Six Lessons from the Just Teach One Project on Recovering Susanna Rowson's Sincerity

Six Lessons from the Just Teach One Project on Recovering Susanna Rowson's Sincerity Drake University esson 1: You might not be teaching the classes that provide the easiest contexts for the Just Teach One project (jto), but that does not mean that you cannot participate in the opportunities jto provides for involving students and faculty in collaborative recovery work. Were I creating a course in which to teach Sincerity; A Novel in a Series of Original Letters, I would have taught a topics class for English majors on early American women writers or literature of the early American republic, courses that would have historicized the text and raised issues prominent in the recovery of Susanna Rowson as a prolific author, an educator, a playwright, and an editor. My ideal course would have included Rowson's Charlotte Temple, Foster's The Coquette, and some writings by Judith Sargent Murray, as well as secondary sources about women's education in the 1790s, early American magazines, conduct literature, and coverture. Instead, my predetermined course assignments for fall 2015 included "The Salem Witch Trials" (an upper-level course for majors), "Approaches to American Literature" (a lower-level course with a diverse population, ranging from education majors seeking their English endorsement to non-majors taking it to fulfill university "written communication" requirements), http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Legacy: A Journal of American Women Writers University of Nebraska Press

Six Lessons from the Just Teach One Project on Recovering Susanna Rowson's Sincerity

Legacy: A Journal of American Women Writers, Volume 34 (1) – Jun 20, 2017

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Publisher
University of Nebraska Press
Copyright
Copyright © 2008 The University of Nebraska Press.
ISSN
1534-0643
Publisher site
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Abstract

Drake University esson 1: You might not be teaching the classes that provide the easiest contexts for the Just Teach One project (jto), but that does not mean that you cannot participate in the opportunities jto provides for involving students and faculty in collaborative recovery work. Were I creating a course in which to teach Sincerity; A Novel in a Series of Original Letters, I would have taught a topics class for English majors on early American women writers or literature of the early American republic, courses that would have historicized the text and raised issues prominent in the recovery of Susanna Rowson as a prolific author, an educator, a playwright, and an editor. My ideal course would have included Rowson's Charlotte Temple, Foster's The Coquette, and some writings by Judith Sargent Murray, as well as secondary sources about women's education in the 1790s, early American magazines, conduct literature, and coverture. Instead, my predetermined course assignments for fall 2015 included "The Salem Witch Trials" (an upper-level course for majors), "Approaches to American Literature" (a lower-level course with a diverse population, ranging from education majors seeking their English endorsement to non-majors taking it to fulfill university "written communication" requirements),

Journal

Legacy: A Journal of American Women WritersUniversity of Nebraska Press

Published: Jun 20, 2017

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