Papers by Jennifer Holberg
The Lion and the Unicorn, 2005
Over the past twenty years or so, English departments have paid increasing attention to the prepa... more Over the past twenty years or so, English departments have paid increasing attention to the preparation of graduate students which has, in turn, significantly affected the quality of composition teaching. This attention grows out of a relatively long tradition of attempts at reforI11 documented by Janet Marting. For instance, she describes a 1930 conference by the Institute for Administrative Offices of Higher Institutions devoted to the topic of "The Training of College Teachers," where Gordon Laing noted "low rumblings of discontent, ominous mutterings of dissatisfaction, savage growlings of complaint, accompanied by flashes of forked criticism" which were being directed "immediately at the teaching capacity, or, to use the word of the critics, incapacity of the brilliantly hooded products of our graduate schools" (qtd. in Marting 35). More recently, through the efforts of such organizations as WPA and the Conference on College Composition and Communi...
International Journal of Christianity & Education, 2010
What is most important about this collection is that it is a beginning, a first step on the road ... more What is most important about this collection is that it is a beginning, a first step on the road to a more robustscholarship in collegiate faith-based honors education. As Ken Bratt notes in his introduction, Christian colleges have entered the conversation around honors comparatively late, so the efforts here, which help us to connect research in elementary and secondary giftedltalented programs with university-level initiatives, which suggest ways to examine the undergirding provided by theological traditions, and which demonstrate programmatic approaches to embodying Christian virtues likecommunity and humility, area mostwelcome start. As higher education in the United States is increasingly characterized by the language of "crises" (the crisis surrounding humanities disciplines and the teaching of the liberal arts generally, the crisis of contingent labor and the shrinking numbers of the full time professoriate, and, of course, the economic crisis that is forcing colle...
Journal of Education and Christian Belief, 2010
… Chronicle: A Newsletter for Writing Teachers, 1996
ED391169 - Apprenticeship versus Partnership: Graduate Students as Administrators.
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2005
Don't teach them writing. Don't teach them reading. Teach them the habit of giving reas... more Don't teach them writing. Don't teach them reading. Teach them the habit of giving reasons for what they think, and explain how reading and writing can help them do that. If the basic goal of general education is instilling and exercising the habit of giving reasons, the apt ...
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2005
Marvels & Tales, 2004
National Dreams: The Remaking of Fairy Tales in Nineteenth-Century England. By Jennifer Schacker.... more National Dreams: The Remaking of Fairy Tales in Nineteenth-Century England. By Jennifer Schacker. Philadelphia: University of Philadelphia Press, 2003. 198 pp. Folklorists commonly agree that, in the nineteenth century, Englandcontrary to both Scotland and Wales-did not sport a living tradition of folk and fairy tales. Whatever the reasons for this development might have been, it appears as a matter of course that towards the beginning of the nineteenth century the growing reading public in England had to look for other than local traditions to satisfy their curiosity in terms of popular reading matter. Wherever those other traditions would be found-in European or nonEuropean countries-they were bound to be adapted to the contemporary English world view in order to prove appealing and, hence, commercially successful. This general situation constitutes the theoretical grounding for Schacker s journey through the "national dreams" of the day. As a point of start, Schacker follows the evaluation of one "of the earliest systematic observer's of folktale publication in England" (8), Charlotte Yonge (see also 44-45, 47), who in her 1869 essay on "Children's Literature of the Last Century" evaluated three publications of the early nineteenth century as "real good fairy books': Edgar Taylor's translation of the brothers Grimms Kinder- und Hausmdrchen, published under the title of German Popular Stories (1823), Thomas Crofton Crokers Fairy Legends and Traditions of the South of Ireland (1825), and George Webbe Dasent's Popular Tales from the Norse (1859), from whose introduction Schacker takes her title (see 134). To this trinity, Schacker has added another highly influential publication of the time, Edward William Lane's translation of the Arabian Nights (1838-40), the first ever English-language translation rendering a more or less complete text as prepared directly from the Arabic. Besides being welcomed by the public as popular reading matter, these four collections share another criterion, easily recognizable from their respective titles: all of them present popular tales from regions other than England-Germany, Ireland, Norway, and the Arab world. In the light of present day considerations about the marketing of specific products and the ways to meet the expectations of readers, Schacker's study promises fascinating reading, and indeed it is. Schacker's study is clearly structured and in its four main chapters presents the four collections considered: Taylor (13-45), Croker (46-77), Lane (78-116), and Dasent (117-137). The main chapters are bracketed by an introduction (1-12) and a conclusion (138-150), and followed by notes (151-178), a bibliography (179-188), and an index (189-195). Within the main chapters, the author develops detailed discussions of the background and contemporary English reception of the respective works. The discussions as a rule comprise a standard set of arguments dealing with the translated publication in its original context, the biography of its translator (and editor), the translator's theoretical considerations in choosing and adapting the tales, and the collections story of success, together with a discussion of the publishers and their editorial strategies; except for Dasent's work, illustrations are also considered as an important constituent in the transmission of (mental) images. Of the four collections discussed, two are particularly noteworthy for their ensuing repercussions: Taylor's reductive presentation of a German peasant world, convincingly visualized in George Cruikshank's illustrations, proved so successful as to instigate the original collection's authors to prepare a similar selection in German; and Lane's narrative image of the Arab world, accompanied by a wealth of annotation and illustration both relying on firsthand experience by its readers was soon taken as an ethnographic guide mirroring contemporary reality. Schacker's writing is dense and convincing, and the impressive multitude of her detailed arguments is difficult to summarize. …
Chemical and Petroleum Engineering, 1972
Pedagogy, 2020
We are thrilled to present to you Pedagogy's twentieth volume. Back in the late 1990s, it was cle... more We are thrilled to present to you Pedagogy's twentieth volume. Back in the late 1990s, it was clear that the need for a journal like this existed, but now twelve thousand pages of scholarship later, how delighted we are that it has thrived. Indeed, we get many more submissions each year than we can publisha sadness, on the one hand, but also a testimony to the mission of the journal, articulated all the way back in issue 1: to create and nourish more conversation about teaching English in higher education. It has been a rich twenty years. So we want to start this volume with gratitude. Journals take endless amounts of work-mostly done "on the side" of all other responsibilitiesand a good deal of support. We are thankful to our institutions, Calvin University and Central Michigan University, and the team at Duke University Press. We are grateful, too, for the scholarly community that surrounds the journal: our editorial board members through the years, our associate editors, our authors, all the colleagues who have selflessly served as outside reviewers, and last but certainly not least, our readers. Pedagogy, of course, is ultimately about students, and we have been fortunate throughout our history to have so many wonderful students serve as editorial assistants. Our editorial process is very lean, so we could not do it without their help. For the past three years, Isabelle Selles has been simply extraordinary in that role-so much so that, for the past year, she has been serving as managing editor. With Isabelle's extremely capable assistance, we as editors have been able to expand our work, and the journal has flourished.
College Composition and Communication, 1999
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2009
Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture, 2012
In lieu of writing an editors’ introduction as we typically do, we would like to dedicate this is... more In lieu of writing an editors’ introduction as we typically do, we would like to dedicate this issue to Marshall Gregory, Butler University’s Ice Professor of English, Liberal Education, and Pedagogy. Greg, who has recently been diagnosed with pancreatic cancer, is a founding board member of Pedagogy and a vital partner in this work. With this dedication, we want to signal in some small way our profound gratitude to him for his enthusiastic and unfailing support of both the journal and of us personally. From the beginning, we have been able to rely on him for wisdom and advice and — always — great encouragement. His undeniable delight in all things related to teaching is a reflection, no doubt, of his fundamental generosity and deeply gracious spirit. He models a joyful way of being in the world that inspires us. We are privileged to have featured some of his exemplary scholarship in these pages, but are even more honored to have his example as our guide. Thank you, Greg.
Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture, 2012
I'll leave you alone if you leave me alone." That is, I won't make you work too hard (read a lot,... more I'll leave you alone if you leave me alone." That is, I won't make you work too hard (read a lot, write a lot) so that I won't have to grade as many papers or explain why you are not performing well. The existence of this bargain is suggested by the fact that at a relatively low level of effort, many students get decent grades-B's and sometimes better. There seems to be a breakdown of shared responsibility for learning-on the part of faculty members who allow students to get by with far less than maximum effort, and on the part of students who are not taking full advantage of the resources institutions provide.
Uploads
Papers by Jennifer Holberg