Embracing the "Foggy Place" of Theatre History: The Chautauqua/Colloquia Model of Public Scholarship as Performance
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Issue Date
2015-09Author
Barnette, Jane
Publisher
Johns Hopkins University Press
Type
Article
Article Version
Scholarly/refereed, publisher version
Published Version
muse.jhu.edu/article/595542Rights
Published by John Hopkins University Press.
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In her December 2013 Slate polemic “The End of the College Essay: An Essay,” Rebecca Schuman calls for the end of assigning and grading papers in required courses. Since “the baccalaureate is the new high-school diploma” and “students (and their parents) view college as professional training,” professors should “declare unconditional defeat” and abandon the dated notion that writing essays is a necessary part of a decent undergraduate education.1 As a theatre historian with training in rhetoric and composition, I have incorporated numerous student-centered writing strategies in theatre history, literature, and theory courses, but ultimately I have taken a similar stance when discussing departmental curricula with my colleagues: I question the value of traditional (that is, reader-oriented and paper-based) research/writing assignments within the major.
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Citation
Barnette, J. (2015). Embracing the “Foggy Place” of Theatre History: The Chautauqua/Colloquia Model of Public Scholarship as Performance. Theatre Topics 25(3), 231-242. The Johns Hopkins University Press. Retrieved November 21, 2016, from Project MUSE database.
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