Professor Of English Research Articles

After the Biopsy, and; On Hearing News of Another Shot Black Man

After the Biopsy, and; On Hearing News of Another Shot Black Man Kwame Dawes (bio) After the Biopsy She weighs her joy and finds it wanting,a body is a conundrum of betrayals—how easily we forget that the nailgently brushing a nipple sends light—oh, the bright light of the worldpiercing through our bodies, spreadingthe irritable sweetness of delightand needle pricks, but now, cupped,her breasts, she knows, carry the weightof all fears; and the nipples have growninto wounds, this alarm of milkturned into a warning of what used to be pleasure.These days it is hard not to knowthat we grow used to our truestselves, that left alone, untouched,the body returns to a native smell,the smell of earth, of decay,of corruption, and this is the sublimemeaning of faith. We waitfor the conductor of our last daysto arrive, in a lab coat and with handssmelling of antiseptic creams.No one has to prophesy death,the bones pushing against the skinare the portent of all ends.We become the memory of substance.Here is where they say her endbegins, this purple spot, this complexof dark veins and stone-hard flesh, [End Page 14] this abuse, this intrusion. Her fingershave grown used to the riseand roll of a tiny pebbleunder the skin. She is playingwith her unmaking. The doctoroffers to remove it all, to takeaway the weight of her old pleasure,to flatten the ground she walks on,and only then, cupping these ordinary things,does she begin to weep, her bodywarming with the confusingand overwhelming washthat she cannot quiet. This isthe shame and pleasure of the songof loss and the passing of light. [End Page 15] On Hearing News of Another Shot Black Man I am in the lemon-green room. This roomas if the color has exploded the softeningcomfort of green, covering the wornbooks, the discarded folders. Let me saythat this is a green of the shade of lightfiltering through leaves. Imagine a bowlof green olives or grapes in their varietyof shades, this is the green I speak of,and I must be clear about this, for greenis as fickle as the bodies we live in.This green has exploded over the room and settledgently over the reams of paper, the boxesin the multi-voiced shades of my island.And I sit here, dappled as if the treesabove are the filter over me,and that lime tree, stunted by the entanglementof its roots in the pot, smiles sheepishlyin the corner. I am here thinkingof the sensuality of the dye that covers usand turns us into creatures longing for shadowsor startling light, because I am feeling the news,the chattering noise of a body broken by bullets,by the illogic of why, by the heavy sorrows.Forgive me for asking you to takeme into your verdant backroom,forgive me if I sit quietly in the cornerrocking, maybe, but hoping forearth to hold my vegetable self steady. [End Page 16] Kwame Dawes Kwame Dawes is the author of several books of poetry as well as fiction, criticism, and essays. Dawes is the George W. Holmes University Professor of English and the Glenna Luschei Editor of Prairie Schooner. He teaches in the Pacific MFA Program and edits the African Poetry Book Series for the University of Nebraska Press. Copyright © 2022 Yale University

5 Things with Will Duffy, English professor & Director of Graduate Studies at University of Memphis

5 Things with Will Duffy, English professor & Director of Graduate Studies at University of Memphis

Interview: Novelist Keith Scribner Personalizes the Politics of Secessionism in The Oregon Experiment

Keith Scribner’s most recent novel, The Oregon Experiment,1 personalizes the politics of secessionism. Scanlon and Naomi Pratt are Easterners who have recently moved to small-town Oregon, where he has taken a job as a professor specializing in domestic radical and mass movements; she is a professional “nose” (perfume designer) who has lost her sense of smell. Their relocation is an act of reinvention, he finding abundant local research material and her nose reawakened by new western scents. However, reinvention soon threatens their marriage when the lives of Scanlon’s research subjects—Clay, an anarchist who loathes him but is drawn to his wife, and Sequoia, a sensuous secessionist who attracts the professor—become intertwined with theirs. Set against the background of local protests against state and federal authorities that are redolent of dynamics in the contemporary State of Jefferson secessionist movement, The Oregon Experiment, as enthusiastically reviewed in the San Francisco Chronicle, “makes the potential cultural and economic independence of Cascadia worth pondering rather than snickering at...” In an interview with the editor of this issue of HJSR, Scribner, who is a professor of English and Creative Writing at Oregon State University, elaborates on how the State of Jefferson influenced The Oregon Experiment.

E-literary creativity on the dark web: Covid-19 Whatsapp bot’s interactive storytelling in WhatsApperature

Social media affordances prioritize automatic interactive digital narrative about the spread of the Covid-19 pandemic to counteract misinformation and fake news in Nigeria. To engage the public about their health risk, WhatsApp chatbot was launched by Nigeria Centre for Disease Control (NCDC) in collaboration with UNICEF on the U-Report platform. It is the first Nigerian multilingual SMS-based interactive chatbot to run on all mobile telecommunication networks (the dark web), WhatsApp and Facebook Messengers to address health issues. This essay describes SMS-Chatbot which offers narratives to counter health misinformation in five languages-English, Pidgin, Hausa, Yoruba and Igbo. A techno-discursive analysis is presented to explain the relationship between the technotext and the wreader by employing Pedro Barbosa’s theory of wreader[1] on the extracted English version which is perceived as the digital literary practice on WhatsApp, that is, “WhatsApperature”.
 
 [1] Blend of writer and reader, coined by George Landow (professor) in English. https://www.wordsense.eu/wreader/ consulted 24/10/2021 Wreader it has been used by Pedro Barbosa in Portugal since early late 1970s (Vuillemin 1999).

Improving the Effectiveness of Teaching: The Impact of Interactive Methods in Teaching English Students as They Increase Their Proficiency Level to B2

The current practice of teaching foreign languages in universities is largely driven by global trends of changes in the methods and technologies of teaching, which involve the use of interactive methods. Interactive teaching methods are a means of stimulating students’ interest in learning foreign languages, as they help to make the learning process more exciting and fulfilling. The aim of the study is to propose the optimal methods of interactive teaching of English to students of medical specialties when raising their level of proficiency to B2. A method of interactive learning in speaking professional (medical) English with the use of group work methods is proposed and experimentally tested. The aim of the experimental methodology is to create a comfortable learning environment that encourages the student to interactive improvement so as to improve the skills and abilities of professional communication in English on professional topics to the B2 level of language proficiency. The results suggest a positive dynamic in the performance indicators of medical students taught with the interactive method. At the same time, the absence of positive dynamics in performance indicators is detected among the students taught using the traditional method.

Contributors

Sunil Agnani, associate professor in English and history at the University of Illinois Chicago, is the author of a book on Denis Diderot and Edmund Burke, Hating Empire Properly: The Two Indies and Limits of Enlightenment Anticolonialism (recipient of the 2014 Harry Levin Prize for Best First Book from the American Comparative Literature Association), which examines the role of ressentiment and revenge in European anticolonial thought of the Enlightenment.Jason Fitzgerald is assistant professor of English at the University of Michigan, where he specializes in theater studies and post-1945 US cultural history. He is currently working on a book about the late 1960s US theatrical avant-garde, with an essay from that project published in Modern Drama. He was formerly the book review editor for Theatre Journal and is an assistant editor at boundary 2.Joshua Lam is assistant professor of English at Michigan State University. His research focuses on race, science, and technology in US literature. His current book project examines racialized automaton figures in the modernist era; a second project focuses on racial objectification in contemporary experimental Black poetry. His essays have appeared in the Journal of Foreign Languages and Cultures, Journal of Modern Literature, College Literature, Callaloo, The Edinburgh Companion to Modernism and Technology, and The Palgrave Handbook of Magical Realism in the Twenty-First Century.Robert D. Richardson is the author of Henry Thoreau: A Life of the Mind (1986), Emerson: The Mind on Fire (1995), and William James: In the Maelstrom of American Modernism (2006).

Liturgy, Creation, Critique

Research Article| November 01 2022 Liturgy, Creation, Critique Bruce Holsinger Bruce Holsinger Bruce Holsinger is Linden Kent Memorial Professor of English at the University of Virginia and editor of New Literary History. His book The Parchment Inheritance: Animals, Archives, and the Making of Culture from Herodotus to the Digital Age is forthcoming. Search for other works by this author on: This Site Google the minnesota review (2022) 2022 (99): 107–119. https://doi.org/10.1215/00265667-9993209 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Bruce Holsinger; Liturgy, Creation, Critique. the minnesota review 1 November 2022; 2022 (99): 107–119. doi: https://doi.org/10.1215/00265667-9993209 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll Journalsthe minnesota review Search Advanced Search The text of this article is only available as a PDF. Copyright © 2022 Virginia Tech2022 Article PDF first page preview Close Modal Issue Section: Special Focus: Creative Critical You do not currently have access to this content.

Editors’ Note

Approaching its golden anniversary volume, newly affiliated with Penn State University Press, fully digitized and available through the Scholarly Publishing Collective, under the direction of a fresh pair of coeditors, and with its purview expanded to include Victorian and Edwardian literature, art, and culture, the Victorians Institute Journal is well positioned for its second half century of publication.The present volume features articles with a chronological range from the late eighteenth through the early twentieth centuries, a geographical scope from Britain to Persia to China, and a generic array that includes cartoons, fiction, nursery rhymes, poetry, and travel narratives. It also highlights the journal’s investment in the intersection between research and pedagogy and, with one rare and one set of previously unpublished texts, VIJ’s historical commitment to expanding the canon of materials available for research and teaching in years to come. The volume’s concluding reviews offer summative evaluations of five recent books in the field.Readers will also find an entirely new section, “Digital Deliverables,” focused on current digital humanities research. With one essay from the general editor of an established and highly visible project, the Collaborative Organization for Virtual Education (COVE), and the other from the founding directors of an initiative, the Digital Dickens Notes Project, that is just taking off, these two pieces offer complementary perspectives on the exciting payoffs and potential of such computationally enhanced work in the long nineteenth century and beyond. We hope to replicate this format in future volumes, perhaps from those inspired by the work featured here to expand their own skills and approaches.Finally, we would like to recognize the generous and dedicated contributions of retiring editor, Don Richard Cox (Emeritus Professor of English, University of Tennessee). Since 2014, Don has brought to VIJ an invaluable depth of knowledge and experience and has worked tirelessly to enhance the quality and scope of the journal. Don was also key in negotiating our current publication contract with Penn State University Press. We are indebted to Don for his devoted and myriad labors and are most pleased that he will continue to be involved in the journal as a member of the Advisory Board.

The Ecological Resonance of Imogen’s Journey in Montana’s Parks

In this article Gretchen Minton and Mikey Gray discuss an adaptation of Shakespeare’s tragicomedy Cymbeline that toured Montana and surrounding states in the summer of 2021. Minton’s sections describe the eco-feminist aims of this production, which was part of an international project called ‘Cymbeline in the Anthropocene’, showing how the costumes, set design, and especially the emphasis upon the female characters created generative ways of thinking about the relationship between the human and the more-than-human worlds. Gray’s first-person narrative at the end of each section reflects upon her role of Imogen as she participated in an extensive summer tour across the Intermountain West and engaged with audience members about their own relationship to both theatre and the natural world. This is a story of transformation through environmentally inflected Shakespeare performance during the time of a global pandemic.Gretchen E. Minton is Professor of English at Montana State University, Bozeman, and editor of several early modern plays, including Timon of Athens, Troilus and Cressida, Twelfth Night, and The Revenger’s Tragedy. She is the dramaturg and script adaptor for Montana Shakespeare in the Parks and the co-founder of Montana InSite Theatre. Her directorial projects include A Doll’s House, Timon of Anaconda (see NTQ 145, February 2021), Shakespeare’s Walking Story, and Shakespeare for the Birds. Mikey Gray received her BA in Theatre and Performance from Bard College, New York, with a conservatory semester at NIDA (National Institute of Dramatic Art) in Sydney. She has performed in four productions with Montana Shakespeare in the Parks, while other actor engagements include Chicago Shakespeare Theater, American Conservatory Theater, Strawdog Theater Company, The Passage Theatre, and McCarter Theatre Center.

Perceived Level of Teaching Competence and Teaching Performance of the English Professors among State Universities and Colleges in Region VI: Basis for Formulating Personnel Development Program

Perceived Level of Teaching Competence and Teaching Performance of the English Professors among State Universities and Colleges in Region VI: Basis for Formulating Personnel Development Program

Listening and Spoken Language Specialist Auditory–Verbal Certification: Self-Perceived Benefits and Barriers to Inform Change

Purpose: The aim of this study was to explore the path to Listening and Spoken Language Specialist (LSLS) certification from the professional's viewpoint as well as to address motivation, self-perceived gains, challenges, and barriers to certification in an international cohort with the purpose of guiding future change within the existing certification system. Method: Members of the AG Bell Academy for Listening and Spoken Language (AG Bell Academy) Global Matters Committee created an online survey disseminated by the AG Bell Academy in English and Spanish for professionals who were certified LSLSs, mentees currently pursuing the certification, and professionals interested in the certification. Participants ( N = 295) were from different parts of the world. Of the respondents, 48% reported English as their first language, 19% reported Spanish as their first language, and the remaining 33% reported one of 26 other languages as their first language. Approximately 40% of the total respondents were certified LSLSs ( n = 117), and 50% of them lived in the United States. Results: The findings indicate that certified LSLSs perceived significant growth in knowledge and skills as a result of the certification process. Personal motivation drove individuals to pursue certification. A common barrier among all participants was limited resources, such as time, funds, and access to a mentor who speaks the same language. Conclusions: There is a need for more awareness of the significant gains LSLS certification can bring to professionals. There is further need to address, minimize, and overcome perceived barriers in the process. Future similar research is warranted to explore the gains and barriers of obtaining the LSLS certification outside the English-speaking countries and in a larger, more population-based sample.

Classroom management strategies on the teaching English to young learners at elementary school

Classroom management is vital in educating young English learners since children have weak self-control and teaching youngsters is different from teaching middle schoolers and adults. This study investigates the classroom management tactics used by English instructors at a private primary school, the teachers' motives for applying them, and the kids' impacts. Two English professors and 12 students participated. Different age and experience levels teach English. The researcher picked the 12 pupils because they could provide strategy knowledge. Classroom observation, teacher interviews, and a questionnaire provided the data. The strategies address three areas. Physical environment focuses on seating arrangement, sight, sound, comfort, and whiteboard and equipment usage; psycho-social management focuses on rules, feedback, and incentives; and classroom activity management manages time, solo, pair, and group work, and monitors the class. Reasons for using classroom management tactics include making the teaching-learning process operate smoothly, motivating students, supporting them in completing tasks, increasing classroom discipline, and building social skills. Students were more disciplined, pleased in the learning process, knew the lesson's goal, and were more focused and actively participated in learning when classroom management tactics were used.

Contributors

CHRISTINE COOPER-ROMPATO received her PhD in Medieval Studies from the University of Connecticut. She is professor of English at Utah State University, where she teaches and researches medieval literature and religious studies. Her most recent book is Spiritual Calculations: Number and Numeracy in Late Medieval English Sermons (2022), and she is currently working on several projects involving the medieval poet Geoffrey Chaucer's reception in the nineteenth century. Cooper-Rompato also publishes on American history, and her articles on the earliest women patent holders in Utah and Utah in the Green Book appeared in earlier volumes of UHQ.DAVID A. HALES is the former director and librarian of Westminster College's Giovale Library. He is professor of Library Science emeritus, University of Alaska Fairbanks. He holds a bachelor's degree from Brigham Young University, a Master of Library Science from Drexel University, and a master's degree from the University of Pennsylvania. He has been active in many professional organizations and has served as president of four associations. Hales has delivered papers at library science and history conferences and has published extensively in library science, genealogy, and history journals, including UHQ and Alaska History. He is the co-author of Alaska Sources: A Guide to Historical Records and Information Resources.SARAH LANGSDON is head of Special Collections and associate professor at Weber State University, where she has worked since 1999. She holds a Master in History from Utah State University and a Master of Library Science with a focus on archives from San Jose State University. She is the co-author of five books on the history of Ogden, including Legendary Locals of Ogden, Utah and Ogden: The Charles Maccarthy Photographs. She is active in organizations such as the Conference of Intermountain Archivists, Utah Manuscripts Association, and the Oral History Association. Langsdon's research interests include the history of Ogden, Twenty-Fifth Street, women, crime, and oral history.ALISON MCNEAL is professor emeritus, Slippery Rock University. She holds a PhD in American Literature from Kent State University. At Slippery Rock, she helped to establish two interdisciplinary minors, one in Asian Studies and another in European Studies through the support of federally funded NEH grants. She has reviewed scores of books for Choice, ranging from critical theory to Gender Studies. McNeal taught in China and went to the Middlebury Language School for Mandarin Studies in 2012. Currently, she facilitates a community book group for her local public library and belongs to a poetry circle.SUSAN SESSIONS RUGH is professor of American History and dean of Undergraduate Education at Brigham Young University. Her book, Are We There Yet? The Golden Age of American Family Vacations, received national attention for its nostalgic portrayal of midcentury road trips. Her 2006 article, “Branding Utah: Industrial Tourism in the Modern West,” won the Best Utah History Article Award from the Utah Division of State History and the Michael P. Malone Award from the Western History Association. She has received research fellowships from the Charles Redd Center for Western Studies and the Autry Museum of Western Heritage and was recognized by Utah Humanities with the Mayor's Award in the Humanities.LINDA MURIEL ZABRISKIE was born and educated in Mt. Pleasant, Utah. In 1968, she graduated from Utah State University with a degree in English; she went on to teach at Delta High School, Wasatch Academy, North Sanpete High School, Beaver High School, Milford High School, Roland Hall, and at Kearns High School for twenty years. At the age of sixty-six, Zabriskie received a PhD in History from the University of Utah. In addition to her dissertation about Elbert Thomas, Zabriskie wrote about the First Presbyterian Church in Mt. Pleasant, for which she had a special affection, and Wasatch Academy, with which she had a long relationship. She passed away in December 2015.

Contributors

Other| October 01 2022 Contributors Pedagogy (2022) 22 (3): 481–483. https://doi.org/10.1215/15314200-9859354 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2022; 22 (3): 481–483. doi: https://doi.org/10.1215/15314200-9859354 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search Jaclyn Carter is an educational development consultant at the University of Calgary and coeditor of Women and War from the Middle Ages to the Renaissance (2020).Michael Tavel Clarke is associate professor of English at the University of Calgary. He is the author of These Days of Large Things: The Culture of Size in America (2007) and coeditor with David Wittenberg of Scale in Literature and Culture (2017). He coedits the journal ARIEL: A Review of International English Literature with Faye Halpern.Maura D'Amore is professor of English at St. Michael's College in Colchester, Vermont. She is the author of Suburban Plots: Men at Home in Nineteenth-Century American Print Culture (2014).Faye Halpern is associate professor of English at the University of Calgary. She is the author, most recently, of an article in Narrative called “Charles Chesnutt, Rhetorical Passing, and the Flesh-and-Blood Author: A Case for Considering Authorial Intention.” She... You do not currently have access to this content.

Contributors

Contributors

Notes on Contributors

Other| October 01 2022 Notes on Contributors Journal of American Ethnic History (2022) 42 (1): 113–114. https://doi.org/10.5406/19364695.42.1.09 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Notes on Contributors. Journal of American Ethnic History 1 October 2022; 42 (1): 113–114. doi: https://doi.org/10.5406/19364695.42.1.09 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressJournal of American Ethnic History Search Advanced Search Reem Bou-Nacklie is currently an accelerated master's student, majoring in nutrition and food science, at the University of Vermont. She received cum laude honors in her undergraduate career and was awarded the Commission on Dietetic Registration Second Century Scholarship in 2020 and the Bertha Terrill Award in 2019.Josue Q. Estrada is Assistant Professor of History at Central Washington University. He is currently writing a book manuscript the explores how Puerto Ricans and later Chicanos mobilized through distinct organizational and political tactics to claim citizenship rights, specifically by invoking race strategically to reshape race and politics in the United States.Vincent Haddad is Associate Professor of English at Central State University. His scholarship on literature and comics has appeared or is forthcoming in the academic journals Inks, The Comparatist, ImageTexT, and College Literature, as well as several edited collections.Ashley Howard is Assistant Professor of African... You do not currently have access to this content.

About the Contributors

Blu Buchanan is a university fellow in the Department of Sociology and Anthropology at University of North Carolina Asheville. Their academic writing has appeared or is forthcoming in the journals GLQ: A Journal of Gay and Lesbian Studies and PUBLIC: A Journal of Imagining America as well as in edited volume chapters in Black Feminist Sociology: Perspectives and Praxis and Unsafe Words: Queering Consent in the #MeToo Era.Ryan Lee Cartwright is associate professor of American studies at the University of California, Davis. Cartwright's research focuses on disability, gender, and sexuality on the social and spatial margins. Cartwright's first book, Peculiar Places: A Queer Crip History of White Rural Nonconformity (2021), maps racialized queer and disability histories of white social nonconformity across the rural United States, throughout the twentieth century, spanning genres from popular science to documentary photography to horror film. Cartwright's second book will examine how chronic illness came to be understood as a gendered, racialized “social burden” in the early to mid-twentieth-century United States.Juno Jill Richards is assistant professor of English and affiliated faculty in women, gender, and sexuality studies at Yale University. They are the author of The Fury Archives: Female Citizenship, Human Rights, and the International Avant-Gardes (2020) and a coauthor of The Ferrante Letters: An Experiment in Collective Criticism (2020).Tanya L. Saunders is an associate professor in language, literature, and culture at the University of Maryland, Baltimore County. Saunders is a sociologist interested in how the African diaspora throughout the Americas uses art as a tool for social change via decolonizing affect. They are also the director of the film project titled “Afro Feminismos em Cuba,” which is currently streamed on YouTube. They have published and lectured extensively throughout Latin America and the Caribbean. They are currently writing a book about Black Brazilian artivism and politics of liberation as a spring 2022 Mark Claster Mamolen Fellow at Harvard University.Marisa Solomon is assistant professor of women's, gender, and sexuality studies at Barnard College, Columbia University. Her work focuses on how Black improvisation with waste's form and meaning upends environmental paradigms. She has published on the materiality of waste and anti-Black histories of urban planning and gentrification in the Journal of International Labor and Working-Class History. She is the codirector of the Black Atlantic Ecologies project at Columbia University's Center for the Study of Social Difference, where she is affiliated with the Earth Institute.Jennifer Tyburczy is associate professor of feminist studies at the University of California, Santa Barbara. Her first book, Sex Museums: The Politics and Performance of Display, won the 2017 Lambda Literary Award for Best Book in LGBTQ Studies. Her scholarship can also be found in Women and Performance, Radical History Review, QED, Signs, Feminist Formations, Text and Performance Quarterly, Journal of Literary and Cultural Disability Studies, and the anthology Queer Nightlife. Tyburczy is currently completing her second monograph, “Queer Traffic: Sex and the Performance of Free Trade.”

Book of Mormon Theology—Anticipating the Future of a Discipline

Book of Mormon Theology—Anticipating the Future of a Discipline

Research on the Teaching Reform of Professional English for Animal Husbandry Students

Research on the Teaching Reform of Professional English for Animal Husbandry Students

ONLINE DISCUSSION STRATRGIES TO FACILITATE STUDENTS DISCUSSION FOR A SPECIFIC ACADEMIC PURPOSES COURSE AT A TECHNICAL ENGINEERING UNIVERSITY

At higher education institutions, hybrid learning that incorporates digital classroom and online teaching and learning activities are becoming increasingly popular norms. Throughout the academia, the usage of online discussion forums is progressively making its way into language classroom as studies have shown that it contributes to a good learning environment if efficiently used by both learners and educators. This qualitative study investigated strategies used by undergraduates as purposive samples in planning and executing ideas for a project via online discussion mode. This simple case study involved 15 second semester undergraduates taking “Professional English 1” course in Bachelor in Engineering Technology program. A focus group interview and follow-up individual interviews were used to elicit information from the undergraduates. All these were also triangulated with document analysis of their reflective notes and drafts of writing works. Several questions were asked to the undergraduates during both interviews to determine their strategies when discussing online. The findings indicate that participants have tremendously benefited from online discussions and have employed three main strategies namely 1) asking for clarification, 2) going over previous responses and 3) using free online services and websites. This study provides useful insight and increases awareness among lecturers on the online discussion strategies used by students, allowing for more successful and meaningful planning of tasks involving online discussion.