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Promoting Cooperation and Respect

Promoting Cooperation and Respect In the spring semester of 2009, I taught ENG 4390: Explorations in English at Texas A&M University – San Antonio, a nontraditional university located in the south end of the city. My students, eighteen women and one man, ranging in age from twenty-three to fifty, were exemplary of the school’s population. Almost half of them were Hispanic, and most had attended at least one community college before coming to our university. Many worked twenty to forty hours a week in addition to balancing a full course load and their family obligations. Nearly all nineteen students aspired to a career in education, which was fortuitous; despite the ambiguous title Explorations, English 4390 aims to prepare future elementary and secondary school instructors to teach literature. When I taught the course during a brief summer term in 2008, the poetry unit posed the greatest number of challenges for my undergraduates and me. Meter, assonance, consonance, and rhyme intimidated my students, and I confess that I shared their insecurities since I rarely taught poetry. I knew my students in 2009 would bring a range of literary skills to the course, as a result of their educational experiences and their diverse majors. Consequently, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

Promoting Cooperation and Respect

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Publisher
Duke University Press
Copyright
Copyright © Duke Univ Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-1302804
Publisher site
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Abstract

In the spring semester of 2009, I taught ENG 4390: Explorations in English at Texas A&M University – San Antonio, a nontraditional university located in the south end of the city. My students, eighteen women and one man, ranging in age from twenty-three to fifty, were exemplary of the school’s population. Almost half of them were Hispanic, and most had attended at least one community college before coming to our university. Many worked twenty to forty hours a week in addition to balancing a full course load and their family obligations. Nearly all nineteen students aspired to a career in education, which was fortuitous; despite the ambiguous title Explorations, English 4390 aims to prepare future elementary and secondary school instructors to teach literature. When I taught the course during a brief summer term in 2008, the poetry unit posed the greatest number of challenges for my undergraduates and me. Meter, assonance, consonance, and rhyme intimidated my students, and I confess that I shared their insecurities since I rarely taught poetry. I knew my students in 2009 would bring a range of literary skills to the course, as a result of their educational experiences and their diverse majors. Consequently,

Journal

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press

Published: Sep 21, 2011

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