Jonathan Patterson

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JonathanT. Patterson

Jonathan T. Patterson

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Dec 27, 2019
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Prof. Patterson was fine! However, it didn't feel like I learned a lot from him. You'll have to be prepared to write 1-2 page essay every week. I'd recommend this class if that's your thing. He's also an easy grader! You just have to follow the instructions and rubric.

3 Reviews Pending Approval

Biography

University of Kansas - English

Adjunct Faculty and Online Instructor
E-learning
Jonathan
Patterson
Orem, Utah
After nearly five years working as a corporate recruiter and Program Specialist with clients associated with the Department of Defense and Intelligence Community, I pursued a career in academia. Presently, I am completing my doctorate at the University of Kansas for whom I also teach freshman composition and literature courses online. I also teach online literature courses for Brigham Young University-Idaho and Southern New Hampshire University. I recently began teaching first-year composition courses for a local community college, Skagit Valley College, My primary research interests include ruin theory, spatial theory, psychogeography, human geography, refugee literature, and British literature. I have five peer-reviewed publications.

My academic interests are many. My dissertation focuses on establishing a better understanding of ruination theory and processes of ruination as it relates to both psycho-spatial relations between individuals and their environment, particularly those environments that are abandoned, war-torn, or derelict. This includes urban studies, psychogeography, human geography, and space/place theorists and is applied to British literature and history from approx. 1870-1939. However, in addition to my doctoral research, I also present regularly at conferences on the topics of ruination, 21st-century British literature and poetry, and the T.S. Eliot society.

My career interests would include any area in academia (be it administrative or teaching) that would allow me to combine my corporate and academic experience as well as one that would allow me to utilize my language skills whether it be for advising or recruitment efforts or working in various department settings. I believe in the importance of critical thinking, expanding ways to engage with the local community, and helping students have a better college experience through advisement and participation.

Experience

  • The University of Kansas

    Online Composition and Literature Instructor

    From Aug. 2017-present, I have taught online courses English 101 and English 330: Literary History II, British and American Literature from 1800-Present Online covering seven units: Nature Writing, Gothic Literature, Slave Narratives, Modernism and War, Post-Colonial Writing, and Writing by Women. I utilize Blackboard and regularly communicate with students via Blackboard, email, and Skype.

    From Aug. 2013-Aug. 2017

    o Teach first-year composition courses
    o Teach multimodality texts and assignments as part of the University of Kansas’s Common Core
    o Create assignments ranging from rhetorical analysis of famous speeches to critiques of film, essays,
    and newspaper articles
    o Teaches from the Penguin Handbook and Inquiry for Academic Arguments
    o Grades essays ranging from rhetorical analysis to academic arguments to personal narratives
    o Conduct frequent one-on-one meetings with my students to establish both an individual rapport
    and to help with individual matters pertaining to the class and, in some cases, matters outside of
    the coursework
    o Use Blackboard IT platform for the course

    Jan. 2016 – May 2016 Taught Designed Course: English 203

    Designed and taught a course titled “Apocalyptic London” focusing primarily on British literature and film

  • Skagit Valley College

    Adjunct Faculty - English Instructor

    I teach Composition courses with three primary units: Summary/Analysis Essay, Visual Literacy Essay, and an Academic Research and Synthesis Essay. I use Canvas to generate discussions and online modules to facilitate the in-class/online hybrid course goals.

    o I teach freshman composition courses (English 101, English 102, and English 099)
    o I teach rhetorical analysis units, visual/digital literacy, and research essays using current practices in Rhetoric and Composition research; I also teach 099, Introduction to College Writing with a focus on grammar, syntax, and research methods
    o I taught an English 101 Hybrid course with a major online writing component
    o I teach an English 101 Composition class online that I fully designed using Canvas

  • Southern New Hampshire University

    Literature Instructor (Online)

    o I use the Brightspace platform to teach courses on “Literary Theory” and “Nature Writers” for SNHU
    o I facilitate discussion boards, group assignments, grade weekly assignments

  • Brigham Young University - Idaho

    Literature Instructor (Online)

    I teach English 335: American Literature from “Realism to Modernism” and English 314: Advanced Research and Literary Analysis,” conduct several video sessions with students, respond to emails, discussion boards, group assignments, create weekly videos and meet with students regularly on Zoom as well as grade weekly assignments and essays.

  • Southern Illinois University, Carbondale

    English Instructor

    o Taught an English 101 pilot program with an assigned reading lab attached for at-risk students from
    lower socio-economic backgrounds, accumulated course data per department mandate,
    o The Allyn and Bacon and Mercury Reader with lectures and papers centering around the theme of
    “Sustainability”
    o Taught personal narratives, advertising analysis, rhetorical analysis, research driven papers, and
    metacognitive analysis papers
    o Taught a twenty student section of English 102 with the theme of “Work and Career”
    o Used the Desire2Learn and GradesFirst programs
    o Worked as a TA for English 305: 20th Century British and American Literature
    o Taught lectures on T.S. Eliot’s early poems, The Waste Land, and the poetry of Peter Riley and Seamus
    Heaney
    o Graded student analysis papers and exams
    o Was a guest lecturer for English 334: Shakespeare where I discussed Othello to undergraduate
    students

Education

  • The University of Kansas

    English

    British literature; space/place theory
    My doctoral research concerns the depictions of ruins and processes of ruination in British literature from approximately 1870-1939. This is an interdisciplinary approach that makes connections between discourses of spatial theorists, human geographers, and literary criticism. Particular focus is given to WWI trench space, the works of Joseph Conrad and H.G. Wells, and lesser-known authors of the late 19th and early 20th-century. I regularly teach English 101 and 102. I also taught English 203, for which I designed a course titled "Apocalyptic London." I am also fascinated with and continue to research and write on 21st-century British poetry. Additionally, I'm studying Swahili and East African political rhetoric, particularly as it relates to South Sudan, the history of the Dinka, and narratives by and about the Lost Boys of South Sudan.

  • The University of Kansas

    Online Composition and Literature Instructor


    From Aug. 2017-present, I have taught online courses English 101 and English 330: Literary History II, British and American Literature from 1800-Present Online covering seven units: Nature Writing, Gothic Literature, Slave Narratives, Modernism and War, Post-Colonial Writing, and Writing by Women. I utilize Blackboard and regularly communicate with students via Blackboard, email, and Skype. From Aug. 2013-Aug. 2017 o Teach first-year composition courses o Teach multimodality texts and assignments as part of the University of Kansas’s Common Core o Create assignments ranging from rhetorical analysis of famous speeches to critiques of film, essays, and newspaper articles o Teaches from the Penguin Handbook and Inquiry for Academic Arguments o Grades essays ranging from rhetorical analysis to academic arguments to personal narratives o Conduct frequent one-on-one meetings with my students to establish both an individual rapport and to help with individual matters pertaining to the class and, in some cases, matters outside of the coursework o Use Blackboard IT platform for the course Jan. 2016 – May 2016 Taught Designed Course: English 203 Designed and taught a course titled “Apocalyptic London” focusing primarily on British literature and film

  • Southern Illinois University, Carbondale

    Master of Arts (M.A.)

    English
    My MA thesis discussed the relationship between phenomenology and ecology in the poetry of Andrew Crozier, Peter Riley, and T.S. Eliot. I was also interested in the ways in which Crozier and Riley had been influenced by the writings of Eliot.

  • Southern Illinois University, Carbondale

    Bachelor of Arts (B.A.)

    English

  • Southern Illinois University, Carbondale

    English Instructor


    o Taught an English 101 pilot program with an assigned reading lab attached for at-risk students from lower socio-economic backgrounds, accumulated course data per department mandate, o The Allyn and Bacon and Mercury Reader with lectures and papers centering around the theme of “Sustainability” o Taught personal narratives, advertising analysis, rhetorical analysis, research driven papers, and metacognitive analysis papers o Taught a twenty student section of English 102 with the theme of “Work and Career” o Used the Desire2Learn and GradesFirst programs o Worked as a TA for English 305: 20th Century British and American Literature o Taught lectures on T.S. Eliot’s early poems, The Waste Land, and the poetry of Peter Riley and Seamus Heaney o Graded student analysis papers and exams o Was a guest lecturer for English 334: Shakespeare where I discussed Othello to undergraduate students

Publications

  • “Ruins and Wastelands: Technology’s Influence on Everydayness in H.G. Wells’s The War of the Worlds and T.S Eliot’s The Waste Land: Facsimile”

    Watermark Journal

  • “Ruins and Wastelands: Technology’s Influence on Everydayness in H.G. Wells’s The War of the Worlds and T.S Eliot’s The Waste Land: Facsimile”

    Watermark Journal

  • “Dramatic Representation of Trench Space as an ‘Experiential Ruin’ in R.C. Sherriff’s Journey’s End and Sean O’Casey’s The Silver Tassie”

    Revista Alicantina de Estudios Ingleses: Special Issue (forthcoming)

  • “Ruins and Wastelands: Technology’s Influence on Everydayness in H.G. Wells’s The War of the Worlds and T.S Eliot’s The Waste Land: Facsimile”

    Watermark Journal

  • “Dramatic Representation of Trench Space as an ‘Experiential Ruin’ in R.C. Sherriff’s Journey’s End and Sean O’Casey’s The Silver Tassie”

    Revista Alicantina de Estudios Ingleses: Special Issue (forthcoming)

  • "It is formidable, how London is ugly"​: London as Anti-space in Rose Macaulay's The World My Wilderness

    The Journal of Humanities and Cultural Studies, Research and Development

    Rose Macaulay presents a realistic depiction of post-Blitz London in her penultimate text The World My Wilderness. The post-WWII bildungsroman features as its protagonist Barbary, a young girl whose coming of age is permanently shaped by her experiences in and around the ruins of a bombed London. Consequently, Macaulay’s text is ideal for explication using spatial theory and contemporary discourses on ruins and processes of ruination. This is especially true as the world continues to see wars and natural disasters render cities and populations into various states of ruin and decay. Literature continues to contribute to the lived experience of said ruination to which Macaulay’s The World My Wilderness serves as an ideal model for literary representation. Key words: Ruins, Spatial theory, London, WWII Blitz, Rose Macaulay, T.S. Eliot.

  • “Ruins and Wastelands: Technology’s Influence on Everydayness in H.G. Wells’s The War of the Worlds and T.S Eliot’s The Waste Land: Facsimile”

    Watermark Journal

  • “Dramatic Representation of Trench Space as an ‘Experiential Ruin’ in R.C. Sherriff’s Journey’s End and Sean O’Casey’s The Silver Tassie”

    Revista Alicantina de Estudios Ingleses: Special Issue (forthcoming)

  • "It is formidable, how London is ugly"​: London as Anti-space in Rose Macaulay's The World My Wilderness

    The Journal of Humanities and Cultural Studies, Research and Development

    Rose Macaulay presents a realistic depiction of post-Blitz London in her penultimate text The World My Wilderness. The post-WWII bildungsroman features as its protagonist Barbary, a young girl whose coming of age is permanently shaped by her experiences in and around the ruins of a bombed London. Consequently, Macaulay’s text is ideal for explication using spatial theory and contemporary discourses on ruins and processes of ruination. This is especially true as the world continues to see wars and natural disasters render cities and populations into various states of ruin and decay. Literature continues to contribute to the lived experience of said ruination to which Macaulay’s The World My Wilderness serves as an ideal model for literary representation. Key words: Ruins, Spatial theory, London, WWII Blitz, Rose Macaulay, T.S. Eliot.

  • “‘of a hue still darker’: Alienated Spaces in John Brown’s A Memoir of Robert Blincoe, An Orphan Boy”

    The Journal of Humanities and Cultural Studies, Research and Development

  • “Ruins and Wastelands: Technology’s Influence on Everydayness in H.G. Wells’s The War of the Worlds and T.S Eliot’s The Waste Land: Facsimile”

    Watermark Journal

  • “Dramatic Representation of Trench Space as an ‘Experiential Ruin’ in R.C. Sherriff’s Journey’s End and Sean O’Casey’s The Silver Tassie”

    Revista Alicantina de Estudios Ingleses: Special Issue (forthcoming)

  • "It is formidable, how London is ugly"​: London as Anti-space in Rose Macaulay's The World My Wilderness

    The Journal of Humanities and Cultural Studies, Research and Development

    Rose Macaulay presents a realistic depiction of post-Blitz London in her penultimate text The World My Wilderness. The post-WWII bildungsroman features as its protagonist Barbary, a young girl whose coming of age is permanently shaped by her experiences in and around the ruins of a bombed London. Consequently, Macaulay’s text is ideal for explication using spatial theory and contemporary discourses on ruins and processes of ruination. This is especially true as the world continues to see wars and natural disasters render cities and populations into various states of ruin and decay. Literature continues to contribute to the lived experience of said ruination to which Macaulay’s The World My Wilderness serves as an ideal model for literary representation. Key words: Ruins, Spatial theory, London, WWII Blitz, Rose Macaulay, T.S. Eliot.

  • “‘of a hue still darker’: Alienated Spaces in John Brown’s A Memoir of Robert Blincoe, An Orphan Boy”

    The Journal of Humanities and Cultural Studies, Research and Development

  • “Of Other Voices: Spatially-Constructed Refugee(ness) in Narratives by the Lost Boys of South Sudan”

    Albeit Journal

Positions

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

  • Latter-day Saint Student Associatoin

    President

    President - January 2010-August 2011urn:li:fs_education:(ACoAABbm4M0BQBNoGgZFlpjHrvClwEvFmBmuKF8,364692027)

ENGL 101

5(1)

  • Level:
  • Credit hours: 0

ENGL 102

4(2)

  • Level:
  • Credit hours: 0
online

ENGL 330

3(1)

  • Level:
  • Credit hours: 0
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