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Northeast Modern Language Association


2017 Interactive Workshops at the convention will take place Thursday, March 23, 12:00 PM to 2:00 PM and 2:15 PM to 4:15 PM. Workshops are free. They are currently sold out but interested NeMLA members can be placed on a waiting list.  

To pre-register, go to and click on "Convention Registration"

Workshop 1: Introducing Students to Computational Explorations of Digitized Texts (Pedagogy and Professional), 12:00-2:00 PM, Atlantic

Workshop Leader: Mark LeBlanc, Wheaton College (Norton, MA)

The rapid digitization of texts presents both new opportunities and real barriers of entry to computer-assisted explorations of texts for both faculty and students. The Lexos software, developed by the NEH-funded Lexomics Project, provides a simple, web-based workflow for text processing, statistical analysis, and visualization designed to address these barriers. This workshop will provide hands-on exposure to and practice with the free, open-source tool Lexos, including course materials that we have used in our interdisciplinary courses. The workshop goal is to lower the barriers required for computer-assisted text analysis over a broad range of texts, including pre-modern and non-Western languages. 

Workshop 2: Integrating Socially Just Practices in the College English Classroom (Pedagogy and Professional), 12:00 - 2:00 PM, Bristol

Workshop leaders: Raquel Corona and Danielle Bacigalupo, St. John's University

In Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future, Asao Inoue calls for instructors to consider notions of race, including its connection to language, asserting that holistic classroom ecologies remove racism in writing assessments to allow for equality in assessing students from all racial backgrounds. Using Inoue’s philosophical and pedagogical tools, this workshop will present participants with pedagogical tools to use in composition and literature classrooms in order to build a classroom that is open to and acknowledges the various learners in the room. 

Workshop 3: Reshaping the Composition Classroom: Making Room for Disability Studies (Rhetoric and Composition), 2:15 - 4:15 PM, James

Workshop Leaders: Lisa Konigsberg and Maureen McVeigh, West Chester University

Addressing inequities, or what James Charlton terms, “disability oppression” across the culture requires a practical pedagogy that addresses notions of what constitutes critical pedagogy in relation to [Dis]abilities studies. One way to reshape the composition classroom is to incorporate multi-modal processes that enable students to begin with themselves as a subject in the discussion of the rhetoricity of able-bodiedness as a frame for composition studies. This workshop will cover new and reimagined methods for using Disability Studies in a writing class. Current research and texts will be used to highlight key points in the discussion.

Workshop 4: Teaching Analytical Writing: Moving Past the Five-Paragraph Essay (Pedagogy and Professional), 12:00 - 2:00 PM, Chasseur

Workshop Leader: Martha Schulman, The Cooper Union

Shaped by testing culture, many students are risk averse and lack the skills needed to do real analysis in their writing-intensive classes, leading to essays that frustrate students and professors alike. This workshop offers participants field-tested methods that help students with a range of learning styles, educational backgrounds, and needs to read closely, ask questions, and move into analytical writing. We will conclude with an examination of how these approaches will help professors give students authority and ownership of their work—which, even in students with weak skills, can lead to a greater investment in the work and a willingness to take risks.

Workshop 5: Re-Placing Literary Research in the Undergraduate Classroom (Pedagogy and Professional), 12:00 - 2:00 PM, James

Workshop Leaders: Aaron Brenner, Robin Kear, and Amy Twyning, University of Pittsburgh

A discussion of this group's experience working together on an experimental undergraduate course that forged innovative connections between a faculty member in the English department, a specialist librarian who assists with more traditional research, and a digital scholarship librarian.

Putting research at the conceptual center of the literature classroom renews literature students’ place in the university. Students develop independent projects that make original contributions to scholarship, reinvigorate literary study, and make them competitive candidates for research fellowships. The leaders of this workshop will share their experience working on an experimental course that both redrew the relationship between the classroom and the library and offered students a new approach to research and literary study. They will discuss how the collaboration led to innovations in literary pedagogy and facilitated undergraduates’ use of contemporary digital research methods. Drawing on this experience, they will invite participants to imagine other models and offer approaches that are adaptable to various institutional and pedagogical circumstances.