more for religion in the writing classroom bibliography

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)

Johnson, Peggy. “Growing Up Catholic: Religion in the Writing Center Contact Zone,” Midwest Writing Centers Association Conference, University of Minnesota, Minneapolis, MN, 2005 http://www.smumn.edu/sitepages/pid2903.php

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…

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.” http://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.

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. http://www.nwp.org/cs/public/print/resource/531

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/

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]

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