English, Literature, and Modern Languages Faculty Presentations

 

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Submissions from 2007

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Affectionately Yours, Screwtape: The Devil and C.S. Lewis, Scott D. Calhoun

Jack and Bono: On the Move in the 21st Century, Scott D. Calhoun

Up Against the Wall: Dealing with Administration at Church Schools, Scott D. Calhoun

Helping Students Re-vision Revision: Using Workshops in the Classroom, Melissa S. Faulkner

Crafting Meaning in the Classroom, Kevin Heath

Creating and Using Tutor Guides as Continuing Education and Cross-Disciplinary Outreach, Julie L. Moore and Julie Morris

The Icarus Collective Reading, Helena Sullivan

Contextualizing Language Teaching, Andrew S. Wiseman

Critical Learning: Implications for Students, Teachers and Educational Systems, Andrew S. Wiseman

The Importance of Study Abroad, Andrew S. Wiseman

Submissions from 2006

Practicing What We Preach: An Authentic, Standards-based Assessment Model for Teacher Education, M. A. Avalos, Annis N. Shaver, A. Pazos-Rego, S. Massey, and P. Cuevas

Carol Shield's The Stone Diaries: Richard Rorty and the Failure of Postmodernism, Donald L. Deardorff

Teaching Values in a Skeptical Age: Lessons from 17th Century England, Donald L. Deardorff

Using WAC Programs as Facilitators of Long-Term Assessment Projects, Melissa S. Faulkner

Beyond the Bubble: Preparing Your Students to Work and Minister in a Multi-cultural World, Barbara L. Loach

Discipline-Specific Guides for Tutor Usage, Julie L. Moore

Poetry Reading at Cedarville University, Julie L. Moore

Poetry Readings, Helena Sullivan

Multigenre Writing as Literary Analysis, Michelle M. Wood

Multigenre Writing: Some Implications for Composition Teachers, Michelle M. Wood

Submissions from 2005

Roundtable on Gender, Sport and Christianity, Donald L. Deardorff

Curriculum (Re)Assessment Through WAC: A Year-Long Project Between a WPA and a Comparative Religion Department, Melissa S. Faulkner

Working Through Writing and Writing Through Working: Using Work Memoirs and Social-Class Narratives as Learning Tools for Working-Class Students, Melissa S. Faulkner

Assessment Workshop, Julie L. Moore

Talk Art, Helena Sullivan

Submissions from 2004

Lessons in the White Noise: Don DeLillo, Postmodernity and Christian Hope, Donald L. Deardorff

Why Johnny Doesn't Read: A Look into the Literacy Practices of Adolescent Males, Melissa S. Faulkner

Comprehensive Exam, Portfolio, or Both? Graduate Teachers' Perceptions of Teacher Candidate Assessment, J. E. Hart, Annis N. Shaver, and M. A. Avalos

Poetry Reading at The University of Dayton, Julie L. Moore

The Assimilation Bridge, Annis N. Shaver

Graduate Students' Perceptions of Electronic Portfolio Assessment, Annis N. Shaver and M. A. Avalos

The Representation of Christopher Columbus in High School American History Textbooks, Annis N. Shaver and M. Bello

Scholarships and Financial Aid for Foreign Students, Andrew S. Wiseman

Writing for Significance: The Multigenre Project in the Literature Classroom, Michelle M. Wood

Submissions from 2003

The Image of Columbus in U.S. History Textbooks, M. Bello and Annis N. Shaver

Common Grace: A Shared Perspective for J. R. R. Tolkien and Flannery O’Connor, Scott D. Calhoun

Using Multi-Genre Writing Projects to Prepare Students for Writing-Across-The-Curriculum, Melissa S. Faulkner

A Christian Response to Multicultural Education, Barbara L. Loach

Directors and Tutors ‘Writing Back’: Implementing a Vision for a Campus-Friendly Writing Center, Julie L. Moore, Cindy Rich, and Nate Andrews

Electronic Portfolios as M.A. TESOL Evaluation, Annis N. Shaver, M. A. Avalos, and L. Bertot

Non-native Speaking Teachers Teaching English Pragmatics: The Speech Act of Requests, Annis N. Shaver, M. A. Avalos, and L. Bertot

Building Relationships and Practical Advice for Short‐Term Service Learning, Andrew S. Wiseman

Submissions from 2002

Teaching Abroad, Daniel D. Clark

Electronic Portfolio as Evaluation in Graduate Level TESOL Programs, J. E. Hart, Annis N. Shaver, and M. A. Avalos

Hispanic Ministry, Barbara L. Loach

Poetry Reading at The University of Dayton, Julie L. Moore

Promoting Paperless Portfolios as Assessment in Graduate Level TESOL Programs, Annis N. Shaver and M. A. Avalos

Poetry Readings (CMU), Helena Sullivan

Science Fiction and Language/Culture Learning, Andrew S. Wiseman

Submissions from 2001

Dancing in the Dark: American Literature and the Quest for American Manhood, Donald L. Deardorff

In the Shadow of the Patriarch: Amanda Labarca Hubertson's Views on North American/Latin American Relations, Barbara L. Loach

Submissions from 2000

Means and Ends: Loving the Word in The Lost Tools of Learning, Scott D. Calhoun

Endo Shusaku, Daniel D. Clark

Japan: A Case Study, Daniel D. Clark

Invited Lecture, Kevin Heath

Addressing the Needs of Divergent Learning Styles, Barbara L. Loach

Innovative Writing Assignments for Literature Courses, Julie L. Moore

Submissions from 1999

Re-Tooling the Trivium: Reviving an Old Educational Curriculum for New Uses, Scott D. Calhoun

Promise Keepers, the Men's Movement and Male Resistance, Donald L. Deardorff

Submissions from 1998

Deconstructing Dads: A "Postmodern" Analysis of the Representation of Fathers on Television, Donald L. Deardorff

Landscape, Men and Identity in Don DeLillo's End Zone, Donald L. Deardorff

Reaching Common Ground: Men, Race and Resistance, Donald L. Deardorff

Stuck in a Holding Pattern: Teaching Writing in Senior Literature Seminars, Donald L. Deardorff

The First-Year Research Paper: Writing for Identity, Michelle M. Wood

Submissions from 1996

Mantrap: The Objectification of the Athletic Hero in Modern Football Films, Donald L. Deardorff

Perspectives on Language, Culture and World Views, Barbara L. Loach

Submissions from 1995

Better Health Through Fishing: The Consolatory, Christian Discourse of Angling in Izaak Walton's The Compleat Angler, Donald L. Deardorff

Social Constructions of Contemporary Masculinity: The Language and Tradition of Games in Don DeLillo's End Zone, Donald L. Deardorff

World Views and a View of the World, Barbara L. Loach

Submissions from 1994

Sonia González, Tejedora de Palabras, Barbara L. Loach

Submissions from 1992

A Quien Corresponda:' Elena Poniatowska y la Narrativa Epistolar, Barbara L. Loach

Narrative as Performance in Cuentos de Eva Luna, Barbara L. Loach

Submissions from 1991

Diamela Eltit y el Discurso de la Resistencia, Barbara L. Loach

Submissions from 1990

Julieta Kirkwood and Chilean Feminism (1945-1985), Barbara L. Loach

Submissions from 1989

Writing the Wrongs in Chile: Four Contemporary Women Authors, Barbara L. Loach

Student Perceptions of Teacher Comments, Julie L. Moore