi_m1282/is_n18_v48/ai_18738566
Johnson, Peggy. “Growing Up Catholic: Religion in the Writing Center Contact Zone,” Midwest Writing Centers Association Conference, University of Minnesota, Minneapolis, MN, 2005 www.smumn.edu/sitepages/pid2903.php
Johnson, Robert. “Teaching the Forbidden: Literature and the Religious Student.” Ade Bulletin 112, Winter 1995, pp. 37-39. http://web2.ade.org/ade/bulletin/n112/112037.htm Rpt. in Transitions: Writing, Researching, Reflecting. Donna Dunbar-Odom. Southlake, TX: Fountainhead P, 71-77.
Jost, Walter, and Wendy Olmstead, eds. Rhetorical Invention and Religious Inquiry. Yale University Press, 2000. Ordered a used copy via Amazon 06-04-2008 to be sent to Yakima.
This exceptional collection of writings offers for the first time a discussion among leading thinkers about the points at which rhetoric and religion illuminate and challenge each other. The contributors to the volume are eminent theorists and critics in rhetoric, theology, and religion, and they address a variety of problems and periods.
Together these writings shed light on religion as a human quest and rhetoric as the origin and sustainer of that quest. They show that when pursued with intelligence and sensitivity, rhetorical approaches to religion are capable of revitalizing both language and experience. Rhetorical figures, for example, constitute forms of language that say what cannot be said in any other way, and that move individuals toward religious truths that cannot be known in any other way. When firmly placed within religious, social, and literary history, the convergence of rhetoric and religion brings into focus crucial issues in several fields—including philosophy, psychology, history, and art—and interprets relations among self, language, and world that are central to both past and present cultures.
King, Matt. “Religious rhetoric (in the classroom?).” Blog post. 2-18-08 Blogging Pedagogy. pedagogy.cwrl.utexas.edu/node/294
Kyburz, Bonnie Lenore and Elizabeth Vander Lei, eds. Negotiating Religious Faith in the Composition Classroom Boynton/Cook, 2005. (have copy) Religious faith may seem to be so personal that it has no place in the composition classroom. But Negotiating Religious Faith in the Composition Classroom demonstrates the myriad and profound ways that religious faith shapes the work of composition students and instructors, whether or not they are believers. Elizabeth Vander Lei and bonnie kyburz invite you to consider anew how religious faith can help writers and teachers accomplish the goals of composition by addressing questions…
Maddux, Kristy. “Finding Comedy in Theology: A Hopeful Supplement to Kenneth Burke’s Logology.” Philosophy & Rhetoric 39, no. 3 (2006): 208-232.
Marsden, George. “Why the academy should include religious perspectives.” Academic Questions 9.2 (June 1996): 10-16. Category: Symposium: God in the academy.
McCrary, Donald. “Womanist Theology and Its Efficacy for the Writing Classroom.” CCC 52.4 (2001): 521-552. ABSTRACT: Analyzing postmodern theory, course discussion, and student texts, this article argues that womanist theology and the texts it gathers can serve as efficacious course content for other-literate students. Womanist theology offers students a scholarly discipline that expresses inter- and intracultural rhetorical awareness, bridging the gap between home and school literacy functions.
McGuire, Vail H. Unlikely Connections: The Intersection of Composition, Rhetoric, and Christian Theology. Diss. Doctor of Philosophy, Miami University, English, 2007. Ill’d 4-11-08 297763. ABSTRACT: The discipline of composition and rhetoric and the discipline of theology, particularly Christian theology, are two areas which have often found themselves distanced from one another, especially as they are positioned both within the academy and the composition classroom. Because the epistemological orientations of these two disciplines are often perceived as so dissimilar, the discipline of composition and rhetoric has been remarkably disinclined to include theology and religion among its many theoretical tributaries. In addition, composition pedagogy often conduces to a more liberal sociopolitical orientation, thus promoting further distance between the composition teacher and the conservative Christian student. The purpose for this paper, therefore, is twofold: first, to promote greater awareness among the professionals in my discipline of the contiguity which exists between composition and rhetoric and contemporary theology. There are conversations that are currently taking place regarding how to appropriate religious faith into the composition classroom in pedagogically productive and meaningful ways, but they are not addressing the issue within a theological context. Thus, the second objective is to address the following question: How might rhetoric and composition be informed by contemporary theology? In answering this question, it is important to recognize that Christianity is neither a coherent nor a monolithic cultural identity, something that will be examined at length. In addition, an exploration of the theologies of Trinitarian doctrine and of evangelism reveals how they might speak to the issues of subjectivity, ontology, and social construction, discussions which, in turn, suggest how theology can both inform and transform classroom practices.
Moffett, James. “Censorship and Spiritual Education” in The Right to Literacy, ed. Andrea Lunsford et al. MLA, 1990. I have a copy.
Nash, Robert J. Religious Pluralism in the Academy: Opening the Dialogue. New York: Peter Lang, 2001. (See review by Michael D. Waggoner in Anglican Theological Review Fall 2002 (copy in “Articles” directory)
Neyra, Rachel Ellis. “Room for Religion.” SBGradMag: Stony Brook’s Graduate Student Magazine Blog post Mon, 01/28/2008 - 12:09pm. http://sbgradmag.org/node/309
Peele, Tom. “Writing about Faith: Mainstream Music and Composition.” www.boisestate.edu/english/tpeele/faithandmusic/index.html
From his introduction: Since many of us in composition argue that we should value our students’ knowledges and experiences, and contextualize our study of writing within the various discourse communities that students inhabit, I propose that including the subjects of faith and religion in our curricula offers many students, both religious and non-religious, powerful rhetorical and affective grounds from which to write.
Polka, Brayton. “Tragedy Is—Scription Contra-Diction.” In Postmodernism, Literature and the Future of Theology. Ed. David Jasper. London: Macmillan; New York: St Martin’s, 1993. 21-59.
Ratcliffe, Krista. Anglo-American Feminist Challenges to the Rhetorical Traditions: Virginia Woolf, Mary Daly, Adrienne Rich. Carbondale: Southern Illinois Univ. Press, 1996. Because of different material and cultural circumstances, women relate to language differently from men. Because these circumstances have usually been oppressive, women need to find ways to liberate their potential for creative language use. Woolf is especially alert to how women’s limiting material circumstances are conditioned by social class as well as gender. She advocates both borrowing freely from male traditions of language use, when these can be adapted for women’s purposes, and creating new ways of using language that are expressly feminine. She looks for a “woman’s sentence” in literature. Daly rejects completely patriarchal ways of using language. Even more aggressively than Woolf, she indicts traditional ways of using language as designed to silence women. She devises her own argumentative forms and polemically punning vocabulary to advance her radical theology and, more, the possibilities of a whole new women’s culture. Rich struggles in her poetry to escape the stifling hand of the male tradition and to find ways of using language that speak to and for women’s, and especially lesbians’, experiences. She advocates a “politics of location” in which the literary artist attempts to account for the complexity of her material and cultural circumstances and to take a stand for social reform in the interests of white women and of people of color. Ratcliffe critically juxtaposes these writers’ ideas about language with themes in traditional rhetorical theory, showing both resonances and redefinitions. (from Bedford Bibliography #213)
Rand, Lizabeth A. “Enacting Faith: Evangelical Discourse and the Discipline of Composition Studies.” College Composition and Communication, Vol. 52, No. 3 (Feb., 2001), pp. 349-367.
ABSTRACT: This essay contends that religious belief often matters to our students and that spiritual identity may be the primary kind of selfhood that more than a few of them draw upon in making meaning of their lives and the world around them. Particular attention is given to evangelical expression in the classroom and the complex ways that faith is enacted in discourse.
Rider, Sarah. “Tolerating Intolerance: Resisting the Urge to Silence Student Opinion in the Writing Classroom.” The Quarterly, Vol. 25, No. 1 Winter 2003 Summary: Encountering one student’s white supremacist views, a teacher realizes that the expression of diverse opinions in class mustn’t be restricted to those that please the instructor. A Society of National Association Publications Gold Award winner. www.nwp.org/cs/public/print/resource/531
Ringer, Jeffrey M. “(Re)Charting the (Dis)Courses of Faith and Politics: A Pentadic Analysis of Sharon Crowley’s Toward a Civil Discourse: Rhetoric and Fundamentalism” Presented at CCCC 2008 New Orleans. (F.03)
Rosen, Christine. My Fundamentalist Education: A Memoir of a Divine Girlhood. PublicAffairs, 2005. See Shannon Carter’s English 101 syllabus.
Schiller, Susan A., and Regina Paxton Foehr. The Spiritual Side of Writing: Releasing the Learner’s Whole Potential. Boynton/Cook, 1997.
We have all experienced spiritual empowerment in learning. It may come in the form of a sudden insight or seemingly magical awareness; in an instant we reach a level of understanding that evokes feelings of joy, wonder, and a renewal of energy. It surprises, assures, and transforms us. It makes us want to know more.
The Spiritual Side of Writing helps teachers and students to achieve that level of understanding–to discover ways to tap the inner power inherent to us all. Through its fifteen essays by best-selling authors, composition specialists, and classroom teachers, it demonstrates the transcendent and egalitarian nature of spirituality and learning, allowing us to reenter the place wheCultivated Pages › Edit — WordPressre insights become illuminated, where the difficult becomes clear, where complex details melt into wholes.
Foehr and Schiller assert that spiritually open pedagogy is a choice that can reintroduce balance and, at the same time, foster lifelong learning. To them and their contributors, critical thinking and spirituality are not mutually exclusive but mutually intertwined. They view intellectual argument and the interpersonal exchange of ideas as some of the highest forms of spiritual empowerment, capable of filling students with wonder, exhilaration, and an awe for learning. Those interchanges give students a new vision of their own power to understand and create meaning.
The Spiritual Side of Writing will inspire all teachers, especially those at the college level. It will invoke renewed hope not only for their classes but for the world as well.
About the Author: Susan A. Schiller is an associate professor of English at Central Michigan University, where she also serves as director of composition. Her research interests include spirituality, affect, and images.
Schmalzbauer, John, and Kathleen Mahoney. “Religion and Knowledge in the Post-Secular Academy.” http://programs.ssrc.org/religion/post-secular%20academy.pdf
Schoenberger, Chana. “Getting to Know About You and Me.” Interactions: A Thematic Reader, 6/e, ©2006
“Spiritual Geography: Perspectives of Feminist Theologians” Cross Currents (Summer 1998). http://findarticles.com/p/articles/mi_m2096/is_n2_v48/ai_20968464/print?tag=artBody;col1 (See section by Liz Nutting called “Who is the feminist theologian when she’s teaching freshman composition?”) See “Articles” directory on harddrive.
Stolley, Karl Andrew. “Toward a Conception of Religion as a Discursive Formation: Implications for Postmodern Composition Theory.” M.A. Thesis, Purdue University, 2002. http://karlstolley.com/cv/
Swearingen, Jan C. “”Doubting and Believing: The Hermeneutics of Suspicion in Contexts of Faith.” Journal of the Assembly for Expanded Perspectives on Learning 3 (1997-1998 Winter 1997): 13-22. Ill’d 06-27-08. (Michael told me about it.)
Thelin, William Howard. A PARTICIPANT OBSERVATIONAL STUDY OF A WRITING CLASSROOM USING POLITICIZED READINGS AS A CORPUS FOR ESSAY ASSIGNMENTS. Diss. Indiana U of Pennsylvania, 1997. ILL’d 4-10-08 297676
ABSTRACT. This study examines a first year writing course that operated under a social-epistemic rhetoric and prominently used readings, such as from Michel Foucault, Susan Willis, John Fiske, and Jane Tompkins, that are often described as containing leftist political values. Student responses to the in-class proceedings, assignments, interviews, and a questionnaire were analyzed to determine whether the use of these types of essays had any significant effect on the students’ development as writers, their attitudes towards the course, and their political allegiances.
The semester long participation by the researcher in the course revealed that the students were responding in a positive manner to the course, even when they disagreed with or disliked the authors’ political views or the instructor’s presentation of those views. The course was handled in a manner consistent with contemporary composition theory, and the students participated actively, worked well in peer groups, and generally voiced approval of their experiences in the classroom.
An analysis of the interviews, the questionnaire, and the students’ revisions suggested the following effects: (1) The political issues being raised promoted re-reading of the texts; (2) Students were not writing insincere opinions to satisfy what they perceived to be the instructor’s perspective; (3) The difficulty in understanding some of the texts’ political notions led students to collaborate effectively; (4) The students’ confidence-level increased and they saw improvement in themselves as writers; and (5) The students developed effective writing processes.
Additionally, this analysis demonstrated that reading and writing about this type of material influenced student decisions and beliefs after the course concluded, although no student entirely shifted his or her political allegiance. The data also speaks to the influence of religion as a point of resistance for students grappling with issues such as individualism and morality. (emphasis mine).
This study indicates that leftist political reading material can be used effectively and ethically in a first-year writing course.
Traubitz, Nancy, Steven Hind, Lee Ellen Brasseur, and Helen Heightsman Gordon. “Facets: Religion in the Classroom.” The English Journal 72.5 (Sep., 1983): 18-21.
Vander Lei, Elizabeth, and Lauren Fitzgerald. “What in God’s Name? Administering the Conflicts of Religious Belief in Writing Programs” WPA 31.1/2 (Fall/Winter 2007): 185-195. Sara gave me a copy March 2008.
Wagner, Joseph B. “Faith in the composition class: A Pragmatic approach to common ground.” 2007 Diss. The University of North Carolina at Greensboro. DAI, 68, no. 04A (2007): p. 1446. Requested through ILL 4-10-08. Transaction Number 297672. ABSTRACT: In recent years, composition classes in universities across the country have focused more and more on social and political issues like race, class, and gender. At its base, this dissertation argues that prophetic religious belief should receive such a focus as well. This project also attempts to recognize the difficulties that might arise when addressing religion in the writing class and subsequently draws upon the thinking of the American Pragmatists to meet those difficulties. From this Pragmatic foundation, I explore notions of mediation, experience, habit, and certainty in the hopes of providing some orientation to a topic that is as important to our students as any other we ask them to consider.
My theoretical grounding is set out with an eye towards practical application in the classroom (as theory is little without practice, and practice little without theory). I address possible writing assignments, particular texts, and the use of current events in relation to the Pragmatic approach I describe. In sum, this dissertation is an attempt to help all of us—atheists and theists, students and teachers—broach the topic of religion in the composition class.
Webb, Stephen. Taking Religion to School: Christian Theology and Secular Education. Ada, MI: Fleming H. Revell Co. 2000.
Webber, Jim. “(Re)Charting the (Dis)Courses of Faith and Politics: Counterstatements toward a Burkean Vision of Democracy.” Presented at CCCC 2008 New Orleans. (F.03). See also Ringer.
Williams, Bronwyn T. “Taken on Faith: Religion and Identity in Writing Classes.” Journal of Adolescent & Adult Literacy, 48(6), 514–518. ABSTRACT: In exploring her uneasiness in dealing with issues of religion in her classroom, the author asks, “Should I guide students away from writing about issues that explicitly dealt with their faith? Should I impose an outright prohibition on such writing? Or should I find ways to engage with the issues and the perspectives that were so clearly important to these students?” This insightful and reflective essay highlights the connections between faith and identity and the role that literacy may play in expression of both.
Winston, Diane. “Campuses are a Bellwether for Society’s Religious Revival,” Chronicle of Higher Education, 16 January 1998.
Yagelski, Robert P. “Religion and Conformity in the Writing Classroom.” Radical Teacher 35 (Summer 1988): 26-29. [ Yagelski did his PhD in Rhet/Comp under Andrea Lunsford]
