Awards and Recognition
Graduate Teaching Assistant Awards
2007 | 2006 | 2005 | 2004 | 2003
2006-2007 GTA Winners
Teaching Philosphies
James F. Royal
January 2007
My pedagogy focuses on teaching students to think and read critically – in other words, how to think, rather than what to think. Such critical-thinking skills are vital to success – not only for students, but for the nation – in our increasingly interconnected world. Therefore, I structure my courses to develop rigorous analytical skills by focusing directly on the literary text, or “close-reading.” Through close-reading, we outline the author’s arguments, examining the nuances of diction and technique, and how this style supports the argument in resonating ways. Then, using the same strategies we also read against the grain, to find out how the text might contradict itself and may present an invalid argument. By developing critical-thinking skills students are also laying the foundation for high-quality writing, which employers across the board are increasingly demanding. Every element of the class works toward critical thinking.
Such an approach to critical thinking engages students to derive their own meaning from the text and to challenge it. As such, I construct courses with ample discussion time and a supportive intellectual climate to enable students to build their own close-readings for their peer audience. To foment participation, I organize discussions around thematic questions, key passages, and scholarly interpretations, and then heartily encourage student response, especially responses that elicit deeper insights from the text. However, I rarely call directly on students. Instead, I rely on them to present their own arguments, and class discussion is at times heated. Often, expressing new opinions requires a supportive environment in which the student feels safe. To develop such a climate, my courses focus on open-mindedness with one maxim – good arguments are those that can be supported with the text. In addition, I meet with students early in the semester to elicit their concerns, especially students who have yet to contribute vocally to the class. With a little encouragement, these students come to be lively participants. Such an environment models for students a healthy community that values active and critical citizenship, which sets them up for success in life.
I love literature and stress its value – in particular, how it can provide insight on our own lives or on current events. Yet, the most portable skill that students can take from my classes is critical thinking; literature is merely the vehicle to that end. Because of its foundational nature, critical thinking spans the mission of the university, and enriches the depth of our experience in each of life’s encounters.
