Sandra Clyne
Part-Time Lecturer in English
Sandra Clyne is all about synesthesia: interconnecting disparate sensory modalities. For example, she always does visual artwork to music. So she stresses the interplay of verbal and visual texts in her First-Year Writing classes, where students create analytical essays–but also film critiques and photo essays.
Her recent visual arts exhibitions include: Cambridge Art Association, Red Biennial Exhibit Series, Kathryn Schultz Gallery (2020); Cambridge Art Association, Members Juried Show, Kathryn Schultz Gallery (2018); Cambridge Art Association, 71st Members Prize Show, University Place Gallery (2015); Artists in the Arboretum, Group Show, Harvard University Arnold Arboretum (2010).
Sandra’s publications include: Co-authored with Stephen Slaner, “The Use of Spike Lee’s Bamboozled to Promote Difficult Dialogues on Race.” Human Architecture: Journal of the Sociology of Self-Knowledge, 2008, pp. 7-16 and “Psychological Factors in Second Language Acquisition: Why your International students are Sudando la Gota Gorda.” Teaching for Our Times vol.3, 2001, pp. 96-101. She is currently working to transform her ALM thesis, for which she was nominated for a thesis prize, into an article entitled, Synesthesia and the Contour Method of Fine Art Drawing.
• [Co-author, Article] The Use of Spike Lee’s Bamboozled to Promote Difficult Dialogues on Race. Human Architecture: Journal of the Sociology of Self-Knowledge (2008): 7-16.
• [Article] Psychological Factors in Second Language Acquisition:
Why your international students are sudando la gota gorda.
Teaching for Our Times 3 (2001): 96-101.
• [Book Review] Lives on the Boundary by Mike Rose.
Teaching for Our Times 1 (1999): 120-122.
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Education
PsyD, Massachusetts School of Professional Psychology
MA Applied Linguistics, University of Massachusetts
ALM Visual Arts, Harvard University Extension SchooL -
Contact
(617) 435-6806 s.clyne@northeastern.edu -
Address
475 Lake Hall
360 Huntington Avenue,
Boston, MA 02115 -
Office Hours
by appointment
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Associations
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Designed for students whose first or strongest language is not English. Students study and practice writing in a workshop setting; read a range of texts in order to describe and evaluate the choices writers make and apply that knowledge to their own writing; explore how writing functions in a variety of academic, professional, and public contexts; and write for various purposes and audiences in multiple genres and media. Offers students an opportunity to learn how to conduct research using primary and secondary sources and to give and receive feedback, to revise their work, and to reflect on their growth as writers.
First-Year Writing
ENGW 1111
Designed for students to study and practice writing in a workshop setting. Students read a range of texts in order to describe and evaluate the choices writers make and apply that knowledge to their own writing and explore how writing functions in a range of academic, professional, and public contexts. Offers students an opportunity to learn how to conduct research using primary and secondary sources; how to write for various purposes and audiences in multiple genres and media; and how to give and receive feedback, to revise their work, and to reflect on their growth as writers.
