Discomforting Narratives: Teaching Eighteenth-Century Women's Travelogues

Abstract

In this essay, I describe an undergraduate course I designed and taught on eighteenth-century women's travelogues and advocate for more courses that explicitly focus on noncanonical genres and authors. Using student papers, I explore how students worked through their discomfort with new genre conventions and improved their overall reading and analytical skills. I hope that my outline of the course will be useful to those who teach or will be teaching women's travel literature or who wish to focus courses on noncanonical authors and genres.

Development Of Communicative Competencies Through Innovative Technologies (Based On The Travelogue Genre)

“…(Gephardt, 2014). The term "travelogue" occurs rarely, only in the description of books which are augmented with photographs, drawings, maps and other illustrations (Gephardt, 2014;Muhic, 2015;Ozola, 2014;Zold, 2014).…”

“…Some define "travelogue" as "a journey" or "a narrative about a journey" which, is augmented on a regular basis with illustrations or maps (Bax, 2011). Others impart a more complex meaning to the term, seeing it as a "travel report" which maintains the chronology of the journey as well as including the description of personal emotional experience (Anisimov, 2014;Ozola, 2014;Smrutisikta Mishra, 2014;Zold, 2014).…”