Preview this article: Human-Centered Design for Inclusive Peer Mentoring of Graduate Teaching Assistants, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/86/2/collegeenglish32760-1.gif

Preview this article: Making Space for the Misfit: Disability and Access in Graduate Education in English, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/82/2/collegeenglish30634-1.gif

Intended to contextualize and elaborate on the Two-Year College English Association's 2016 Guidelines for Preparing Teachers of English in the Two-Year College, this article examines the history, current status, and possible futures of graduate preparation for two-year-college English professionals. It traces the five-decade history of efforts among two-year-college English faculty to articulate the distinct demands and opportunities of their profession and to hold university-based graduate programs accountable for providing meaningful preparation for future two-year- college teacher-scholars. Based on our survey of this history and the current landscape of graduate education in English studies, we argue that transforming graduate programs to meet the needs of the teaching majority will require embracing the four principles articulated in TYCA's 2016 Guidelines: develop curricula relevant to two-year-college teaching; collaborate with two-year-college colleagues; prepare future two-year-college faculty to be engaged professionals; and make two-year colleges visible to all graduate students.

The author proposes three ways that engagement with religious rhetorics in undergraduate writing courses might enable teachers of rhetoric to cultivate writers’ civic capacities. To give readers a sense of what courses on religious rhetorics that aim to improve writers’ civic capacities look like in practice, DePalma discusses three undergraduate writing courses recently taught in different kinds of institutional settings and the kinds of learning that occurred as a result of students’ engagement with religious rhetorics in those courses.

This essay advances a new pedagogical approach to engaging with archives in undergraduate courses. Through this approach, students not only examine traditional archival materials from the past, but also create new online archives of present-day sources they identify as related. Rather than training undergraduate students to become archival specialists, this pedagogy invites them to inquire into the relevance of archival materials to their own everyday lives and composing practices in digital spaces.

Books reviewed: The Activist WPA: Changing Stories about Writing and Writers by Linda Adler-Kassner The Managerial Unconscious in the History of Composition Studies by Donna Strickland GenAdmin: Theorizing WPA Identities in the Twenty-First Century by Colin Charlton, JonikkaCharlton, Tarez Samra Graban, Kathleen J. Ryan, and Amy Ferdinandt Stolley

Many graduate creative writing programs depend on “star” faculty who have been hired more because of their professional reputation as writers than because of their commitment to teaching. As a result, such programs often fail to provide reflection on teaching that would truly serve their students. One step toward alleviating this problem is to offer undergraduate courses that enable creative writing graduate students to team-teach with regular faculty.

The authors call for tying service learning to feminist agendas. In particular, they emphasize civic activism involving true collaboration with communities. They report on a graduate seminar at their own university that worked toward this goal by having students self-reflectively participate in local organizations.

Argues that the situation of adjunct instructors, particularly those who piece full-time employment from part-time appointments, is appalling and that there is responsibility to be meted out to all the various interests connected to the academy that benefit from it. Explores how adjunct instructors and graduate student can make decisions about their careers based on the prevailing conditions of employment.

gnes Varda's recent documentary Les Glaneurs et la glaneuse explores the modern parallels to the ancient practice of gleaning leftover produce from the fields in the wake of the harvesters. Among the most fascinating individuals Varda comes upon is a young man rescuing spilled fruit and vegetables after a farmers' market in Paris. The man is extremely knowledgeable about the nutritional content of each item; has, in fact, a master's degree in chemistry; makes his living distributing free papers and advertising flyers outside train stations; and as his avocation teaches French to the Senegalese immigrants who share the housing project he lives in. Varda shows one of his classes. He is in love with teaching, has drawn charts with a vast number of careful illustrations of words, has an enchanting rapport with his students. But he does not get paid for his teaching: he has organized his classes for free. He is a gleaner, a rescuer of those who have nothing wrong with them but have been passed over by the system. Varda admires him. Traveling across France like a migrant agricultural worker, making a documentary with a hand-held digital video camera, she is la glaneuse of the film's title. For all the usefulness of their work and the joy they have in it, undoubtedly these gleaners-Varda, the French teacher, and others in the film-exist at the margins of their professions and their society. But for all the marginality of their financial existence, the film makes clear that they have chosen their paths thoughtfully and are happy doing what they do. Ghosts in the Classroom, a recent book of essays by adjunct instructors, makes clear that there are many college teachers in the United States who glean the developmental and introductory classes, lead a marginal financial existence, and are not at J a me s Pa p p is associate director of MLA English Programs and the Association of Departments of English. Most of his writing focuses on issues of university teaching and administration, but he has also published on literature, folklore, and translation and has an article forthcoming on Hungarian revival architecture in communities inside and outside Hungary. He is currently editing a collection of papers on the research of teaching in language, literature, and rhetoric.

Gives an account in journal format of the author’s experiences teaching writing and literature at a missionary school in Nigeria. Describes difficulties and conflicts of beliefs encountered over a period of time with her colleagues. Presents a poem from one of her teaching assistants and discusses reactions and meanings involved in the different cultures.

Articulates “romantic intellectualism” of what graduate work in English might mean and be. Avoids giving a detailed description of a doctoral program. Intends to convey something that might best be called visioning or dreamwork, and offers it in the hope that it may be helpful to others in their individual and collective visioning and dreaming.

Calls for historians of rhetoric to return to the archives. Argues that it is the neglect of training graduate students in standard research methodologies that prevents the field from writing “better” histories of rhetoric. Argues for archival training similar to that given to graduate students in history departments, training tailored to recovering the history of rhetorical practices and instruction.

Preview this article: Graduate Students, Professionals, Intellectuals, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/52/3/collegeenglish9658-1.gif