Abstract

Melanie A. Marotta delineates her experience teaching a first-year composition course at an American HBCU (Historically Black College/University) in ‘Teaching an Inclusive English Composition Course: The Vampire Genre.’ Planning a course that concentrates on a genre that tends to be primarily White in its presentation may appear to be a daunting task for educators. Taking that material and ensuring that it is inclusive for a primarily Black student body is not only successful in its presentation, instructors may achieve this with relative ease as long as they complete research, keep students’ interests in mind, and are aware of the racial make-up of the university population, thereby ensuring representation. Further, Marotta shows that a racially inclusive vampire genre course presented during the age of COVID (synchronous/asynchronous learning) is possible due to the addition of films to the course, which are available on many streaming services. Finally, instructors must be cognisant that many resources for students may be found for free or low cost online, an asset for a student body in Baltimore, Maryland, that has low-income students.

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