Trauma and the Teaching of WritingShane Borrowman SUNY Press, 2005 M01 20 - 240 pages Deepening and broadening our understanding of what it means to teach in times of trauma, writing teachers analyze their own responses to national traumas ranging from the Japanese attack on Pearl Harbor to the various appropriations of 9/11. Offering personal, historical, and cultural perspectives, they question both the purposes and pedagogies of teaching writing. |
Contents
Introduction | 1 |
Negotiating Citizenship and Ownership of Response Online | 11 |
Discourses and Teaching In On and About Trauma | 29 |
Remediating National Tragedy and the Purposes for Teaching Writing | 53 |
Teaching in the Wake of National Tragedy | 69 |
How to Make Meaning and Heal Despite National Propaganda | 85 |
Consumerism and the Coopting of National Trauma | 99 |
Beyond the Media Male Leaders and the 1960s Assassinations | 113 |
Writing Textbooks infor Times of Trauma | 127 |
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academic American argue argument Arizona State University asked assignments Athens attacks attention Baudrillard called campus Casey Hayden citizens citizenship Civil Rights Movement Composition Studies consumerism context course critical cultural Date dents discourse discussion e-mail emotional engage English events of 9/11 events of September experience faculty feel first-year freedom global Greece Greek Gulf War healing help students Internet issues KCSD learned letter-writing letters literacy lives Martin Luther King Maurice Blanchot meaning metadiscourse narrative national tragedy national trauma Pearl Harbor pedagogical political practices professor questions reflect representation Responses to Terrorism scholars semester September 11 sexism shared Shoshana Felman SNCC social stories Subject talk teaching of writing teaching writing technologies television terrorist testimony texts tion understand University Vietnam Vietnam War witness women World Trade Center writing classroom writing teachers writing trauma York