Department of English, College of LAS, University of Illinois


Footnotes: The English Department Newsletter

Volume 58 |October 7, 2013| Number 7

FROM THE GRADUATE STUDIES OFFICE

To submit information for future editions of Footnotes, please e-mail it to shockey@illinois.edu.  All information needs to be received by Thursday in order to be included in the following Monday’s edition. 

Fellowship Payment

Graduate students on fellowship for the Fall semester (8/16/13-12/15/13), will receive their last fellowship payment on 12/16/13.

Congratulations!
Debora Tienou
successfully passed her Special Field exam on American Literature and U.S. Expansion 1865-1920 (Loughran, Ch.; Freeburg, Somerville, Byrd) on 10/3/13.

GRAD STUDIES OFFICE WILL BE CLOSED TUESDAY, OCTOBER 8TH FROM 8-1.

Fall 2013 – Dates to Remember
October 18:    Last day for student to drop a semester course on Web Self-Service
October 21:    Second half-session courses begin
November 4:    Registration for spring begins.  Start times vary.  See your time ticket for your exact enrollment time at UI Integrate Self-Service
November 8:    Last day to add a second half-session course
November 15:    Last day to withdraw from the current term without a grade of W
November 15:    Last day to elect credit/no-credit option for a semester course or to change from credit/no-credit option to a regular grade
November 15:    Last day for student to drop a semester course without a grade of W (without approval)
November 15:    Last day to take final exam for December doctoral degree
November 15:    Last day for students to add themselves to Dec degree list via web UI Integrate Self- Service and for departments to add students who do not have access to UI Integrate Self-Service
November 22:    Deadline for Graduate Student Academic Services office to receive the final exam Certificate of Result
Nov 23-Dec 1:     Fall vacation for students
Nov 28 - 29:     Thanksgiving Break (all campus holiday)
December 2:     Instruction resumes
December 6:     Last day to complete deposit of December doctoral dissertations
December 6:     Last day to elect credit/no-credit option for a second half-session course or to change from credit/no-credit option to a regular grade
December 6:     Last day to drop a second half-session course, without a grade of W (without approval)
December 11:     Instruction ends
December 12:     Reading Day
December 12:     Last day to add or drop a second half-session course with approval (a W is recorded)
December 12:     Last day to add or drop a semester course with approval (a W is recorded)
December 12:     Last day to change a grade of DFR (in a non-thesis course) or I, awarded last spring or summer to prevent F by rule
December 13:     Last day to complete deposit of December master’s theses
Dec 13 – 20:    Final examination period    
December 20:     Last date for receipt of completed petitions in the Graduate College for graduating students
December 23:     December degree conferral (no commencement)

CALL FOR PAPERS

Creative Writing Pedagogy - Call for Papers

Special Issue: Teaching Creative Writing

Modern Language Studies

(Deadline: March 31, 2014)

Queries, Clarifications and Completed Papers to: Lewis Land, Bucknell University (lewis.land@bucknell.edu)

The teaching of music, dance, painting and other arts is well-respected in the academy, but in creative writing a myth lingers in the minds of many: you either have “it” or you don’t. As instructors much of our time is spent attempting to dispel this myth; indeed, Kelly Ritter and Stephanie Vanderslice go so far as to title their anthology of creative writing pedagogy essays Can It Really Be Taught?

For those of us who believe that creative writing can and should be taught, the more pertinent and relevant question is how to do so. For a special issue on creative writing pedagogy, Modern Language Studies invites essays that attempt to address the nuts and bolts of teaching creative writing in inventive, contemporary, and stimulating ways. Papers should seek not merely to identify flaws within current methods of instruction in creative writing, but instead address how to correct those flaws and/or to consider in their stead effective and rewarding teaching methods for both students and instructors.

Essays need not be limited solely to the academy itself; essays regarding pedagogy in nontraditional classrooms are also welcome. Topics need not be limited to traditional workshop models, either. Essays that argue for alternative methods of formal (or informal) instruction are especially welcome.

Other possible topics include:

  • Utilization of digital media in the classroom and the potential benefits and risks of incorporating technology into the classroom; especially in regards to MOOCs and their potential influence on current methods of instruction
  • The role of publication in the creation of a text; when and how to incorporate discussion of and practice in publishing in a creative writing education
  • The specific merits of cross-genre (poetry, fiction, etc.) instruction in a student’s development as a writer
  • Discussion of instruction in “genre” fiction versus “literary” fiction in general fiction writing workshops; the merits of genre-specific (fantasy, horror, etc.) classes
  • The management of workshop dynamics
  • The place of literary theory and formal analysis in the creative writing classroom; especially when considering the rise of MFA and undergraduate degree programs in creative writing as a potential response to the decrease in attendance in traditional English programs
  • The merits and potential drawbacks of nontraditional methods of instruction incorporated into a traditional workshop structure (or those that abandon the traditional workshop altogether)
  • The management and encouragement of a student’s development in long-term programs of study versus their development in a single course
  • The role of cultural politics in the selection of class readings; the relationship between creative writing instruction and diversity/multicultural studies; how creative writing’s relationship to diversity may differ from that of other degree programs