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Feedback is generally regarded as an integral part of EFL writing instruction. Giving individual feedback on students' written products can lead to a demanding, if not insurmountable, task for EFL writing teachers, especially in classes with a large number of students. Several Automated Writing Evaluation (AWE) systems which can provide automated feedback on written texts have been developed to reduce the time and effort teachers need to give individual feedback on students' writings. Employing a quasi-experimental research design, this study aimed to examine how automated feedback impacted students' writing scores and writing accuracy. The data were collected from 75 Turkish EFL university students. The experimental group students were exposed to combined automated-teacher feedback while the control group students received full teacher feedback. Both quantitative and qualitative data were collected through pre-test/post-test writing tasks, Criterion error analysis reports, and student reflections. The results of the study revealed that the students who received combined automated-teacher feedback improved their analytic writing scores as much as the students who received full teacher feedback. However, combined automated-teacher feedback was more effective than full teacher feedback in reducing the students' grammar and mechanics errors. The qualitative findings obtained from the student reflections about the Criterion feedback helped to understand its impact on writing improvement. The study provided implications for effective use of AWE in EFL writing classrooms. [ABSTRACT FROM AUTHOR]

This article demonstrates how the use of affect in literature education invokes trajectories of nationalism and/or solidarity using the case of postcolonial Cyprus as example. For this, we analyse secondary school literature curricula and textbooks in both Greek-Cypriot and Turkish-Cypriot educational systems. We do so by making use of affect theory – mainly 'affective nationalism' and 'affective solidarity' – met with Henri Lefebvre's 'rhythms' and 'truth of space,' and Raymond Williams' dominant, emergence, residual positions. Our focus questions are: What social, cultural, political meanings about the ethnic self and 'Other' are produced by literature curricula and textbooks? How can affect be used to regulate students and meanings in literature education, and what kind of 'alternative' affective meanings emerge? Our analysis shows that literature can be used in educational settings to evoke simultaneously conflicting affective ideologies and feelings. Theoretical and policy implications are discussed for literature education in postcolonial settings. [ABSTRACT FROM AUTHOR]

The article explores a ninth-grade English teacher's profound engagement with English literature, grappling with its dual identity as both a source of cultural richness and a legacy of conquest. It examines how the language evolved through history, influenced by colonization, and its current role in global dominance.

What kind of critical apparatus would be needed to best identify the conditions under which Afrikaans literature was produced? What kind of self-understanding could be expected from a historically privileged South African who teaches literature to foreign students? Rather than a formal theoretical critique, this inaugural lecture is a playful, hybrid text that will offer a rhetorically amplified performance in response to these questions. Its central thesis is that walking solves problems. The performance proceeds via a preamble stating these problems, followed by an autobiographical narrative covering several perambulations at dusk, concluding with a post-amble of allegories for reading and teaching literature in turbulent times. [ABSTRACT FROM AUTHOR]

A set of reflections are presented on the basis of a teaching innovation project on creative writing based on the collaboration of academics and writers. The project «Writing a story», implemented in the Minor in Creative Writing of the Degree in Spanish Language and Literature at the University of Navarra in the 2019-2020 academic year, seeks to integrate the specific skills of creative writing in a university setting through the writing of a novel project. Special attention is paid to the analytical reading of contemporary novels as a means of transferring narrative resources to the creation itself. Even so, the main teaching challenges lie in the evaluation of the learning outcomes, which are carried out from a plurality of critical voices. [ABSTRACT FROM AUTHOR]

This narrative inquiry explores the author's attempt to teach Henry James's novella The Turn of the Screw in a high school English class, making the celebration of confusion – in the tradition of John Dewey – the cornerstone of the experience. The students' interpretive discourse is analysed, prompting reflection on promising approaches, opportunities, and challenges connected with teaching difficult literary texts in high school and introductory college courses. [ABSTRACT FROM AUTHOR]

The aim of this article is to outline several aspects of a canon of early modern German literature as they had been discussed by a volume Klassiker der Frühen Neuzeit (ed. Regina Toepfer) in 2022. In the light of recent criticism of any conception of canon as an outcome of hegemonial thinking as well as considering the increasing disregard of early modern literature even in universities, it is foremost the Early Modern Literature Studies who are urged to discuss the question of whether there are sufficient reasons for upholding a literary canon at least to a certain degree and whether texts of the early modern period can or must be part of such a canon. [ABSTRACT FROM AUTHOR]

The article discusses the intrinsic value of literature and humanities education in the face of challenges posed by economic pragmatism, government policies, and a shifting higher education landscape. It mentions that preserving literature in education becomes a crucial defense against technocapitalism, advocating for a radical approach that emphasizes the timeless and transformative power of literature in shaping identities and fostering critical thinking.

The article discusses the lasting impact of the 1980s and 1990s on the teaching and study of literature in Australia, focusing on the theoretical transformations and changing funding environments in higher education. It mentions academic Simon During's work, tracing the three main modes of his career, with a more engaged approach in discussions about the challenges, especially in the context of changing economic structures and funding crises in Australian universities.

The article discusses the challenges faced by literary studies academics in Australia, emphasizing the need to assert the value of literature in the face of declining support for the humanities. It addresses issues such as the impact of generative artificial intelligence on literary studies and the changing landscape of higher education, highlighting the complex relationship between politics and ethics in the context of teaching, research, and advocacy within the discipline.

The article discusses the annual Modern Language Association Convention, emphasizing scholarly exchanges in language and literature studies. It covers diverse session types such as forums, plenaries, and specialized sessions, outlining inclusive registration and policies for attendees. Additionally, it highlights the convention's structure, sessions available in-person and online, and the need for registration to access convention services and sessions.

Literary readers express the pedagogical and literary perspectives that dominate a given era. This article examines Israeli readers for Junior High students from the 1950s when Zionist ideals were prioritised, to the 1970s – when literary studies promoted aesthetic and formalistic methods, to the 1990s, when textbooks highlighted the subjective response of the young readers. These changes were manifested in the readers through the selection of texts as well as the editorial divisions into ideological and aesthetic categories. This article explores these transformations by discussing dominant readers while focusing on the artistic elements, genres, and literary forms. [ABSTRACT FROM AUTHOR]

This study explores literature reading and reception of narrative texts among Swedish middle school students. Through a written assignment and a think-aloud protocol, students' comprehension and interpretation of narrative texts are investigated. The study shows that Swedish middle school students tend to focus mainly on the plot. The main comprehension hindrance is at the lexical level, but cultural aspects, such as general knowledge of the surrounding world, are also crucial. The students also tend to have difficulties interpreting the gaps in the text and making meaning from the implicit. However, the students are also capable of interpretations and conclusions that go beyond the text. The study suggests that literature teaching in middle school should strive to activate both syntagmatic and paradigmatic thinking [Bruner, J. (1986). Actual minds, possible words. Harvard University Press] to help students to a better comprehension of the literary text, but that the syntagmatic reading should be emphasised to encourage the joy of reading. [ABSTRACT FROM AUTHOR]

This paper reports results from a quantitative curriculum study on literature modules in Austrian undergraduate teacher education programmes. In order to optimise course delivery in literature classes at the University College of Education Upper Austria (PHOÖ), reading habits and attitudes of 153 first-year EFL students for secondary school education were assessed in an online-questionnaire. The questionnaire examined students' exposure to literary texts, their self-assessment as avid readers, their performative literacy, and their preferred reading stance. Results show rather limited avid reading, a self-centred performative literacy as well as a profoundly pragmatic reading stance. Such habits and attitudes could not only jeopardise success within the current teacher education study programmes but also aggravate the well-known Peter Effect, rendering prospective EFL teachers incapable of inspiring enthusiasm for literary reading in their future students. After discussing these results, the paper concludes with potential ramifications for curricular revisions as well as avenues for further research. [ABSTRACT FROM AUTHOR]

The author discusses the issue of teaching online about the early modern German poet Hans Sachs. He mentions Sachs' importance in the study of German literature, the use of online literary resources to support classwork, and the obstacles presented by incomplete and untranslated works online.

The institutional actions generated in the universities during 2020 isolation period have been multiple and cover various dimensions. With the return to face-to-face teaching, hybrid modalities have emerged, so that some of the institutional actions persist, while others have been adapted or eliminated. In this context of new institutional scenarios, it is central to ask how the institutional impressions and regulations about the modes of the teaching task influence didactical configurations. Thus, resorting to autoethnographic narratives, we propose to analyze before, during and after the pandemic the case of Block III of Language and Literature Teaching at Universidad Nacional de General Sarmiento. This study shows that pedagogical practice is a situated practice that responds to a particular context. It also provided evidence that institutional style is one of the fundamental dimensions for understanding this context. [ABSTRACT FROM AUTHOR]

The article focuses on creating a culturally responsive world literature course that centers contemporary texts written by living authors, which represent the district's changing demographics. Topics include prioritizing students' input and identities to co-create a learning environment where they felt represented and belonged, and presenting approaches to summative research assessment to demonstrate ways for students to showcase connections among their identities and the course texts.

By insisting that only one method – critique or postcritique – can prove victorious, the 'method wars' in literary studies have brought out the worst in literary scholars: the inclination to dismiss arguments that conflict with one's own, the unwillingness to take seriously positions that challenge a person to question theirs, and the felt need to fight for intellectual superiority. As a result, literary scholars fight not against the neoliberal forces stripping the discipline of resources but with each other over whose claims about why literary studies matters are more convincing. The wager of this afterword is that both the present and future of literary studies depend on intellectual solidarity and collective action; how we argue bears on our future because it impacts our ability to forge collectives. [ABSTRACT FROM AUTHOR]

This essay returns to Edward Said's juxtaposition of secular and religious criticism in The World, the Text, and the Critic (1983) to ask what benefits, if any, religious criticism might offer to the study of literature and culture in the twenty first century. Secular and religious, in Said's catachrestic usage, do not describe specific traditions or historical structures of feeling or any particular set of orthodoxies; rather, they describe distinct thinking practices. The key difference is that religious criticism, in practice, stands on an appeal to some set of foundational principles, while secular criticism does not make any such stand. Looking at examples of criticism with religious valences in the works of Fredric Jameson and Hortense Spillers, the essay argues that religious criticism's inherent commitment to collectivity and morality place it in necessary dialectical tension with secular criticism and thus render it integral to the work of critique as practiced by scholars of literature and culture today. [ABSTRACT FROM AUTHOR]

This article reads Rita Felski's The Limits of Critique (2015) as an exemplary effort to move beyond paranoid 'critique' in literary study – an effort that oddly echoes the ongoing intensification of postmodernity, or a socio-economic state no longer capable of imagining a future. Alternative modes of expression and identity are now only ever, in Mark Fisher's terms, 'precorporated' – structured and anticipated by an always exploitative capitalist culture. Literary criticism's on-going investment in micro-genres and increasingly atomized modes of criticism seems, in this sense, troublingly and paradoxically caught in the inertia of 'depthlessness.' The postcritical turn, more specifically, presents as both a consequence and an overt advocation of imprisoning surfaces. It strives to reclaim the experience of authentic expression and true, authorial affects by actively eschewing distance, or depth; but this refusal of distance and depth is tantamount to a refusal of otherness and incommensurable affect. To be affected by otherness is to touch upon what is unknown and unnamable. If we are to begin 'reading well' we cannot simply bask in the coherence of a surface. To 'read well,' we must instead tarry with the infinite potential of unmappable depth, a kind of Hegelian negative. [ABSTRACT FROM AUTHOR]

Waxing about the futures of criticism endogenously clangs hollow in the midst of exogenous omnicrisis. Instead of worrying about the next big thing in literary studies, this essay suggests, we should be asking if there are particular tools that criticism offers that may allow us to transform the conditions of criticism's demise. This essay offers two possible answers: 'objectivity', defined as a form of thought and knowledge particular to both criticism and literature, and 'composition', the critical understanding of the constructive function of ideas and forms. This essay deploys these concepts in an argument for the need of critics to recognise and put to work their common work and visions together with other publics whose survival is at stake in the destruction of the university, the enclosure of reason and reflection, and the rendering disposable of ever wider swathes of humanity. The question of how we make critical arguments emerges here as a crucial aspect of the ways in which critics and their ideas are able to engage with the foundational questions of their work precisely by aligning it with wider publics and thus by probing their function as a public good and for public interest. [ABSTRACT FROM AUTHOR]

This article seeks to recalibrate current debates about the value of the humanities by shifting their focus away from notions of the 'distinctiveness' of the humanities. Rather than defining the humanities by demarcating their disciplinary boundaries, it suggests that it might be more productive to see them as nodes of networks of intellectual and social practices. The article considers teaching as such a networked intellectual and social practice, before theorising such perspectives via Foucault's and Badiou's notion of the 'contemporary'. The article concludes by turning its attention back to the practice of teaching, approached via the 'abolition of the English Department' proclaimed by Ngũgĩ, Owuor Anyumba and lo Liong in Nairobi in 1969. [ABSTRACT FROM AUTHOR]

Tracing the foundational relationship between literary critical practice and our practices in the world, this essay advocates for a minimal consensus for literary studies: to understand it as a public practice geared towards training better readers. Understanding literary studies as a useful endeavour only when it aims not just at talking to itself and its students but also to the wider public, this essay suggests that we should focus on making people have better arguments about literature. We need to stress the practice of interpretation, understood as the public ascription of meaning to a text, which in turn means that literary studies has no point if it does not produce results about which it is possible to argue. In order to do so, however, we need to posit a common ground for literary interpretation different from the personal experience of the text: socioaesthetic experience. Literary studies, this essay argues, should utilise the liberties it has, including a recognition of its expertise in comparison to the ordinary reader, to train people to be better readers of their socioaesthetic experiences in reading, and enjoin them to commune and argue over these experiences. [ABSTRACT FROM AUTHOR]

The article explores the enduring appeal of books about books and biographies of writers and how they have been used as a pedagogical tool in literary studies for over a century. It challenges the notion that aesthetic education in English began with the rise of close reading and argues that tracing a text's composition history, and suggests that the purpose of this mode of study is not to prepare students for a life of scholarship but rather to encourage their creativity.

The article discusses the importance of aesthetic education in the teaching of literature. It mentions that argues that aesthetic educators aim to equip students with perceptual skills to analyze literary works' meaning beyond basic knowledge, and focuses on the day-to-day work of teaching literature, and depend on the practical tasks of facilitating this experiential capacity.

The article discusses the challenges facing aesthetic education in the contemporary university system. It examines the misconception that aesthetic judgment is simply subjective, when in fact it requires perceptual training and enrichment, and also critiques the barriers that limit the sphere of acceptable aesthetic objects and emphasizes the need for a pluralistic approach that incorporates works from diverse periods, genres, and traditions.

The article discusses the role of judgment in aesthetic education. It argues that it is not the teacher's job to tell students what to prefer but rather to enhance their ability to judge, and ability to discern the features of an aesthetic object and its relation to oneself and others is crucial to any evaluation of it.

A personal narrative is presented which explore author's experience of teaching literary value to students.

The article discusses the importance of atmosphere in literary studies and its potential to cultivate ecologically sensitive habits of perception. It highlights how literary atmosphere has developed in conjunction with natural science and proposes a set of practical terms and principles to analyze atmospheric effects, and the need to deepen the contextualization of atmosphere and conduct closer reading to understand how authors write atmospherically and how they coax it into saliency.

The article discusses how to read morally significant paintings of plural human activity and how this education can be applied to reading absurdist, postmodern literature that has not forfeited morality or truth-telling. It uses the work of Can Xue, a contemporary Chinese writer, as a test case, and argues that Xue's work is a product of her life experience and reflects the psychic and moral injuries of vast and nonsensical bureaucracies.

The article discusses the challenge that literary students face in noticing significant features of a text. It argues that our discipline's habit of conflating knowledge of how to practice literary criticism with knowledge of how learning works has been over determined by higher education's exclusionary history, and suggests that becoming more intentional about reducing barriers to learning means taking seriously the question of how one learns to notice literary significance.

The article explores the relationship between philology and aesthetic education, considering the process of learning to judge and make pleasing objects. It mentions the dueling conceptual stakes of the "return to philology" encouraged by various figures, and the rise of written literature in the 18th century and the emergence of the modern novel, in which style becomes an arbiter of both aesthetic and social position.

This text presents the study of a particular case in which the author shares the narrative of a teaching practice, that is to say, the conjectural script (Bombini, 2002) of a literature class. The procedural framework illustrates how in class students practice the production of texts-readings (Barthes, 1970) based on the novel The Old Man and the Sea by Ernest Hemingway. The objectives of this work were to make this class known, to report a specific practice, to discuss what is read, how and from which position the reading is done, as well as to enhance the horizons of teaching intervention that allows for delivery development (Gerbaudo, 2011) and stimulates discussions about reading. [ABSTRACT FROM AUTHOR]

The present article offers a structured account of Hungarian artistic careers in the context of Surrealism ‒ and a possible narrative of the history of Hungarian Surrealism. While occasionally, individual Hungarian authors affiliated with extraterritorial surrealist groups, were included into international overviews of Surrealism, the story of Hungarian Surrealism as an institutional venture and as a network of artistic activities is yet to be written. The article identifies three important benchmarks that shaped the history of Hungarian Surrealism throughout the 20th century. [ABSTRACT FROM AUTHOR]

This article analyses a forgotten essay by Américo Castro, 'La enseñanza de la literatura', published in 1922 in Revista de Pedagogía , a periodical edited by the educator Lorenzo Luzuriaga. While emphasizing the strong influence of institucionista thought, this study highlights the modernity of many of Castro's educational proposals. What stands out are his fierce defence of banishing rote learning in literature classes in Spanish schools and institutos and making way for the most important thing according to Castro: reading texts well, understanding, thinking about and discussing them, while enjoying their beauty. Although he considered that progress in Spain demanded that young generations read the Spanish classics, his intention in his essay was not to take advantage of literature classes to indoctrinate an adherence to a particular Spanish identity. Some of Castro's reflections on the dismal state of Spanish schools in North Africa at this time shed light on his views of the importance of primary and secondary education in any society. [ABSTRACT FROM AUTHOR]

The article focuses on the issues of disrespect and exploitation in rhetoric-composition studies, particularly concerning graduate students who transition from literary theory to teaching writing courses. Topics include the lack of recognition for marginalized scholars, the alienation of non-tenure-track faculty, and the need for a critical approach to teaching writing that challenges oppressive systems.

As an academic movement, ecocriticism first appeared on the scene of literary and cultural studies in the later twentieth century. Since then, it has become one of the fastest-growing areas of study and interdisciplinary research in the humanities. Once defined as 'the study of the relationship between literature and the physical environment' (C. Glotfelty, The Ecocriticism Reader [1996], p. xix), ecocriticism is a form of literary and cultural criticism that pays special attention to environmental issues and ecological relations in texts and discourses. It studies the way in which diverse historical traditions have rendered the myriad interrelationships between human societies and their respective surroundings. [ABSTRACT FROM AUTHOR]

This article uses narrative inquiry to examine one instructor's experiences teaching two first-year writing classes, each one marked by different pedagogical choices. Themed with the topic of place and foregrounding the recurring example of Appalachia, the classes were nonetheless taught outside the region usually called Appalachia and to college students coming from, and identifying with, places other than Appalachia. This resulting data lends support for easing non-Appalachian-identified students into studying Appalachia as a rhetorical case and for encouraging students to explore various ways that textual representations of Appalachia reveal social and economic patterns noticeable in some form elsewhere. [ABSTRACT FROM AUTHOR]

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 teaching content rather than media or filmmaking. This pedagogical approach overlooks an opportunity to ask students to consider how the audiovisual rhetorical efforts can meaningfully harmonize or create dissonance with the content. In this research study, the author argues that students are active media consumers engaging frequently with media as a form of composition. He navigates the limitations of Gregory Ulmer and Lev Manovitch, whose early work stressing the primacy of media literacies in composition classrooms is nonetheless seminal to the author's larger claims of film's educational import. The author relates the results of the IRB-approved research of his composition students, who offer feedback about the use of film in the class. The author calls for greater attention to film instruction and curricula development for collegiate composition classrooms, urging educators to move beyond film's supplemental use and toward more educationally fruitful practices, including teaching active watching and basic film analysis. Film is a critical form of cultural communication and media, and the author contends that it is a pivotal part of the landscape of twenty-first century literacy engagements. [ABSTRACT FROM AUTHOR]

Writing assessment and social justice rely largely on success-trajectory narratives, which sideline productive failure as a means of resisting normative futurity-based modes of education and policy. This essay offers an alternative perspective on failure in writing assessment and social justice by illustrating how relying on rhetoric as a hope and means for positive change can undermine aims of social justice and a critical education. By examining the queer (non)possibilities for assessment and acceptance without dependence on constant improvement and success, instructors may find more inclusive ways of thinking about the value of rhetoric's role in a generative acceptance of difference. [ABSTRACT FROM AUTHOR]

This essay maps the logistics and advantages of reading and teaching texts in their original installments as a means of theorizing seriality in the undergraduate literature classroom. [ABSTRACT FROM AUTHOR]

This paper primarily aims at conceptualizing a new philosophical approach to literature education, one that we—in the vein of certain pedagogical trends—propose to call "thing-centered". Point of departure is the ongoing confrontation with a two-sided educational problem: on the one hand, the confrontation with the steady decline of younger generations' engagements with 'classical' literature; on the other hand, that with the unsatisfactory answers which either accept (and even support) this development, in light of the world's irresistible digitization, or try overcoming it through a more student-centered, 'biographical' appropriation of literature. Beyond the more immediate didactical difficulties which this two-fold problem poses, we ask ourselves the question whether it is not time for a more fundamental renewal of our understanding of literature's contemporary educational significance. In answering this question, for which we turn to such diverse authors as Rousseau, Deleuze and Calvino, it is argued that if education is to continue its care for both classical literacy and literary classics—and not so much against as in relation to ascending digital literacies—a more radically immanent, thing-centered perspective is likely to prove the most sustainable, in the sense of enabling truly new, 'care-ful' literary-educational practices to emerge. [ABSTRACT FROM AUTHOR]

The article focuses on a humanities-based approach to teaching English language arts at Roslyn High School in New York that combines thematic literature units with social studies lessons to better prepare students for the world beyond high school. Topics include exploring culture through creation mythology, origin stories and how they can help us understand another society, and the importance of teaching indigenous creation narratives.

Traditional settlements are very identical to the Customs and cultural traditions of the people in each region. Traditional settlements in nature and generally have rules on the pattern and order of houses in settlements that follow the rules of local culture and existing traditions, one of which is in matters of orientation in home settlements. The purpose of this study is to find out and be able to explain the characteristics of the orientation of the traditional house of the Sasak tribe (bale tani) in the hamlet of Limbungan which has a traditional house orientation based on the approach of traditional rules and traditions of indigenous peoples or local communities. The research methodology used is a qualitative method approach descriptive analysis by conducting comparative analysis of traditional Sasak settlement groups. The results of research on these settlements can show there is a basis that the emergence of the orientation of the sasak tribe is related to the concept of orientation of the House facing east. The direction of the orientation of the house is good that the direction facing east and West, and strongly opposed to the direction facing south and North. The eastern direction of the traditional house is very considering the topographic condition of the placement of the House. Houses located on hilly topography will generally always be oriented towards high ground and always facing east, especially the shipyard is always at the foot of Mount Rinjani. [ABSTRACT FROM AUTHOR]

Lamin Pamung Tawai is a replica of the vernacular house of the Dayak Kenyah before finally moving to the outskirts of Samarinda City. Along with the development of the times and the flow of globalization, local or regional culture is increasingly being displaced. This research was conducted so that there is documentation of Lamin Pamung Tawai. This study also aims to enrich the repertoire of knowledge of the archipelago's vernacular houses which were wisely designed by the nation's ancestors. This study uses a literature study approach, by collecting various related literature studies to see the relevance of the vernacular house. This study found that the Lamin Pamung Tawai vernacular house in Samarinda City has a close relationship with socio-culture and its environment in a humid tropical climate. [ABSTRACT FROM AUTHOR]

A literary criticism for the book "A Small Place" by Jamaica Kincaid, is presented. Topics include Caribbean experiences of displacement relate to different concepts such as exile, diaspora, and transnationalism to describe particularities of migrant groups; active participants in the colonial dynamics of tourism that focuses on disenchanted young subjectivities, which describes the protagonists to locate literature; and condemnation and criminalization of unproductivity and under productivity targeted emancipated bodies to keep them in the lower ranks of social hierarchies.