Addresses the evolution of the most authoritative and widely used textbook in world literature courses in the United States, “The Norton Anthology of World Masterpieces.” Questions if the “Norton Anthology” has provided educators who are committed to the teaching of world literature from non-Eurocentric perspectives with a useful tool, or if the anthology reproduces the canon’s ideological underpinnings.

Considers the possibility that engaging a text need not proceed through a preexisting program and, further, that another style of engagement may indicate intriguing possibilities for resistance. Demonstrates a type of criticism called “productive reading.” Concludes that it is not sufficient to assume that reading must proceed through a primary emphasis on accuracy and representation.

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Explores the possibility of seeing in Toni Morrison’s novel, “Song of Solomon,” the co-existence of two narratives of subjectivity. Examines the extent to which the application of a Western and non-Western narrative of subject formation yields conflicting interpretations of the novel and, in particular, the novel’s ending.

critical impasse-an impasse that I will claim results from a problem of reading. While commentators from a wide variety of disciplines continue to find selected elements of his work useful, Foucault's apparent dismissal of the concept of has proven to be a common and recurring source of frustration. As a result of this alleged dismissal of resistance or, at least, his seeming disinterest in the category, many thinkers find that his work lacks the necessary ingredients for progressive social thought. Thus, the problem of resistance continues to function as an impasse between Foucault (or, more generally, certain currents of post-structuralism) and much critical thought-even leading some to label Foucault's politics as self-indulgent radical chic (Rorty 47). The prevalence of this impasse is evidenced by the frequency with which scholars who write about Foucault return to one of several variations on a basic theme: that Foucault's depiction of the social world renders resistance both conceptually and practically impossible (cf. Jameson, Habermas, Hartsock).

Considers the role of the “white ground” in English studies at a critical period, the late 1960s and early 1970s, when the discipline, along with the rest of the academy and country, struggled mightily with issues of race. Describes the author’s interest in constructing a narrative about the relationships between discourse and identity with students.

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Examines how a number of modern innovative authors use chronological progression, causal connection, and narrative voice in their novels. Analyzes texts by Alain Robbe-Grillet and Jeanette Winterson, noting the areas of connection and disjunction between the theoretical claims and actual practice of experimental authors.

Claims scholars in English, as a field of study, share a common object of study, specifically the study of discourse. Compares and attempts to integrate the scholarship on one part of discourse--genre--from two subdisciplines of English, literary and composition study.

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Urges compositionists to reframe Writing across the Curriculum (WAC) to reach beyond university boundaries. Reviews calls for an expanded conception of WAC, describes a program that carries writing instruction and literacy research beyond university boundaries, and suggests problems and benefits that may accompany this change of orientation for writing programs.

Argues that the current electronic environment forces English studies into competition and combination with extra-verbal codes and languages. Describes a specific approach to reading, composing, and teaching the problematic combination of verbal and nonverbal features in texts conceived for or in electronic environments. Describes continuities between visual digitality and the verbal literacy currently taught within English Studies curricula.

Argues a need to reposition Writing Across the Curriculum (WAC) theory. Examines current myths about WAC. Discusses what WAC is, what it does, and what it can become.

Considers how plagiarism continues to elude definition because teachers cannot possibly formulate and act on a definition of plagiarism that articulates both its textual and sexual work. Discusses linking sexual property to textual transgression and rejecting metaphors in relationship to rejecting plagiarism. Suggests educators stop using the term plagiarism altogether and replace it with “fraud,” “insufficient citation,” and “excessive repetition.”

Focuses on the paradoxical role played by exclusion in any attempt to create an inclusive space. Explores the nature of inclusion/exclusion dynamic in English Studies in general and more specifically in classrooms that use critical theory to address the need for social change. Concludes that the principle of exclusion is entangled with efforts at inclusion and discusses implications accordingly.

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Discusses an attempt to work both narratively and critically, recognizing that the narratives of experience first constructed (spoken and written) represent a necessary convergence of history, tradition, politics, and interpretation, which represents sites of contest and conflict. Discusses the willingness to allow expression of cultural attitudes within the classroom while openly acknowledging the simultaneous constraints produced when such attitudes conflict.

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