|
This survey is designed to gather information about instructors' methods and materials for teaching the works of Henry Adams,
for the purpose of developing a new volume on the author in the MLA series Approaches to Teaching World Literature.
Respondents are encouraged to submit a proposal for a contribution to the volume (see item 17 below) as well as to answer the
questions related to their teaching. Proposals and survey responses are due by 1 February 2008, after which date the survey will
no longer be available online. All respondents will be acknowledged in the published volume.
Please answer the questions on the form below and click Submit when you are finished. Your responses will go directly to
the volume's editors. The editors welcome supplemental materials such as course descriptions, syllabi, assignments, and bibliographies.
You may upload them (see the end of the form); send them by surface mail to John C. Orr, Department of English, University of Portland,
Portland, OR 97203; or e-mail them to John C. Orr (orr@up.edu) and William Merrill Decker (william.decker@okstate.edu).
You may also forward queries or comments to the editors at those addresses. Thank you for helping in the development of this important project.
|
|
|
| 1. Please describe the course(s) in which you teach any of Adams's works. Indicate the department, course title, whether undergraduate or graduate, and whether regular course or special topic. |
|
| |
| 2. What specific work(s) by Adams do you teach? Do you teach the entire work or excerpts? Why? |
|
| |
| 3. Which editions of the works do you use and why? |
|
| |
| 4. What secondary materials (biographies, historical or cultural background, literary criticism) do you consider necessary for your teaching of Adams? |
|
| |
| 5. What secondary material do you assign or recommend to students when teaching Adams? |
|
| |
| 6. If you make use of a particular critical or theoretical approach in your teaching of Adams's work, please indicate what it is and how you use it. |
|
| |
| 7. What aspects of Adams's work require you to do the most contextualizing for students? How do you accomplish this? |
|
| |
| 8. How do you deal with the disconcerting aspects of Adams's life and work, issues such as anti-Semitism, class snobbery, misogyny? |
|
| |
| 9. If you use Adams's letters in teaching his works, how do you do so? |
|
| |
| 10. If you use texts by other authors in conjunction with Adams's works, please indicate which texts and discuss the connections or interpretations you foster by teaching them alongside Adams. |
|
| |
| 11. What aspects of Adams's work do your students find most engaging? Most challenging? |
|
| |
| 12. What, if any, pedagogical methods have you found particularly effective in teaching Adams's work? |
|
| |
| 13. What written work or other assignments do you require when teaching Adams? Which have been most successful? |
|
| |
| 14. If you use Internet, electronic, or other audiovisual resources, either for your own preparation or for use in the classroom, please describe them and discuss how you use them. |
|
| |
| 15. If you use online discussion groups, e-mail discussion lists, communal blogs, or other electronic forums in your teaching, please discuss how you do so. |
|
| |
| 16. What do you consider the most important issues and approaches for a book on teaching Adams's work to cover? |
|
| |
| 17. If you would like to propose an essay for this volume, please submit an abstract in which you describe your approach or topic and explain its potential benefit for students and instructors alike. Please submit a brief curriculum vitae; you may use the Browse button(s) below for this purpose, as well as to forward any supplemental materials, such as syllabi. |
|
|
To send supplemental materials with this form, click the button(s) below and select a file or files from your hard drive.
|
| |
|
