Teaching Partners Program
Teaching partners work with the WWP to pilot assignments that use our Women Writers in Review (WWiR) and Women Writers Online (WWO) collections—or that involve teaching with TEI and XML. The goal of the program is to develop sample sets of assignments to be published with our teaching materials and shared on the sites for each collection. The WWP provides support to consultants in developing and implementing teaching materials; this might include suggesting relevant texts and reviews, setting up trial access to WWO, and collaborating on assignment development.
If you are interested in getting involved with this program, please email wwp@neu.edu with a brief expression of interest—a short paragraph on the classes you will be teaching and some initial thoughts on how you’d like to use the collections. If you have questions or would like further information about this project, please email us at the above address.
The assignments developed through this program are below and we will continue to add to this list as we have new materials.
Pilot Teaching Materials
Women Writers in Review
- Teaching with Women Writers in Review, a quick guide to activities introducing the WWiR collection, developed by Paschalina Minou, independent scholar; Jason M. Payton, Sam Houston State University; and Sarah Connell, Northeastern University
- “Women Writers in Review Tag Investigation Project” assignment sheet, syllabus, final report: Jason M. Payton, Sam Houston State University
- “Ways of Reading: Women Writers in Review, Word Tree, and Digital Humanities Praxis” assignment sheet and final report: Jason M. Payton, Sam Houston State University
- “The Review as a Medium for Progressive Ideas” and “Use of Women Writers in Review tags to explore the Question of Reviews and Attitudes to Gender”: Paschalina Minou, independent scholar
Text Encoding
- “Encoding the Archive” assignment sheet: Marina Leslie and Sarah Connell, Northeastern University
- “Modeling and Producing Genres” assignment sheet and accompanying blog post: Kevin Smith, Northeastern University
- Text Encoding and Analysis project reflection and digital student edition: Jessica Kane, Albion College, with Colleen Nugent and Sarah Connell, Northeastern University
Editing and Anthologizing
- “Editing Women Writers” assignment sequence: “Critical Editing Worksheet,” “Anthology Analysis,” and “Editing a Text”; syllabus and accompanying report: Liza Blake, University of Toronto
- “Context Website Project” assignment sheet and rubric, syllabus, and reflection: Amanda Barnett, Texas Christian University
- “Building Collections and Writing Introductory Prefaces” assignment sequence: “Anthology Assignment Overview,” “Checklist: Broad Range of Exploratory Reading,” “Table of Contents Template” and list of places to find writing for the assignment (including Women Writers Online), with related article, “Meshing Digital & Academic Identities in Basic Writing Classrooms”: Christopher Leary, Queensborough Community College
Early Women Writers
- “Early Modern Women and Religious Literature” syllabus: Jaime Goodrich, Wayne State University
- “WWO Paper and Presentation Project” assignment sheet and rationale: Deborah Uman, St. John Fisher College
- “Celebrating Early Women’s History and Women Writers” assignment sheet and worksheet: Victoria Muñoz, The City University of New York, Hostos Community College
These materials are shared under a Creative Commons Attribution-NonCommercial license; copyright for all materials remains with their authors.
