dc.contributor.author | Barnette, Jane | |
dc.date.accessioned | 2016-11-21T19:55:31Z | |
dc.date.available | 2016-11-21T19:55:31Z | |
dc.date.issued | 2015-09 | |
dc.identifier.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. | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/22042 | |
dc.description.abstract | 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. | en_US |
dc.publisher | Johns Hopkins University Press | en_US |
dc.relation.isversionof | muse.jhu.edu/article/595542 | en_US |
dc.rights | Published by John Hopkins University Press. | en_US |
dc.title | Embracing the "Foggy Place" of Theatre History: The Chautauqua/Colloquia Model of Public Scholarship as Performance | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Barnette, Jane | |
kusw.kudepartment | Theatre | en_US |
kusw.oaversion | Scholarly/refereed, publisher version | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.rights.accessrights | openAccess | |