Academic Exchange Quarterly
Volume 12, Issue 1
Expanded issue up to 400+ pages.
various topics plus the following special sections.
In recent years, schools have developed various ways of dealing with
and helping students understand social problems such as homelessness
and crises that include national tragedies such as terrorist attacks
and devastating hurricanes and war and local tragedies such as school
shootings, teacher and student suicides, accidental deaths,
discrimination or violence against targeted groups. All teachers share
a responsibility for helping students come to terms with and sometimes
act on these events, but teachers involved with a “writing classroom”
of any kind have a unique stance from which to engage students in
critical thought and discussion of the crises. What are some of the
ways an instructor can use the writing classroom to promote
constructive thought, discussion, and awareness of such issues?
What are some of the considerations an instructor must explore
before delving into these activities—personal feelings, student
sensitivities, and community or school views?
Who May Submit:
All writing teachers with experiences helping students understand and deal with social
problems or crises, whether positive or negative. Raising
sensitive or volatile issues in the classroom is a tricky business,
and learning from others’ trial and error experiences is an
effective way to develop a strong approach. Contributors are
not limited to Composition or Literature instructors; anyone
who teaches a class with a writing emphasis is encouraged to
submit. Please identify your submission with keyword: WRITING
any time until the end of November 2007;
see details for other deadline options like
early, regular, and short.
PURTOPOI Pat Sullivan firstname.lastname@example.org