Students and faculty in the English Department study traditional British and American literatures as well as the great variety of literatures from around the globe. Writing is integral to every course in the English major, and students engage in critical and creative writing projects of varying lengths. While developing skills in careful reading and research, many students take poetry or fiction workshops and take courses in argumentation, screenwriting, or business writing.

Many courses use new media and film, and focus on visual rhetoric and cultural studies. In theoretical courses students explore perspectives ranging from critical race theory, to feminist criticism, postcolonialism, semiotics, and queer theory.

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Submissions from 2019

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Jean Raspail, Michel Houellebecq, and Jenny Erpenbeck: Acknowledging the Barbarian Within, John C. Hawley

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“Have Fun in the Sun!” The (Im)personal Archive of High School Yearbooks, Amy J. Lueck

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Beginning at the End: Reimagining the Dissertation Committee, Reimagining Careers, Amy J. Lueck and Beth Boehm

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Inclusivity in the Archives: Expanding Undergraduate Pedagogies for Diversity and Inclusion, Amy J. Lueck, Beverlyn Law, and Isabella Zhang

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Frameworks for Collaboration: Articulating Information Literacy, and Rhetoric and Writing Goals in the Archives, Amy J. Lueck and Nadia Nasr

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Decolonial Potential in a Multilingual FYC, Cruz Medina

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Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice, Tricia Serviss and Julia Voss

Submissions from 2018

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Building Bridges with ePortfolios for First-Generation College Students, Theresa Conefrey

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Supporting First-Generation Students’ Adjustment to College With High-Impact Practices, Theresa Conefrey

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New Puritans, Eileen Razzari Elrod

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“Higher” School: Nineteenth-Century High Schools and the Secondary-College Divide, Amy J. Lueck

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How High Schools Shaped American Cities, Amy J. Lueck

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"Several Sigourneys": Circulation, Reprint Culture, and Sigourney’s Educational Prose, Amy J. Lueck

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A Response to Kim Hensley Owens’s “In Lak’ech, The Chica no Clap, and Fear : A Partial Rhetorical Autopsy of Tucson’s Now-Illegal Ethnic Studies Classes”, Aja Y. Martinez, Cruz Medina, and Gloria J. Howerton

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Digital Latin@ Storytelling: testimonio as Multi-modal Resistance, Cruz Medina

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Validating the Consequences of Social Justice Pedagogy: Explicit Values in Course-Based Grading Contracts, Cruz Medina

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Introduction: Coded in Technology Literacy, Cruz Medina and Octavio Pimentel

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Happily, William Rewak

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Who Learns from Collaborative Digital Projects? Cultivating Critical Consciousness and Metacognition to Democratize Digital Literacy Learning, Julia Voss

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Essence of Mom 2.0: Media, Memory, and Community across an Extended African American Family, Julia Voss and Lillie R. Jenkins

Submissions from 2017

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LEADing the Way with ePortfolios in a First-Generation Learning Community, Theresa Conefrey

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Coping with a Failed Revolution, John C. Hawley

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Khaled Hosseini, Keigo Higashino, and Zoe Ferraris: Social Concealment, Personal Revelation, and Community Guilt, John C. Hawley

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Mourning and Melancholy in Hisham Matar's In the Country of Men and Anatomy of a Disappearance, John C. Hawley

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What Does Young South Asia Want? Can Chetan Bhagat, Mohsin Hamid, and Arundhati Roy tell us?, John C. Hawley

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“Classbook Sense”: Genre and Girls’ School Yearbooks in the Early-Twentieth-Century American High School, Amy J. Lueck

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Identity, Decolonialism, and Digital Archives, Cruz Medina

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Little Things, William Rewak

Submissions from 2016

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Graduate Student Peer Mentoring Programs: Benefitting Students, Faculty and Academic Programs, Beth Boehm and Amy J. Lueck

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Oceanic Turns and American Literary History in Global Context, Michelle Burnham

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Technology in the College Classroom: Crisis and Opportunity, Theresa Conefrey

Day of the Dead: Decolonial Expressions in Pop de los Muertos, Cruz Medina

Poch@: Latin@ Blogs in the Decolonial Archives, Cruz Medina

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Bethlehem, William Rewak

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"Our door is always open": Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities, Julia Voss

Submissions from 2015

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Introduction to Forum: The Hemispheric French Atlantic, Michelle Burnham

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Literary Recovery in an Age of Austerity: A Review of Early American Reprints and Just Teach One, Michelle Burnham

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Obeah’s unproductive bodies: a response to “Obeah: knowledge, power, and writing in the early Atlantic World”, Michelle Burnham

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Gay and Lesbian Culture and Politics, John C. Hawley

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Postcolonial Theory, John C. Hawley

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“A Maturity of Thought Very Rare in Young Girls”: Women’s Public Engagement in Nineteenth-Century High School Commencement Essays, Amy J. Lueck

Teaching Jimmy Santiago Baca, Cruz Medina

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Contexts of Lived Realities in SB 1070 Arizona: A Response to Asenas and Johnson's"Economic Globalization and the'Given Situation'", Cruz Medina and Aya J. Martinez

The Absent Presence and the Art of Autobiography in Barack Obama's Dreams From My Father, Aparajita Nanda

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The Black Frontier, Aparajita Nanda

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Can a Squirrel and a Monkey Be Friends?, William Rewak

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Is Stephen Hawking Right about Death?, William Rewak

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SCU: Silicon Valley’s First Start-Up, William Rewak

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Yes, Art is Essential to Learning, William Rewak

If They Kill Me, Juan Velasco

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To Teach, Critique, and Compose: Representing Computers and Composition through the CIWIC/DMAC Institute, Julia Voss

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Reanimating Ghost Editions, Reorienting the Early American Novel, Karen A. Weyler and Michelle Burnham

Submissions from 2014

The Bede Page in a Saxon Manuscript, Phyllis Brown

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Thinking Otherwise about God, Marx, and Eagleton: A Response to Terry Eagleton, Marilyn Edelstein

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Chattering Classes/Twittering Revolutionaries: Journalism, Social Media, and the Arab Spring, John C. Hawley

The Historical in/as the Responsive, Amy J. Lueck

Tweeting Collaborative Identity: Race, ICTs and Performing Latinidad, Cruz Medina

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“(Who Discovered) America”: Ozomatli and the Mestiz@ Rhetoric of Hip Hop, Cruz Medina

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Poetry vs. The Silicon Chip, William Rewak

The Old Chair, William Rewak

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Who Put That Crease in Your Soul?, William Rewak

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Mapping a geography of hell: evil, neoliberalism, and the femicides in Roberto Bolaño's 2666, Juan Velasco and Tanya Schmidt

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Introduction: Questioning, Challenging and Advocating: Advancing Knowledge in Composition and Rhetoric, Julia Voss and Beverly J. Moss

Submissions from 2013

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Early America and the Revolutionary Pacific, Michelle Burnham

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Is There an Indigenous Gothic?, Michelle Burnham

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Distancing the Past: New Forms of Discomfort with AIDS in the U.S, John C. Hawley

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The Gods Who Speak in Many Voices, and in None: African Novelists on Indigenous and Colonial Religion, John C. Hawley

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Available Technologies for Changing Student Needs: Using Technology to Reach Graduate Students on our Campuses, Amy J. Lueck

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Writing a Translingual Script: Closed Captions in the English Multilingual Hearing Classroom, Amy J. Lueck

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Nuestros Refranes: Culturally Relevant Writing in Tucson High Schools, Cruz Medina

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Response: An Invitation to a Too-Long Postponed Conversation: Race and Composition by Octavio Pimentel, Cruz Medina

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The Family Profession, Cruz Medina

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Power, Politics, and Domestic Desire in Octavia Butler’s Lilith’s Brood, Aparajita Nanda

The Egret, William Rewak

The First Jesuit Pope, William Rewak

The Maker, William Rewak

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“So my computer literacy journey…”: Re-creating and Re-thinking Technological Literacy Experience through Narrative, Julia Voss

Submissions from 2012

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Hrotsvit of Gandersheim (ca 935-ca. 975), Phyllis Brown

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Hrotsvit's Apostolic Mission: Prefaces, Dedications, and Other Addresses to Readers, Phyllis Brown

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The Challenges of Oral History in the 21st Century: Diversity, Inequality and Identity Construction Using Online Video Oral Histories in University Courses across the Curriculum, Gail Gradowski and Jill Goodman Gould

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Christianity, John C. Hawley

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Colonialism and Mandates, John C. Hawley

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"I Enter Into Its Burning": Yvonne Vera's Beautiful Cauldron of Violence, John C. Hawley

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Disciplinary Resistance: Promoting Possibility for the Writing Program, Amy J. Lueck

Submissions from 2011

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Female Bodies and Capitalist Drive: Leonora Sansay's Secret History in Transoceanic Context, Michelle Burnham

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Sherman Alexie’s Indian Killer as Indigenous Gothic, Michelle Burnham

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Trade, Time, and the Calculus of Risk in Early Pacific Travel Writing, Michelle Burnham

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Gender, Genre and Slavery: The Other Rowson, Rowson's Others, Eileen Elrod

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Writing Without Sound: Language Politics in Closed Captioning, Amy J. Lueck

Writing the Self in ‘Heterotopic’ Spaces: Reading Nawal Sadaawi’s Woman at Point Zero, Aparajita Nanda

Abundance, William Rewak

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La Señora, William Rewak

The Day, William Rewak

Submissions from 2010

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Authentic Education: The Example of Hrotsvit of Gandersheim, Phyllis Brown

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Rhetoric and Reception: Guillaume de Machaut’s ‘Je Maudi, Phyllis Brown

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Ignatian Values in the Core Curriculum, Phyllis Brown and Diane Jonte-Pace

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Samuel Gorton’s Leveller Aesthetics and the Economics of Colonial Dissent, Michelle Burnham

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Phillis Wheatley’s Abolitionist Text: The 1834 Edition, Eileen Razzari Elrod

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Holocaust Remembrance: Making Meaning through Oral History across the Generations, Gail Gradowski, Jill Goodman Gould, and Anne Saldinger

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Jihad as Rite of Passage: Tahar Djaout’s The Last Summer of Reason and Slimane Benaïssa’s The Last Night of a Damned Soul, John C. Hawley