Text in Context: A Graduate Journal

Text in Context: A Graduate Student Journal

Text in Context is a graduate student journal published electronically by Southern Connecticut State University. We seek submissions exploring the text itself and its function(s) and implications both internally and externally—literary analysis, poetry studies, critical theory, popular reception of a particular work, close readings, historical relevance, etc. Though the journal primarily deals with English studies, we welcome original papers from other disciplines, provided those papers focus on the text and/or its context—pedagogy and instructional design, localization of language in the brain, regional dialects and their origins, etc.

Calls for papers for Text in Context are posted on UPENN. 

Text in Context is also on WordPress and on Facebook.

African-American studies
adaptations of texts
archival research
comparative literature
children’s literature
composition and rhetori
critical theory
cultural studies
digital texts
digital humanities
disability studies
Diaspora studies
film studies
gender studies
graphic texts
historical studies
interdisciplinary approach
interpretations of literature

language acquisition
LGBT studies
media studies
medieval studies
professional writing
reception of texts
secondary education
teaching with technologies
technology studies
textual studies
visual culture
women's studies
writing across the curriculum

Submission Guidelines

Deadline for submissions

The deadline for Volume 2, Issue 2 (Spring 2015) will be February 1, 2014. Please see guidelines for submission below.  

Special Topic--Pedagogy in Context

Papers that are devoted to the special topic on pedagogical approaches should explore the ways in which different methods of pedagogy are studied and utilized, with a particular emphasis on newer or atypical pedagogical methods. Pedagogy papers can include, but are not limited to, the following topics:

• How is pedagogy changing with the advent of the 21st century? I.E., what role does technology play in the classroom?
• Do pedagogical approaches change in effectiveness between more affluent and poorer districts?
• How are minorities, English Language Learners, and students with disabilities accommodated in schools? Are they integrated into the ordinary classroom, or are they segregated?
• How are more atypical pedagogical approaches, such as film studies or integration of popular culture, received in today's academic environment? What place do they hold in schools, if any?

Book Reviews

We are seeking book reviews of scholarly texts that have been published within the past two to three years (2012 to present). Reviews should be no more than 1,000 words and should conform to the MLA guidelines listed below.

Submission Guidelines

Please send submissions electronically to textincontext.southernct@gmail.com as MS Word email attachments. The editorial board reviews submissions anonymously; thus, author name and contact information should appear in a separate file and not in the manuscript itself.

Submissions may be from 1500 to 5000 words in length, set in 12pt, Times New Roman font, double-spaced, with 1” margins, and adhere to 2009 MLA style. All submissions must be the author’s original thought and therefore must include a complete works cited page also in MLA format. Please also include a short abstract and author bio, no more than 150 words each.

If figures, illustrations, and/or video clips accompany the submission, please present them in separate files. The author has sole responsibility for any copyright permissions and fees.

Requirements for Publication
Authors must be currently enrolled in a program of graduate study at an accredited university. Submissions must be previously unpublished, but the author retains future publishing rights.

Editorial Board

Leslie Arthur

John-Carlos Eire

Jennifer Garcia

Tamara King

Darcey Lovell