Browsing by Author "Skeffington, Jillian K."
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ItemEnhancing transfer from first-year composition: a pedagogy of shorter essays(2012) Skeffington, Jillian K.The cyclical nature of the “Why Johnny Can’t Write” crisis means that as writing teachers, we’re often in a position of explaining how first-year writing requirements are relevant and necessary. While that social pressure is in many ways helpful in preserving the first-year writing requirement at colleges and universities across the country, we also face pressure to solve these so-called literacy problems in all of our students. As writing instructors, we know that one or two semesters is not enough time to finalize good writing practices, that students need to write in all of their classes, and that our colleagues in other departments need to model writing in their own disciplines so that students can build on what they learn in first-year writing. Item#MeToo and the witching hour: contemporary feminist discourse on the representation of witchcraft in The Chilling Adventures of Sabrina(2019) Steinke, Danielle; Skeffington, Jillian K.The witch has become an all-encompassing metaphor for a wide range of theoretical perspectives and interpretations. In this thesis, I want to emphasize how the creative teams that worked on Suspiria and The Chilling Adventures of Sabrina work with the body of the witch as well as how both cinematic pieces work with the trope of the Mother, the Maiden, and the Crone, an archetype popularized by Wiccan theology but also used in Celtic and Hellenic mythology, while simultaneously focusing on how the aforementioned theories work together to make the body and idea of the witch a patriarchal, theoretical, and socio-political nightmare. While both works stem from different cinematic and narrative traditions – one teen horror and the other art house – they both examine complex relationships between symbolic meaning and pre-linguistic, or semiotic, spaces. ItemSituating ourselves: the development of doctoral programs in rhetoric and composition(2011) Skeffington, Jillian K.The discipline of rhetoric and composition is often defined by binaries: rhetoric/composition, teaching/practice. Our doctoral programs, however, occupy space at both ends of the spectrum through the simultaneous emphasis on composition pedagogy and rhetorical theory. The changing curricula in doctoral programs offer a unique lens through which to interpret some of the forces that have shaped rhetoric and composition as it has developed in the past fifty years. Examining the curricula highlights how our disciplinary identity has been shaped, at least in part, by our various institutional locations.