English

NUCL is revolutionary-and may turn out to be a model for improved humanities instruction across the country-because it tries to find a way to help students actually enter into our culture's most interesting and productive conversations about literature.

Society can not really regulate anything so essentially personal and private in its nature as the sexual relation." Suzanne La Follette, Concerning Women, 1926 "We can intelligently consider the sexual character of the human species, female as well as male, only when we begin with the obvious fact that it is by nature promiscuous and becomes otherwise only as a result of social regulations." V.F. Calverton, "Are Women Monogamous?" 1931

Communal Modernisms: Teaching Twentieth-Century Literature and Culture in the Twenty-First-Century Classroom. Edited by Emily M. Hinnov, Laurel Harris and Lauren M. Rosenblum. Basingstoke and New York: Palgrave Macmillan, 2013. Xii + 203 pp. $90.00 Cloth.The editors of this noteworthy volume situate their work within a growing strand of modernist scholarship eager to shake up the traditionally "Monolithic Masculine Modernism" focused on Joyce, Pound, and Eliot (3). They propose a more inclusive lens, "communal modernisms," inspired by Virginia Woolf and Walter Benjamin's notion of "seemingly small, vibrantly lived, personal moments" as central to human history (2). The introduction also emphasizes the continued importance of feminism as a "key corrective" to studying and teaching modernism (4), as well as the vitality of "recovery, archival, and interdisciplinary work" to re-energize the Twenty-First Century classroom (5). The ed...

Reviewed by Geneviève Brassard, University of Portland If you think of censorship as consistently detrimental to art, Celia Marshik's provocative British Modernism and Censorship might surprise you. Censorship could be, and often was, repressive, however its "productive" and generative effects have not been fully investigated (4), and this study aptly fills in important gaps in histories of the modern period. Marshik reminds us that even "geniuses" such as Woolf or Joyce lived and worked in the world, not above it, and their historical moment was saturated with discourses of morality, purity, and indecency that colored and even transformed their works. Marshik defines the simultaneous process of defense and attack against pressures from "purity organizations and government censors" as "censorship dialectic" (3); she traces this dynamic relationship in texts by figures both canonical (Shaw, Woolf, Joyce) and marginalized in traditional narratives of modernism (Rossetti and Rhys). The Rossetti chapter focuses primarily on the poet's revision of "Jenny" in light of the Hicklin judgment (1868) which defined obscenity as a matter of effect rather than authorial intent (21-22). Marshik demonstrates that the version ultimately published, while still viewed as overtly sexual by the likes of Buchanan in his "The Fleshly School of Poetry" (1871), turns Jenny herself into a text to be interpreted and the poet into a premodernist of sorts whose embattled position with puritanical critics anticipates the next generation's struggles with censorship. The following chapter details G. B. Shaw's complex relationship with the social purity movement and censors, from his initial support of William Stead and his influential "The Maiden Tribute of Modern Babylon" (1885), through his long struggle to bring Mrs. Warren's Profession to the stage, to his later skill at "manipulat[ing] the censorship dialectic to his advantage" with his increasing use of "irony and satire to criticize the purity movement" (10-11). In his preface to Plays Pleasant & Unpleasant (1898) and his "The Author's Apology" (1902) Shaw frames his texts as "scandalous works that challenged established morality" (52) and posi

Reviewed by Geneviève Brassard, University of Portland This deeply researched, sharply argued, and lucidly written monograph exemplifies modernist scholarship's ability to evolve in diverse, inclusive, and expansive ways. Evans's gorgeous volume brings together texts both canonical and marginalized, as well as overlapping critical lenses, including spatial theory and identity studies, to argue for the centrality of "new public women" in liminal urban spaces in popular and imaginative discourses of the modern period-from 1880 through the late 1930s for the material under study (5). Evans brings a genuine curiosity about a period rich in innovation and transformation in historical and literary terms, as well as a noteworthy commitment to breaking down barriers and to expanding the possibilities of literary study. The range and diversity of authors included is matched only by her confident assembling and deployment of both traditional and interdisciplinary methods of analysis, to argue that "the recurrent trope of the modern woman in liminal urban spaces provides a method for bridging modernism's formal experiments and its social investments" (2). Bridging, in fact, might be the controlling metaphor of this study, as it favors inclusion of marginalized artifacts over canonical gate-keeping, and embraces intersecting multiplicities over narrow singularities. Bridging also captures the central term of this study, as "new public woman" gestures to its association with both the new woman and the prostitute, who dared to exist within the threshold locations of urban modernity. Threshold Modernism loosely unfolds chronologically and delineates the key sites around which commentators and writers associated "middle-class women's increasing urban presence" in London's "threshold spaces" such as shops, clubs, and streets (5). Each chapter surveys a particular pairing of type and site, with the first chapter, "Modern Sites for Modern Types," featuring an analysis of the barmaid (as seen in Ulysses's 'Sirens' episode and elsewhere) as emblematic of the way "women were often active negotiators of the male gaze" (28). Her term "spectacality" describes women's "dynamic use of the status of spectacle" in their interactions with men in public spaces, and she posits that the barmaid, as highly visible and predominant type of new public woman in the late nineteenth century, "suggested to some a sexual availability similar to that of the casual prostitute" (28, 31). This underlying preoccupation with the perceived or potential sexuality of women in public spaces runs through the material Evans surveys, and emerges as the book's overarching theme. Subsequent chapters turn to "Shops and Shopgirls," "Streets and the Woman Walker," and "Women's Clubs and Clubwomen," as major sites and types deployed in literary texts and debates carried out in the popular press via cartoons, editorials, and letters from readers. The last chapter, "New Public Women through Colonial Eyes," slightly departs from the book's overall focus, but its incorporation of marginalized viewpoints on the new public woman phenomenon ultimately provides a conclusion that not only connects colonial subjects to more central figures, but also opens up the book's methodology and archive to further explorations. The chapter on shops and shopgirls includes close readings of James's The Princess Casamassima, Amy Levy's The Romance of a Shop, and Gissing's The Odd Women, with detailed maps plotting character development and thematic strands at the street level through movements between locations and neighborhoods. The shopgirl "may be the most prevalent and the most persistent" among urban types of the period, in part because she embodies contradictions "expressive of widespread anxiety" around the blurring of "boundaries between domestic and commercial space," and literary texts register public concern around the shopgirl's "sexual availability" and the potential for geographic mobility to turn into a more threatening "social mobility"

This experimental study aims to investigate teacher written feedback with different degrees of explicitness of error correction namely, direct, coded, and uncoded feedback. These three types of feedback were given to 81 EFL major students enrolled in a 14-week paragraph writing course using a process approach in a Thai university. The students wrote paragraphs of three different genres (narration, description, and comparison and contrast) with three topics and three drafts for each genre. A total of 1,458 second drafts and final drafts were compared to see the improvement of student writing (holistic writing, targeted linguistic errors, and length of writing. Paired Sample T-Test reveals a highly significant improvement in the studentsû holistic writing and reduction of errors, but there was no significant difference in the length of writing in comparing first and last writing. The result of error analysis shows that the highest error rate was found in wrong word followed by sentence structure, verb, article, and noun ending respectively. ∫∑ §-¥¬à Õ ß"π«' ®-¬ §√-È ßπ' È ‡ªì π°"√«' ®-¬ ‡™' ß∑¥≈Õß‚¥¬¡' «-µ∂ÿ ª√-ß §å ‡ae◊ Ë Õ»÷°…"°"√"Àâ º≈-∑â Õπ°≈-∫‚¥¬°"√ ‡¢' ¬π ¢Õß §√Ÿ ™π' ¥µà "ßÊ §◊ Õ °"√"Àâ º≈-∑â Õπ°≈-∫•∫∫µ√ß (direct feedback) •∫∫√À-(coded feedback) •∫∫¢' ¥ ‡ â π"µâ (uncoded feedback) ‚¥¬"π°"√∑¥≈Õß¡'°"√"Àâ º≈-∑â Õπ°≈-∫∑-È ß "¡™π' ¥π' È •°à π-°»÷°…"«' ™" ‡Õ°¿"…" Õ-ß°ƒ… ®"π«π 81 §π∑' Ë ‡√' ¬π"π√"¬«' ™"°"√ ‡¢' ¬π¬à ÕÀπâ " ‚¥¬"™â «' ∏'°"√ Õπ•∫∫ ‡πâ π°√-∫«π°"√ ‡¢' ¬π µ≈Õ¥ ™à «ß√-¬-‡«≈" 14-ª¥"Àå °"√ ‡¢' ¬π¬à ÕÀπâ "¢Õßπ-°»÷°…"ª√-°Õ∫¥â «¬ 3 √Ÿ ª•∫∫ Õ-π‰¥â •°à °"√ ‡≈à " ‡√◊ Ë Õß (narration)°" √∫√√¬"¬ §«"¡ (description) •≈-°"√ ‡ª√' ¬∫ ‡∑' ¬∫ (comparison and contrast) ‚¥¬π-°»÷°…"‰¥â √-∫¡Õ∫À¡"¬ ß"π"Àâ ‡¢' ¬πµ"¡ 3 √Ÿ ª•∫∫¥-ß°≈à "« ®"π«π√Ÿ ª•∫∫≈-3 À-«¢â Õ •≈-"π•µà ≈-À-«¢â Õπ-°»÷°…"µâ Õß ‡¢' ¬π©∫-∫√à "ß (draft) 3 ©∫-∫ ‚¥¬ºŸ â «' ®-¬‰¥â ∑"°"√«' ‡ §√"-Àå ¢â Õ¡Ÿ ≈´÷ Ë ß‰¥â ¡"®"°°"√ ‡ª√' ¬∫ ‡∑' ¬∫°"√ ‡¢' ¬π©∫-∫√à "ß∑' Ë 2 (second draft) •≈-©∫-∫√à "ß ÿ ¥∑â "¬ (final draft) ®"π«π 1,458 ©∫-∫ ‡ae◊ Ë Õµ√«® Õ∫°"√ae-≤π"∑"ß°"√ ‡¢' ¬π¢Õßπ-°»÷°…" (§ÿ ≥¿"ae

The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English proficiency (low, fair and high). It was focused on their perspectives towards skills practiced during working on written tasks: writing, thinking, participation, communication as well as their satisfaction of these activities. The results from content analysis demonstrated that overall the students practiced participation skills when doing individual and pair work. The students practiced writing skills when joining group work. With regard to the students' satisfaction, low proficiency students in low group were likely to enjoy coauthoring activity either pair or group work. Their satisfaction seemed to increase according to the number of...

This study focused on comparing the effects on 32 students’ argumentative writing qualities when they worked alone or collaborated in pairs and groups and explored the students’ opinions towards critical thinking across different writing activities. The 32 students were divided into groups of four (n=8), pairs (n=16) and individuals (n=32). Their papers were rated in terms of content, language use, and organization by three raters. The research employed argumentative writing rubrics, semi-structured interview, and observation. From the total of 15 points, the novice learners gained the highest scores when writing in groups (X ̅ = 11.22), followed by pairs (X ̅ = 10.19) and individuals (X ̅ = 8.98). The intermediate learners also gained the highest scores in group work (X ̅ = 11.50), followed by pairs (X ̅ = 10.32), and individual work (X ̅ = 9.04), respectively. Similar to the advanced level, they had the highest scores when working in groups (X ̅ = 11.95), followed by pairs (X ̅ = ...

This paper aims to review the theoretical concept of interlingual interference of the mother tongue, Thai to the target language, English and intralingual interference found in EFL student writing in Thai context with the attempt to define the existence of errors according to their sources. This review article also exemplifies some frequent errors normally found in Thai student writing based on three perspectives of interlingual interference; lexical, syntactic and discourse interference and seven aspects of intralingual interference; false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking cooccurrence restrictions, hypercorrection and overgeneralization. The pedagogical implication for EFL context is also discussed.

The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English proficiency (low, fair and high). It was focused on their perspectives towards skills practiced during working on written tasks: writing, thinking, participation, communication as well as their satisfaction of these activities. The results from content analysis demonstrated that overall the students practiced participation skills when doing individual and pair work. The students practiced writing skills when joining group work. With regard to the students’ satisfaction, low proficiency students in low group were likely to enjoy coauthoring activity either pair or group work. Their satisfaction seemed to increase according to the number of gro...

This experimental study aims to investigate teacher written feedback with different degrees of explicitness of error correction namely, direct, coded, and uncoded feedback. These three types of feedback were given to 81 EFL major students enrolled in a 14-week paragraph writing course using a process approach in a Thai university. The students wrote paragraphs of three different genres (narration, description, and comparison and contrast) with three topics and three drafts for each genre. A total of 1,458 second drafts and final drafts were compared to see the improvement of student writing (holistic writing, targeted linguistic errors, and length of writing. Paired Sample T-Test reveals a highly significant improvement in the studentsû holistic writing and reduction of errors, but there was no significant difference in the length of writing in comparing first and last writing. The result of error analysis shows that the highest error rate was found in wrong word followed by sentenc...

The present study aims to explore critical thinking from EFL Thai students’ perspectives in collaborative writing activity. The subjects were 32 second-year English major students composing paragraph writing in the Writing II course. They were divided into three groups based on their English proficiency: advanced, intermediate, and novice, and data was collected using quantitative and qualitative approaches. The critical thinking skills questionnaire was utilized to collect quantitative data, and the results were analyzed using Mean and Standard deviation. For qualitative data, an interview was used to collect critical thinking skills practice of six students randomly selected. The quantitative results revealed that the highest critical thinking skills practice was found in analyzing (Mean=3.47, SD=1.15), followed by evaluating (Mean=3.44, SD=1.27), and creating (Mean=3.34, SD=.03), respectively. For qualitative results, it was found that the students in the high level of English pr...

I am indebted to the Royal Thai Government for providing a full scholarship to study in Thailand and the United Kingdom. I am especially grateful to Ajarn Peter Bint and Ajan Clifford Sloane for their generous assistance in editing this written product. Also, my personal appreciation is due to Mrs. Saruta Chantaros for her kind assistance throughout my study.

This paper aims to review the theoretical concept of interlingual interference of the mother tongue, Thai to the target language, English and intralingual interference found in EFL student writing in Thai context with the attempt to define the existence of errors according to their sources. This review article also exemplifies some frequent errors normally found in Thai student writing based on three perspectives of interlingual interference; lexical, syntactic and discourse interference and seven aspects of intralingual interference; false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking cooccurrence restrictions, hypercorrection and overgeneralization. The pedagogical implication for EFL context is also discussed.