Several members of the English Department have formed a reading group to address the role of English Studies in academic and social contexts. We have investigated the question “Why English?” as it might be asked by a student pondering what it means to be an English major, as it might be asked by educators, researchers, and theorists within the fields of literary and rhetorical scholarship, and as it might be asked by observers outside the field.
This investigation has entailed comparing books and articles focused on the profession and practice of teaching English (by Martha Nussbaum, Marjorie Garber, and Cristina Vischer Bruns, for example), as well as texts concentrating on the social and cultural valuing of English study (by Louis Menand and Frederick Luis Aldama), and on the historical definition and identity of the humanities (Robert Black), as well as the capacity of writing to serve as political identification (Jacques Rancière).
Our contemporary interrogation and assessment of the worth and worthiness of English studies as a discipline and a profession follows in a centuries-old tradition of fluid self-definition and ceaseless internal examination that has kept the humanities in general, and English studies in particular, relevant to the political, social, and educational controversies of the moment while opening the minds of scholars and citizens to an awareness of cultural, artistic, and intellectual patterns remote from our current place and time.
As our reading group continues its efforts in the coming months, we will explore questions inspired by our readings and our stimulating conversations about them.
Where? Carl Wimberly Hall, Room 304 When? Monday-Thursday 9-4, Friday 10-3 (hours may vary slightly) How? Just stop by and sign up for a time Why? To get feedback on any writing assignment Who? Peer tutors will help any UW-L student.
What students are saying
“She took care of a lot of my questions. Thank you!”
“You need other people to read your stuff. It helps.”
“You can work quickly or take as much time as needed.”
“Instead of correcting by himself, my tutor taught me how to correct. It was very helpful.”
“My tutor was knowledgeable, friendly and motivated about tutoring.”
Another interesting podcast is LSAT Reasoning in Everyday Life--put out by The Princeton Review, ostensibly to help students prepare for the Law School Admission Test. But it's worthwhile for anyone interested in listening to analyses of the reasoning (and flaws of reasoning) in everyday situations.
The February 5, 2007 broadcast analyzes the logic of Super Bowl ads.
I just received this from a former student--it's an interesting site that MIGHT be helpful, to a degree. At least students would know that correct grammar use is being "podcast."
Here is a website for your students to access. It's called 'Grammar Girl' and is a free podcast, each one being a quick proper grammar lesson. I have subscribed to it hoping it will clear up some mistakes I still make. Check it out and see what you think. I just thought it would be a good way to bridge the generational gap with the younger freshman cause you download the podcast and put in on your computer or iPod to listen to it........Awesome Dude. I think I need a generational gap slap upside the head after saying that. The address is: