Conner, Samantha P Teaching Women Writers in First-Year Composition: Dealing with Student Discomfort When Teaching Their Eyes Were Watching God. 2023. Radford University, Thesis. Radford University Scholars' Repository.
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Abstract
This thesis explores composition pedagogy, feminist pedagogy, and feminist composition pedagogy along with scholarship on Zora Neale Hurston. I use these strategies and scholarship to create lesson plans and activities for a first-year composition (FYC) course focusing on using Hurston’s novel, Their Eyes Were Watching God, to teach writing. I discuss the overall goals of first-year composition and the challenges that arise when deciding what to include in FYC syllabi. Discussions of student voice, dialect, and audience awareness are also highlighted in my research on composition studies. Moving beyond the importance of composition, I extend my research explaining how to successfully practice feminist pedagogical strategies in a FYC classroom. Using these strategies can help alleviate and/or prevent some student discomfort that may occur when using Hurston’s Their Eyes Were Watching God to teach writing and critical thinking. If discomfort does occur, I provide several strategies to help students use their emotions in their writing and provide them with more opportunities to process their ideas in a more productive way. Overall, this thesis provides a framework for educators seeking to teach women writers, specifically Zora Neale Hurston, using feminist pedagogy in their FYC classrooms.
| Item Type: | Thesis |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education P Language and Literature > PS American literature |
| Divisions: | Radford University > College of Humanities and Behavioral Sciences > Department of English |
| Date Deposited: | 28 Jun 2023 12:03 |
| Last Modified: | 28 Jun 2023 12:03 |
| URI: | http://wagner.radford.edu/id/eprint/993 |
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