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English Department Faculty
English

Faculty

Joyce Hinnefeld

Joyce HinnefeldProfessor and Department Chair

Office location: Zinzendorf 203
Office phone: 610-861-1392
Email: hinnefeldj@moravian.edu

Education
B.A., Hanover College
M.A., Northwestern University
Ph.D., State University of New York at Albany

Research interests and expertise
Contemporary fiction, poetry, and creative nonfiction; the teaching of writing.

Dr. Hinnefeld is a published writer of fiction, nonfiction, and poetry. Her short story collection, Tell Me Everything and Other Stories (University Press of New England, 1998) won the 1997 Breadloaf Conference Bakeless Prize in fiction, and her stories, poems, and essays have appeared in various literary magazines and anthologies. She is the author of the novels In Hovering Flight (2008) and Stranger Here Below (2010). In the spring of 2001, Dr. Hinnefeld received the Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching, and she serves as the faculty advisor to The Manuscript, Moravian’s student literary magazine.

 

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John R. Black, Professor

Office location: Zinzendorf 306
Office phone: 610-861-1390
Email: blackj@moravian.edu

Education
B.A., M.A., Ph.D., University of North Carolina

Research interests and expertise
Old and Middle English literature, language, and culture; British Renaissance literature and culture; medieval saints' lives in text and image; sacred landscape/space; history of the English language

Dr. Black’s specialty is medieval English literature and culture. His particular interests are Old and Middle English literature, hagiography, constructions of sanctity, sacred landscape, and the interplay of text and image in medieval art. At Moravian, Dr. Black teaches courses in medieval English literature and culture and in the history of the English language, as well as the department's ‘gateway’ course in English Studies for majors and minors. He has published on Old English homiletic writing, on accounts of the saints in Old English, Middle English, and medieval Latin narratives, and on the interplay of text and image in medieval hagiography. In his professional community, Dr. Black is a member of the Medieval Academy, the Modern Language Association, the International Society of Anglo-Saxonists, the International Center of Medieval Art, the Early English Text Society, the Hagiography Society, the Delaware Valley Medieval Association, and the Southeastern Medieval Association. He also participates in the Lehigh Valley Association of Independent Colleges Consortial Lectures program.

At Moravian, Dr. Black regularly participates in the shared governance of the College through his service on various committees and on other projects in support of the College. He has served as Co-Chair for the First-Year Seminar program since its inception in 2010. He also serves as Co-Director of the Medieval Studies Minor, faculty advisor to The Medieval Society, an academic advisor for majors in the English/Education program and for first-year students, and a mentor in Honors and Independent Study projects. He is active in promoting opportunities for students to engage in undergraduate research, study abroad, and extra-mural learning.

Dr. Black has participated in a summer National Endowment for the Humanities seminar for research and teaching at the University of Cambridge entitled, “Holy Men and Holy Women of Anglo-Saxon England” (2006) and in a summer program in early Irish language and culture (Mary Immaculate College, Limerick, Ireland; 2011). At Moravian, he has received the Lindback Foundation Award for Distinguished Teaching (2007) and the Omicron Delta Kappa Award for Excellence in Teaching (2008). He shared an Impact Award (2007, with Prof. Sandy Bardsley in History), presented in recognition of his work in organizing the inaugural Moravian College Undergraduate Conference in Medieval and Early Modern Studies. The Conference has become an annual event, attracting more than 200 participants to the College each December since 2006. In recent summers, Dr. Black has done volunteer work on the Hopi Reservation in northeastern Arizona, participated in an archeological expedition in Israel/Palestine, biked on Orkney, taken ‘writing retreats’ in San Francisco and Vancouver, made a conference presentation and done research in the North of England, and hiked in the Sacred Valley of the Incas.

With respect to teaching and learning, Dr. Black writes, “I have enjoyed working with students in a wide variety of courses in a diverse range of classroom settings – from courses in medieval literature and college writing for undergraduates at Moravian, Georgetown, and UNC-Chapel Hill; to Old English language and literature with graduate students at North Carolina State University; to basic composition in a transitional program at UNC-Chapel Hill for selected first-year minority students arriving at a major university from smaller, less-privileged high school;, to ESL with college students and adults in Shijiazhuang, China; to the standard range of subjects with fifth-graders on the Hopi Reservation in northeast Arizona. In the whole of my experience working with students, while the situations and individuals have varied widely, one theme seems common enough: a successful teacher must first meet the challenges of working creatively and resourcefully to meet students ‘where they are’ in order to help them question and explore a new range of ‘destinations’ with regard to mastery of content and application of critical thinking and writing skills. This ‘bridge’ metaphor is as challenging as it is obvious. Such an approach to learning is most often a matter of daily re-commitment - the bridge is under perpetual renewal - but I build and maintain this bridge because I want to motivate students to discover and develop their power to create and invest their lives and their communities with meaning. Much of what ‘is,’ is constructed - too often not for the best – and can therefore be reconstructed in ways that better reflect our ideals. Learning should, among its many goals, prepare students with the skills, experiences, and convictions necessary for the formation of their own roles in promoting a society in which all persons may live fully and graciously.”

 

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Theresa DougalProfessor 

Office location: Zinzendorf 301
Office phone: 610-861-1389
Email: dougalt@moravian.edu

Education
B.A., Boston College
M.A., Ph.D., University of Chicago

Research interests and expertise
Early nineteenth-century British literature; Early nineteenth-century American literature; Environmental sustainability and the humanities

Dr. Dougal teaches courses in eighteenth- and nineteenth-century British literature, nineteenth-century American literature, the study of poetry, and "literature and the moral life," with an emphasis on environmental issues. She has also taught courses on travel writing and women's diaries, reflecting her scholarly interest in life writing and in the intersection between gender and genre. Dr. Dougal is advisor to the Zinzendorf Literary Society and is a recipient of the Lindback Teaching Award and the Golden Apple Award for leadership and excellence in teaching.

"I am always seeing myself in my students. Different students, different aspects of myself, from various stages of my life. So in every classroom situation I try to imagine how I would be perceiving the event, as a learner, and I adjust my tactic accordingly. I am particularly sensitive to the need to create an environment in which all students feel comfortable sharing their responses to the material at hand. If I can make what I teach seem relevant to my students, then they are more likely to become enthusiastic about the literature we read together, its beauty and the human truths it evokes and reveals. I find that students are particularly open to analyzing a wide variety of both canonical and non canonical literary and cultural texts, so together we push the boundaries, examining the works of people of different races, classes, ethnicities, genders, often viewing them in the light of pressing social concerns. I have found that an interdisciplinary approach to English Studies has enhanced our efforts."

 

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Crystal N. Fodrey, Assistant Professor 

Office location: Zinzendorf 202
Office phone: 610-861-1511
Email: fodreyc@moravian.edu
Website: https://crystalfodrey.wordpress.com

Education
B.A., M.A, Western Kentucky University  
Ph.D., University of Arizona

Research interests and expertise
Composition and Creative Nonfiction Theory and Pedagogy; Social Justice Rhetorics and Civic Discourse; Stylistics and Craft; Spatial Rhetoric and Place Writing; Digital Rhetoric and Multimodal Composition; Writing Program Administration and Writing in the Disciplines 

Dr. Fodrey specializes in rhetoric and writing studies.  Her research is grounded in her dedication to well-theorized and effective teaching and administrative practices in writing courses across the curriculum. Her recent published articles include “Voice, Transformed: The Potentialities of Style Pedagogy in the Teaching of Creative Nonfiction” in The Centrality of Style and “Thrown into Theory, or How I Learned to Love Spatial Rhetoric” in Kairos: A Journal of Rhetoric, Technology, and Pedagogy. Her forthcoming co-written article “Digital [Re]Visions: Turning Pedagogical Strategies into Dynamic Classroom Tactics” will be featured in Kairos Praxis Wiki. Her current projects focus on the teaching and assessment of creative writing, the creative nonfiction genre as a form of social-expressivist discourse, and the potentialities of spatial immersion invention practices in the teaching of writing across the curriculum.

Dr. Fodrey has given talks on creative nonfiction pedagogy, writing teacher training, and the rhetorical functionality of social-expressivist discourse at the Conference on College Composition and Communication, the Council of Writing Program Administrators Conference, the Rhetoric Society of America Conference, and the Association of Writers and Writing Programs Conference. She is also an active member of each of the aforementioned professional organizations.

Regarding her approach to teaching, Dr. Fodrey writes, “Whether I am teaching academic writing, technical writing, or a creative nonfiction course, fostering the development of facilitas—Quintilian’s term for the ability to communicate effectively and ethically in any form, in any situation—remains the primary tenet of my teaching. I believe that compositions spanning the spectrum from literary to lab report, from primarily alphabetic to multimodal, can be taught, practiced, understood, and improved. All students are capable and need not wait for inspiration from muses in order to have valid ideas and produce writing of value to both themselves and others. With an understanding of how to analyze, enact, and occasionally disrupt conventions of audience, purpose, and genre in particular, students can best work toward becoming autonomous writers with the agency to communicate effectively in myriad forms and effect positive changes in the communities for which they write. What does my approach say about me as a teacher? It says I understand that a good rhetorician should be able to navigate multiple roles and discursive situations within a single day all while remaining true to her convictions and ethical in her presentation. It says I value my students’ experiences. I value their cultures. I value their differences. I value their understandings of what successful compositions look like and do in the world. And I believe in their abilities to rise to writing challenges that extend past the classroom and into the various communities and publics that comprise their realities. My students are writers first, and I—a fellow writer—am their guide through the vast and ever-changing landscape of composition.”

 

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Robert LaRue, Assistant Professor 

Office location: Zinzendorf 307
Office phone: 610-625-7862
Email: laruer@moravian.edu

Education
B.A., M.A., and Ph.D., University of Texas at Arlington

Research interests and expertise
Queer studies; Gay and Lesbian literature; Postcolonial studies; Multi-ethnic Literatures of the US; mid- and late-twentieth and twenty-first-century African American literature, culture, and theory; Literature of the African Diaspora; World literatures 

Dr. LaRue teaches courses in contemporary multi-ethnic queer culture, sexuality studies, and global literatures—with a particular interest in global African experiences. He has also taught courses on perceptions of success, on the notion of authority, on celebrity culture, and on film as social commentary. His courses seek to inspire reconsiderations of those things that have become so commonplace that they escape recognition. In regards to his teaching, Dr. LaRue writes that “when it comes to teaching texts, whether it is a novel, a film, or a music video, I try to help students see beyond the text itself. I believe that each text contains its own lessons about life and society, if only we look closely enough. To this end, rather than provide students with the correct answers, I try to inspire students to see the multitude of possible answers available and help them come to the answers that most accurately reflect their own ideas.”

At the core of his teaching philosophy, which is guided by his research interests, rests a deep investment in questions of difference. It is this investment in difference that has led to his most recent writing projects on Martin Luther King, Jr., the television show Empire, and Tyler Perry’s filmic adaptation, For Colored Girls.

Currently, Dr. LaRue is working on a book project which interrogates the relationship between U.S. and European notions of queerness, and queerness as it is lived and experienced in postcolonial nations. Rather than working to locate postcolonial queerness as either a colonial import or a continuation of an “authentic” African culture, the book works to situate postcolonial queerness in its present-day context. Focusing on contemporary sub-Saharan African writings that directly address the presence of queerness in the region, the book questions the effectiveness of applying the politically-oriented brand of queerness claimed by U.S. and European scholars and queer activists to postcolonial experiences of queerness, while exploring articulations of African queerness as expressed by queer African voices.

 

Meg Mikovits, Instructor 

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Office location: Zinzendorf 204
Office phone: 610-625-7820
Email: mikovitsm@moravian.edu

Education
B.A., Moravian College
M.A., West Chester University of Pennsylvania

Research interests and expertise
Writing Center Theory and Pedagogy; First-Year Writing; Writing Studies; Digital Rhetoric and Multimodal Composition

 

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Christopher Shorr, Associate Professor

Office location: Arena Theater, HUB
Office phone: 610-861-1489
Email: shorrc@moravian.edu

Education
B.A., Drew University
M.F.A., Virginia Commonwealth University

Research interests and expertise
Playwriting; Stage Directing; Theatre Design; Public Speaking; Arts Management; Theatre and Community

Christopher Shorr directs the Theatre Program on campus and is the Artistic Director of the Moravian College Theatre Company. In the English Department, he teaches Public Speaking, Art of Theatre and Playwriting.

He moved to Bethlehem from Petersburg, Virginia, where he was the founding artistic director of Sycamore Rouge—a professional, non-equity theatre and arts center. While in Virginia, he served as a panelist for the Virginia Commission for the Arts, and on the boards of the Southside Virginia Council for the Arts and the Petersburg Arts Council. In Pennsylvania, in addition to his work at Moravian College, he is an Ensemble Associate with Touchstone Theatre.

Primarily a stage director, designer and playwright, Shorr has also worked as an actor and composer for theatre. His work has been seen in New York, New Jersey, Massachusetts, Maryland, Pennsylvania and Virginia, and internationally in Romania, Hungary, Italy and the Czech Republic. Through his work, he strives to prevent audiences, students, collaborators, and himself from succumbing to complacency. He is particularly interested in creating new theatre pieces and in aggressively re-working classic texts. He holds a BA in Theatre Arts from Drew University, and an MFA in Stage Directing from Virginia Commonwealth University.

As a director, Pennsylvania productions include the world premieres of The Pan Show: A Cautionary Tale and The Pan Show: In Pan We Trust (Touchstone Theatre), the world premiere of the jazz opera The Real Book of Gig (Moravian College), East Coast professional premiere of Dr. Horrible’s Sing-Along Blog, and the world premieres of The Whitman Piece and A Resting Place (Touchstone/Moravian co-productions), as well as Oedipus, Transdition, Betty’s Summer Vacation, The Clean House, Proof, Jesus Christ Superstar and the world premieres of Exhibit A, Superstory, and his own Faust in France (Moravian College).

As a playwright, his documentary play Tribute: September 11 (commissioned in 2002 by the AmeriCulture Arts Festival to mark the first anniversary of 9/11) was revived for the tenth anniversary and performed at Moravian College and at the University of Baltimore. Rina, his two-person, one-act re-working of Chekhov’s The Three Sisters was produced at New York’s “Chekhov Now Festival.” His play Clytemnestra’s Daughters, a reimagining of the Greek tragedies of Aeschylus, Sophocles and Euripides, was workshopped at the Southampton Writers Conference, prior to a reading at Touchstone Theatre. Faust in France, his World War One adaptation of Marlowe’s Doctor Faustus, was produced in 2012 at Moravian, and then workshopped in residence at Wellfleet Harbor Actors Theatre on Cape Cod.

In addition to his work as a solo writer, he has co-authored multiple plays. With James Jordan (Artistic Director of Touchstone Theatre), he co-wrote the musicals The Pan Show: A Cautionary Tale, and The Pan Show: In Pan We Trust (both produced at Touchstone Theatre and named “best original play of the year” by the Bethlehem Press) and a musical adaptation of Homer’s Odyssey called Ulysses Dreams. Together, they conceived, wrote and designed Dear Tamaqua—In a New Light, which used language, music and light to turn a mile of city streets in the Pennsylvania coal-region borough of Tamaqua into a transformative community experience. Most recently, they co-wrote Bhudoo with the Touchstone Theatre ensemble, which completed a European tour in Summer, 2016.

Working with Touchstone founder Bill George, he co-wrote Journey from the East— combining the mythic Chinese Journey to the West with the mythic American Western—premiering in Spring 2015 with a large-scale outdoor production in Bethlehem, PA. His play Exhibit A, written with Moravian student Sam Weinberg, performed at Moravian College in Fall 2015 and explored issues of race, religion, gender, sexual orientation and disability.

"Theatre brings together the resources of many parties to create a single work that, in turn, brings a community together in a collective experience. In a college environment, this sort of collaboration can involve students and/or faculty coming together from different departments, and can be incredibly rewarding—adding texture, depth and new perspectives to their academic work. I want theatre at Moravian to build bridges. It should bridge the gap between different segments of our campus community, and between the college and the wider community of Bethlehem. It should also test boundaries. It should raise questions, stimulate discussion, and challenge preconceptions. Through it all, theatre at a liberal arts college needs to focus on the growth and development of the student participant. Our work should take our audiences and our artists on a journey that enriches them.”

 

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Nicole Anne Tabor, Associate Professor

Office location: Zinzendorf 304
Office phone: 610-625-7842
Email: taborn@moravian.edu

Education
B.A., Smith College
M.A., Ph.D., University of Oregon

Research interests and expertise
Dr. Tabor's interests include: Transatlantic Modernism(s), Literary Theory and Criticism, Multicultural Literature, Women's Studies, Gender Studies, Genre Studies, Dramatic Literature & Performance Studies, Ethics, Theories of Pedagogy, Rhetoric & Composition.

After graduating from Smith College in 1995, Nicole Tabor worked in theatre and film in San Francisco and New York. She was a member and Development Director for Unconditional Theatre Company and has directed plays by Samuel Beckett, Bertolt Brecht, and others. She also worked in television in New York City, serving as a production manager. Dr. Tabor received her M.A. (2005) and Ph.D. (2009) in English from the University of Oregon. Her 2013 book is entitled Gender, Genre, and the Myth of Human Singularity. She is currently at work on the manuscript: "Subject Lines: The Monologic Single Subject in Multicultural American Drama by Women.” Dr. Tabor's articles include:  "Outlaw Others: Jacques Derrida, James Joyce, and Leopold Bloom" in Bijdragen: International Journal in Philosophy and Theology and "The Estrangement of Community in Between the Acts: A Play Embedded in a Novel” in The International Journal of the Humanities.

She has given papers on twentieth-century literature at the Modern Language Association, Association for Theatre in Higher Education, Annual Conference on Virginia Woolf, South Asian Literary Association, and others. Dr. Tabor is a Member at Large for the Theory and Criticism Focus Group for the Association for Theatre in Higher Education (ATHE) and the 2012-14 Drama Division’s Representative to the Modern Language Association’s Delegate Assembly (MLA).

Dr. Tabor strives to create a supportive and intellectually rigorous educational experience where students can come together to construct meaning in order to ask difficult questions at issue for our discourse community. One of her main goals is to strengthen successful pedagogical strategies and continually develop innovative new practices that will serve our dynamic student population in an age of increased global communication. Her courses directly address global, transnational, and multicultural authors. These curricular choices reflect an investment in close reading as a strategy for thinking critically and compassionately about other cultures and, thus, ourselves.

 

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Belinda Waller-Peterson, Assistant Professor

Office location: Zinzendorf 303
Office phone:
Email: waller-petersonb@moravian.edu

Education
B.S. Nursing, Widener University
M.A., Bucknell University
Ph.D., Lehigh University

Research interests and expertise
African American literature and culture; Black Feminist and Womanist theory; Health Humanities

Dr. Waller-Peterson teaches courses in African American literature and culture, Black Feminist and Womanist theory, and the Health Humanities. She specializes in women’s health issues, maternity and illness narratives. She is also a licensed Registered Nurse in the state of Pennsylvania. Her nursing experience and English literature background allow her to explore multiple intersecting areas of study including the medical humanities, women, gender, and sexuality, and Africana studies. She is an active member of the African American Literature and Culture Society.

She has published articles and presented conferences papers on womb imagery in Black Women’s literature, nuances of black love in media, and gothic imagery in Toni Morrison’s Paradise. Dr. Waller-Peterson’s articles include: “The Communal Womb in Haile Gerima’s Sankofa.” James Braxton Peterson, Ed. In Media Res (2014), and “The Communal Womb Motif in Gloria Naylor’s The Women of Brewster Place.” Katherine Bankole-Medina, Lewis-Mhoon, Abena, and Yarbough, Stephanie, Eds. Africalogical Perspectives: Historical and Contemporary Analysis of Race and Africana Studies (2014). Her upcoming article is entitled “The Convent as Coven: Gothic Implications of Women-Centered Healing in Toni Morrison’s Paradise.” She has presented at the American Literature Association Conference, National Women’s Studies Association Conference, The Society for the Study of American Women Writers Conference, and others.

 

For Dr. Waller-Peterson, learning is the dynamic exchange of ideas and questions that leads to intellectual growth. She is particularly concerned with helping students begin the process of asking larger questions about the literature we engage in order to cultivate meaningful and informed opinions as well as the language to discuss their positions. She says, “While I encourage students to pose questions, I also underscore the process of critical thinking in order to arrive at an unusual answer or an unresolved conclusion.” Her classroom is a site of empowerment and transformation for students where they can discover the significance of their own voices and those of their peers.

 

 

Adjunct Faculty

Mary Ellen Alu

Email: alum@moravian.edu
Office location: Zinzendorf 104
Office phone: 610-625-7864; 610-625-7977

Teaching Areas

News and feature writing

Mary Ellen Alu’s lengthy career in journalism includes her role as an editor for AOL’s online news service, Patch; as an editor and reporter for The Morning Call daily newspaper in Allentown, Pa.; and as a reporter for The Times Leader in Wilkes-Barre, Pa. She holds a Masters of Liberal Arts from the University of Pennsylvania and a B.A. from Wilkes University. She is the recipient of numerous writing and reporting awards. She is currently an assistant editor in the Office of Communications and Public Affairs at Lehigh University, where she plays a key role as writer and editor for several of the university’s publications and online news center.

 

Andrew Crooke

Email: crookea@moravian.edu

Office location: Zinzendorf 104
Office phone: 610-625-7864; 610-625-7977

Education
B.A., Cornell University
M.A., Ph.D., University of Iowa

Research interests and expertise

American literature, regionalism, modernism, contemporary fiction, multiethnic studies, place-based writing, photo-textual representations of poverty

Dr. Crooke grew up on a dairy farm in Bucks County, Pennsylvania. He earned his undergraduate and graduate degrees from Cornell University and the University of Iowa. In addition to teaching at Moravian College, he has also taught at East Stroudsburg University, Temple University, Widener University, and the College of New Jersey. His main field is American literature from 1865 to the present, with special interests in regionalism, modernism, contemporary fiction, multiethnic studies, place-based writing, and transnational photo-textual representations of poverty. He has published several parts of his dissertation, In Praise of Peasants: Ways of Seeing the Rural Poor in the Work of James Agee, Walker Evans, John Berger, and Jean Mohr.

 

Mark Harris

Email: harrisd@moravian.edu

Office location: Zinzendorf 201
 

Education
B.A., Stetson University
M.A., University of Chicago

Research interests and expertise

Environmental journalism, natural burial, place studies, creative nonfiction

Mark Harris is a former book editor and environmental columnist with the Los Angeles Times Syndicate. An award-winning freelance journalist, his is the author of the acclaimed book on natural burial, Grave Matters, and speaks nationally on issues related to funerals and burial in America. A Woodrow Wilson Visiting Fellow, Harris is currently at work on a book that examines notions of home and place.

Grave Matters

Woodrow Wilson Visiting Fellows

  

Ethan Joella

Email: joellae@moravian.edu

Teaching Areas

Creative writing  

 

Naimah Ward

Email: wardn@moravian.edu

Teaching Areas

Public speaking  

 

Emeriti

George Diamond, Emeritus Professor

Email: diamondg@moravian.edu

Education
B.A., Allegheny College
M.A., New York University
Ph.D., Lehigh University

Dr. Diamond is a specialist in the Renaissance, American realism and contemporary literature, including science fiction, and playwright Eugene O’Neill. His interests are wide ranging. In 1988 Dr. Diamond had a Mellon Foundation grant to study the Dead Sea Scrolls which he later taught in translation. In 1998 he participated in a National Endowment for the Humanities Institute in Post-Colonial Literature and Theory.  His course in Post-Colonial Literature is one of the offerings of the English Department.  In Fall 2005 he offered Science Fiction, Science Fact, and the Contemporary World, in response to the category of The Social Impact of Science of the LinC Curriculum.  Dr. Diamond serves as advisor to the English Honor Society (Sigma Tau Delta).

"Robert Frost called poetry a 'stay against confusion,' and I like to think that this is also the role of other literary genres and, in fact, the universe of art. In recent years scientists have formulated a theory of chaos. They have put into words what we all see and experience a good deal of the time. Art, especially literature, has a way of ordering and organizing experience so we can understand the world without suffering its full effect. To read Stephen Crane's The Red Badge of Courage is to feel what it might have been like for a raw recruit in the Civil War without having to dodge real bullets. In addition, and here comes Frost again, literature is a well spring of wisdom-never a quality in plentiful supply: 'People forget but poetry makes you remember what you didn't know you knew,' or 'So when at times the mob is swayed/To carry praise or blame to far,/We may choose something like a star/To stay our minds on and be staid.' Literature can remind us about our obligations, 'I have promises to keep,' or suggest new ways or seeing and engaging the world: 'Try to be one of the people on whom nothing is lost,’ Henry James advises us. Although practical considerations force the teacher of English to focus on a relatively narrow area of work, there is a vast and exciting literary world beyond one's field of concentration, and that is what has led me into study of the Dead Sea Scrolls, post-colonial Literature, and science fiction.  My philosophy of literature is, simply, to try with all of the skills that I may have to get each of my students to respond to, understand, and embrace--in a large or even small way--this rich, dense, and wonderful world of literature."

 

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Martha Reid, Emeritus Professor

Email: reidm@moravian.edu

Education
B.A., M.A.T., Harvard University
M.A., Ph.D., Tufts University

Research interests and expertise
Shakespeare and other dramatic literature; Twentieth-century British and American literature; English education

Dr. Reid joined the English Department faculty on a full-time basis in 1999 after serving Moravian College for 19 years in various administrative positions, including Vice President for Academic Affairs and Dean of the College. She regularly teaches courses in 20th-century literature, the British novel, and British drama, and she loves Shakespeare and murder mysteries. English majors pursuing certification in secondary education are supervised by Dr. Reid during their student-teaching semester and attend her seminar on secondary English curriculum and instruction. She is a member of Phi Beta Kappa and several honorary societies: Alpha Psi Omega (theatre), Alpha Sigma Lambda (continuing education), Omicron Delta Kappa (leadership), and Kappa Delta Pi (education).

“Although my practice of teaching has changed a lot during more than 40 years in the classroom, my philosophy of teaching has always been based n a love for literature, and my first goal with students is to transmit that enthusiasm to them. Trained in the “New Criticism’ and won over by the ‘New Historicism’, I, nevertheless, believe that questions are more important than answers and try to ‘teach the differences’ of critical approaches. In practice, my teaching mixes lecture, discussion, group work, and student presentations.”

 

Joel Wingard, Emeritus Professor

Email: wingardj@moravian.edu

Education
B.A., Muskingum College
M.A., Old Dominion University
Ph.D., Louisiana State University

Dr. Wingard has published on Southern American literature, contemporary American poetry, and composition. In 1996, his introductory college literature textbook/anthology, Literature: Reading and Responding to Fiction, Poetry, Drama, and the Essay was published. From his teaching of Twentieth Century British/Irish Literature, Wingard has developed a growing interest in Irish life and literature, particularly the work of W.B. Yeats. He offered a seminar in Yeats’ poetry in 1995 and led a May Term trip to Ireland that year. He also retains a strong interest in the life and work of H.D. (Hilda Doolittle), the Modernist poet who was born along Church Street in historic Bethlehem and is buried there, too. Wingard, who has worked as a newspaper reporter and copyeditor, also taught courses in Journalism and Editing.