Trauma, which has long been buried within the taboos of societal discourse, has recently gained a sense of legitimacy. Statistics from the CDC indicate that trauma is far more ubiquitous than society wishes to accept or acknowledge. And yet despite trauma’s augmented presence within the public discourse, it remains a source of tremendous ambivalence– particularly within schools. In the English classroom, these dynamics may be even more prominent, since instruction related to reading and writing often necessitates that students connect vulnerably to narratives. By exploring how trauma impacts students’ ability to read literature, write, and engage, English teachers will be better prepared when relating to students who get triggered by content that evokes past traumas. For educators of students from grades 9 through college.

3 simultaneous users

Intro -- TITLE PAGE -- COPYRIGHT -- CONTENTS -- ACKNOWLEDGMENTS -- PREFACE -- PART 1 CONSUMPTION -- Chapter 1 What Is Trauma, and Why Should We Care? -- Chapter 2 Alison, AT&T, and the Neuroscience of Trauma -- Chapter 3 Why the Trigger Warning Simply Isn't Enough -- PART 2 DECLARATION -- Chapter 4 Building Connections through Relational Teaching -- Chapter 5 Learning about Trauma through the Characters We Read -- Chapter 6 Trauma and Compositional Engagement -- Chapter 7 Responding to and Assessing Student Writing -- Chapter 8 Reading Trauma in Our Students' Writing-Too Many Taylors PART 3 EMBODIMENT -- Chapter 9 Trauma, Memory, and Narrative -- Chapter 10 Showing Up to Do the Work -- NOTES -- WORKS CITED -- INDEX -- AUTHORS