Michael G. Donkin | Curriculum Vitae
g.donkinmichael@gmail.com
PERSONAL STATEMENT
I am a dedicated scholar, writer, and educator with a PhD in English and extensive experience in both academic and creative writing. My teaching philosophy emphasizes the integration of critical thinking and creativity, and I am committed to fostering student development across academic and creative disciplines. I seek to cultivate a learning environment where students find and develop their own voices as thinkers and writers.
ACADEMIC EXPERIENCE
Teaching Fellow - Classroom Instructor
Department of English, University of Oregon
2017 – 2023
Designed and taught undergraduate writing and literature courses focused on fostering critical thinking, creativity, and effective communication skills.
Mentored and advised students on both academic and creative projects, guiding them to express their unique perspectives.
Gained experience in online-only and hybrid educational models by teaching courses during lockdown
COURSES TAUGHT
Writing 121: Expository Writing (5 semesters, 20-25 students per class)
Writing 122: Argumentative Writing (7 semesters, 20-25 students per class)
English 106: Introduction to Literature (Poetry) (40 students), Fall 2021
EDUCATION
Ph.D. in English
University of Oregon
2024
Dissertation: Poetry Finding Itself: The Dialectic of Logos and Mythos
Director: Paul Peppis
Research Areas
Modernism (major field)
Victorian Literature (breadth field)
Poetics (breadth field)
Critical Theory
Classics
Folklore
Western Philosophy
Art History
M.A. in Secondary English Education
CUNY Hunter College
2014
B.A. in Philosophy
American University
2007
DISSERTATION ABSTRACT
This dissertation, Poetry Finding Itself: The Dialectic of Logos and Mythos, critically examines the historical debate between prose and poetry, exploring its roots in the ancient dichotomy between mythos and logos. Arguing that this division is theoretically incoherent, I propose that it has long obstructed a clear definition of poetry. Through a genealogical survey of lyric poetry’s evolution from ancient prayer and hymn, the dissertation demonstrates that lyric became the principal poetic form in modern times due to its deep connection to mythical thought. The work further examines how this prose-poetry divide has shaped modern literary theory, focusing on Virginia Woolf’s vision of synthesizing poetry and prose. Ultimately, I propose a redefinition of poetry rooted in “mythical speech,” which offers a new framework for engaging critically with the evolving nature of poetry.
SELECTED PUBLICATIONS
Dreaming at Noon, poetry collection, Finishing Line Press, October 2023
“An Essay on Poetry,” forthcoming in Caesura
“Träumerei,” Majority Post, Fiction, 2022
“Creation Myth,” The Bangalore Review, Poetry, 2020
Book Review: I am a Phenomenon Quite Out of the Ordinary: The Notebooks, Diaries, and Letters of Daniil Kharms, Chicago Review, 2016
Translations: Eleven Poems of Catullus, The Brooklyn Rail, 2016
Book Review: Satin Island by Tom McCarthy, The Lifted Brow, 2015
“In Cuba,” Chicago Review, Fiction, 2011
SELECTED STUDENT FEEDBACK
Student statements from optional end-of-course surveys reflecting my qualities as an educator:
Supportive and Understanding of Student Needs
“Realistic and engaging teacher, listened to the needs of students and modified to help them.”
“Professor Donkin is an amazing teacher and will always be flexible with dates and assignments. He knows the climate of students very well and does what it takes to make sure students are not only learning but not burning out or hating their college lives with mountains of assignments with cutthroat dates.”
“Very understanding of issues going on and why some can't meet the deadline.”
“The instructor is super accommodative to each student's needs and willing to work with each student to make the course best help them succeed.”
“Very open to adjustments, which helps relieve stress and allows me to just learn.”
“He was very inclusive and understanding.”
“I definitely struggled with limited motivation and personal issues but Professor Donkin was really good about helping me through it as far as the coursework goes.”
“Instructor was as supportive as possible, which was appreciated.”
Engaging Classroom Environment
“We had a lot of discussion in class between students, and between students and instructor.”
“A great vibe to the whole learning environment.”
“Mr. Donkin is great in everything.”
“I liked discussing content and getting feedback on my writing. I easily could have not shown up, but I actively wanted to.”
“I really enjoyed the class and the prof. was always super nice.”
“Everything in this class was great.”
Constructive Feedback and Clear Communication
“The professor would give very helpful feedback and was supportive of my writing.”
“I appreciated the positive and constructive criticism on my essay because I both knew that I did something well while also learning about things I can do better on or need to fix for future pieces of writing.”
“Instructions are always clear as well as feedback.”
“Easy and clear instructions, no busy work, more meaningful time spent on writing major essays.”
“He was very helpful with giving us feedback on our writing and he also gave us a lot of help with extra time to better our work.”
Accessible and Responsive
“Mr. Donkin replies to me quickly when I email him questions.”
“Mr. Donkin was extremely helpful in times I actually needed help. He also clarified things very nicely.”
“He always made sure we were on the right track, and answered many questions.”
“The prof. was always helpful and always asking if we needed clarification. Super nice.”
Relevant and Meaningful Course Content
“The class was well-rounded. I felt like there were not any assignments that had no purpose; everything was meaningful.”
“All the topics we worked with were very relevant to the real world.”
“He gave us really good articles and essays to read and evaluate.”
Positive Personal Impressions
“He’s cool as ****.”
“Donkin is the best!”
“Mr. Donkin is great in everything.”
“Professor was very nice.”
“This is a great class.”