I teach high school AP English 3 and Pre-AP English 2. In the past I have taught high school debate, grades 8-12 theatre, 7th grade creative writing, all high school English courses, dual credit English courses, and STAAR English EOC remediation. I have also directed UIL One Act Play and advised Student Council. I have my PhD in English from Texas A&M University-Commerce. I am also a single mother and a writer. Some of my posts on this blog also appear on my other blog www.RachelCantrell.com.
I am always happy to customize my Teacher Pay Teacher products- just ask!
Assignments I have created…
ENG 1302: Ethnography Literacy Projects
The ENG 1302 courses I taught at Texas A&M University-Commerce focused on having students create an ethnography project examining how a community utilized literacy (specifically focusing on literacy sponsorship within discourse communities). My students focused on online discourse communities. I created this website for them full of resources, my assignment customized assignment prompts that meet the requirements of the department for ENG 1302 courses, etc. I have kept this website up as an example of my teaching for this digital portfolio and I have had other teachers utilize my resources.
My teaching focuses on utilizing technology and critical pedagogy. For example, in my Dual Credit ENG 1302: Written Argument and Research RTI course (Spring 2016), I utilized new technologies and Google Hangouts to allow students in both locations to collaborate together on projects as well as to better accomplish discussion participation between both groups. Similarly in ENG 1301 College Reading and Writing I employed a flip classroom model by recording lecture topics such as how to write an annotated bibliography and made these videos available to students to watch as needed throughout the semester. Critical pedagogy drives my teaching as can be seen in the way I create problem-posing assignments that engage students critical thinking skills. For example, in ENG 1301 students read Jane Austen’s Pride and Prejudice then researched ways that it was been adapted over the years such as into different movies like Lost in Austen and Pride and Prejudice and Zombies. They researched these adaptations as examples of transformative storytelling and asked themselves how these new works continued Jane Austen’s social commentary on constructions of gender and social class but updated to apply to our time. I frequently utilize a flipped classroom model and record material for my students that they can refer back to throughout the course as needed. I utilize technology to create student lead opportunities for collaborative projects utilizing multimedia where small groups of students are teaching their peers.
Convergence Culture and Competing Literacy Sponsors in Post-Arab Spring Movements by Rachel Noel-Marie Cantrell
A rhetorical analysis of activist literacy events in post-Arab Spring protests movements through the lens of convergence culture illustrates the competing literacy sponsorships between (1) participants vs. broadcast media and (2) social media vs governments. Unpacking their media literacy practices illustrates how these activists utilize social media and technology to challenge their governments and corporate broadcast media reporting about their protests and activities. This rhetorical analysis includes the literacy events that illustrate competing literacy sponsorship in the following discourse communities: Occupy movements, Turkey’s Gezi Park, the Ferguson race protests in the United States, the 2008 presidential race, and Texas Senator Wendy Davis’s 2013 filibuster.
This analysis of these media literacy practices will show how these discourse communities use media to open up dialogues within their communities in order to enact social change and how it illustrates the opposing forces trying to regulate the internet to shut down this dialogue as it threatens authoritarianism while breeding democracy. These movements can be analyzed to illustrate how media literacy is being harnessed within these different discourse communities as a form of resistance to challenge neo-liberal systems and organize action from their dialogue. The rhetorical analysis of these movements also illustrates how convergence culture is a form of literacy sponsorship within these discourse communities.
PhD in English from Texas A&M University-Commerce (Summer 2016)