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This book attempts to harness the power of stories to help students grow and develop as writers. It argues that stories and narratives can be utilized in the composition classroom, specifically first-year composition (FYC) to break down barriers. Stories and narratives can help students overcome academic, personal, and creative barriers.
List of contents
Acknowledgements
Introduction: The Role of Stories and Narratives in Composition
Section One: Breaking Barriers
Chapter 1: Breaking the Ice: The Teacher as "Story"
Chapter 2: Using Narratives in First-Year Composition Courses to Allow Students to Confront the Traumatic
Chapter 3: Narratives as Gateways to Reflection
Chapter 4: Narratives as a Catalyst for Research
Chapter 5: As the Semester Ends: The Writing Portfolio as Narrative
Chapter 6: Stories in an Online Environment
Section Two: Implications and Conclusions
Chapter 7: "Why Did You Give Me Such a Bad Grade?": Providing Constructive Assessment of Narratives
Chapter 8: "Yes, But...": Establishing a Language Base for Working With Stories
Chapter 9: Implications for New Teacher Training
Bibliography
About the Authors
Index
About the author
Anthony Fulton received his PhD in English from Southern Illinois University, Carbondale, in 2015, specializing in Writing Across the Curriculum (WAC). He teaches composition and argumentation courses at Prince George's Community College.
Christopher B. Field received his PhD in English from Southern Illinois University, Carbondale, in 2015, his MA in English from the University of Dayton in 2005, his BA in English from the University of Cincinnati in 2003, and his AA from Sinclair Community College in 2001. He has served as an Assistant Professor of English in the Languages, Literature, and Philosophy department at Tennessee State University since 2015.
Michael MacBride received his PhD in English from Southern Illinois University, Carbondale, in 2014, his MA in literature from Minnesota State University, Mankato, and his BS in creative writing from Eastern Michigan University. Since 2005, he has taught a variety of English, literature, and humanities courses at six different institutions.
