...Zack Shaw Abstract Instructors of writing-intensive disciplines infrequently integrate cinematic media in composition curricula. Furthermore, when instructors use films in composition courses, they often treat films merely as supplemental texts tangentially relevant to course topics and prioritize...

... she now understands an ethnic group after reading an ethnic American novel, for example. By using fiction and non-fiction film, teachers can destabilize students' oversimplified views of ethnic groups and of the concepts of race and ethnicity themselves. The course described here started with Toni...

...Ted Hovet Duke University Press 2006 Bernardi, Joanne. 2001 . Writing in Light: The Silent Scenario and the Japanese Pure Film Movement . Detroit: Wayne State University Press. Châteauvert, Jean, and André Gaudreault. 2001 . “The Noises of Spectators, or the Spectator as Additive...

...Tom O'Connor This article analyzes classroom discussions of Boaz Yakin's 1994 film Fresh —an unsettling urban drama about a young boy (Fresh) who devises a creative escape from the drug dealers in his environment: he buys a large amount of cocaine that he uses to trick those dealers into thinking...

... that “reading” the film in terms of gender and genre can not only help students apply modes of textual analysis to narratives in other media but also alert them to the location of such narratives within larger discursive frameworks of defining national identities. Raazi presents a critical and ideological...

...Sara M. Glasgow Abstract Where do our most cherished teaching principles derive? How do we deploy them in ways that motivate students and nurture their critical engagement with the wider world? Drawing on insights gleaned from the film Bill and Ted's Excellent Adventure , this reflection explores...

...Patricia A. Matthew; Jonathan Greenberg This article argues that introducing undergraduates to literary criticism and theory can be most effectively accomplished through the teaching of children's literature, fantasy literature, and Disney films alongside traditional literary criticism. We discuss...

..., Jeffrey Berman, and Alan Purves, this article considers the challenges presented to contemporary college-level readers by affectively difficult texts such as David Lynch's 1986 film Blue Velvet . The article also explores the potential responses students express to difficult texts and encourages...

..., especially the teaching of argument, postcritique has made little entry into discourses of undergraduate instruction. Attending to the New Sincerity movement in American literature, film, and music after 1980, this essay examines how teaching texts that emphasize their own sincerity (and the difficulty...

... include interrogating the term diversity itself, providing historical and cultural context to the various issues illuminated in the novel, viewing related visual discourses such as film, and crafting writing and discussion assignments for the students to complete both in and out of class...

..., perspectives that may challenge their preconceived notions about Vietnam, likely deriving from family, history, and cultural productions such as Hollywood films. In teaching this class, he discovered that, like his students, his views were interpolated by history, politics, and culture; to teach ethically, he...

... Werner Fassbinder's film of the same name, I delineate the specifics of how I teach these two difficult, often incomprehensible texts in an introductory class. In reviewing the confusion these works can provoke in student discourse upon reading and viewing the texts, I emphasize the role...

...Melissa Ames This essay discusses the affordances of using an affect-based approach to 9/11 discourses that facilitates teaching civic engagement. Representations and rhetoric about 9/11 are found in a range of modes—film, documentary, literature, news coverage, and official government documents...

... should teach not only academic fiction or well-known “ideas of the university,” but the combination of history, theory, fiction, and film, and other data on the university. Selected Current Reports on the University Bousquet, Marc. 2002 . “The Waste Product of Graduate Education: Toward...

... and historical and present-day examples of human rights abuses. After a semester of examining and debating these issues, students selected an android or robot in a television show, film, or video game of their choice and first assessed how the android’s personhood was delimited by human and then articulated why...

... perhaps my students would be a harder sell. Drama has often been cast as either passé or for the culturally elite; however, historically, drama has been extremely popular — going to a Shakespeare play was like going to see the latest Coen brothers film — and it continues to be so today,  just...

... film — and it continues to be so today,  just in forms that differ slightly from the stage. Its fundamental elements pervade our radio programs, movies, and television shows, and its literary history permeates our pop culture. Thus, all students encounter drama; they should enjoy studying...

... in Australasia Adam Knee By virtue of their global dispersion and popularity, Hollywood films possess an exceptional status among American texts circulating overseas. Paradoxi- cally, this circumstance suggests pedagogical rationales both for and against the teaching of these texts abroad, because it implies...

... of their global dispersion and popularity, Hollywood films possess an exceptional status among American texts circulating overseas. Paradoxi- cally, this circumstance suggests pedagogical rationales both for and against the teaching of these texts abroad, because it implies distinctive opportunities...

... in Australasia Adam Knee By virtue of their global dispersion and popularity, Hollywood films possess an exceptional status among American texts circulating overseas. Paradoxi- cally, this circumstance suggests pedagogical rationales both for and against the teaching of these texts abroad, because it implies...