Bridget C. Donnelly is an assistant professor of English at Middle Tennessee State University. Her primary teaching areas include eighteenth-century British literature, the novel, and Gothic and horror literature. Her research has appeared in Philosophy and Literature, Studies in Eighteenth-Century Culture, and The Literary Taylor Swift: Songwriting and Intertextuality (2024). She is completing, along with a team of undergraduate and graduate student researchers, a critical edition of Elizabeth Meeke's 1796 The Abbey of Clugny, under contract with Routledge's Chawton House: Women's Novel Series.Kishonna Gray (she/her) is a professor of racial justice and technology in the School of Information at the University of Michigan and director of the Mellon-funded Intersectional Tech Lab. Her research explores the intersections of race, gender, and digital technologies, particularly in gaming and platform culture. She is the author of Intersectional Tech: Black Users in Digital Gaming and Race, Gender, and Deviance in Xbox Live and coeditor of Woke Gaming and Feminism in Play. Gray is also a faculty associate at Harvard's Berkman Klein Center for Internet and Society.Ashley Nadeau is an associate professor of English at Utah Valley University in Orem, UT, where she teaches courses in nineteenth-century British literature and critical theory. Her current research project examines the role of audiobooks in undergraduate literary studies and studies on the Victorian novel. When not thinking about audiobooks, she studies the relationship between the social and architectural histories of built public space and the Victorian literary imagination. Her work has appeared in Nineteenth-Century Contexts, Victorian Literature and Culture, Victorians Journal, The Gaskell Journal, Modern Language Studies, and Undisciplining the Victorian Classroom.Eleanor Reeds is an associate professor of English at Hastings College in Nebraska where she enjoys teaching across genres and periods in a small but vibrant department. Her research has appeared in venues such as Children's Literature Association Quarterly, Victorian Poetry, American Literary Realism, and Twentieth-Century Literature.Tes Schaeffer (she/her) previously served as an advanced lecturer in Stanford's Program in Writing and Rhetoric and as the associate director of the Hume Center for Writing and Speaking. She is currently an assistant professor of English at Central Oregon Community College. Her fields of scholarship include composition and reading pedagogies, affect studies, and phenomenology.Krysten Stein (she/her) is an assistant professor of communication at the University of Cincinnati Blue Ash College. She is a research affiliate with the Intersectional Tech Lab at the University of Michigan's School of Information and the Center on Digital Culture and Society at the University of Pennsylvania's Annenberg School for Communication. Her research explores reality television and social media, with a focus on identity, political economy, and wellness. She is completing her first book, And How Does That Make You Feel? Theratainment and the Digital Commodification of Mental Health, and is a cofounding member of the Content Creator Scholars Network.Lisa Swan is an advanced lecturer in the Program in Writing and Rhetoric at Stanford University. She holds a PhD in curriculum and instruction with a specialization in English education from the University of Maryland, College Park. Her research interests include writing studies, pedagogy, reading, teacher training, and equity.

Stephanie Bower is a professor of teaching at the University of Southern California, where she teaches upper- and lower-division writing classes as well as a seminar on climate fiction for first-year students. Her publications have included research on integrating community engagement into composition classrooms as well as reflections on a writing workshop she has cofacilitated with the formerly incarcerated.Elizabeth Brockman earned an undergraduate degree in English from Michigan State University and an MA and PhD in English from the Ohio State University. Before her tenure began in the English Department at Central Michigan University in 1996, Brockman taught middle and high school English. Upon retirement from CMU, she earned emerita status. Brockman is the founding FTC editor for Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, and she is a founding codirector of the Chippewa River Writing Project.Carly Braxton is a PhD candidate and graduate teaching instructor studying English with a concentration in rhetoric and writing studies. As a teacher of writing, Carly assists students in developing their writing skills by leaning on key pedagogical concepts that reinforce the rhetorical and situated nature of writing. However, Carly also does this by dismantling preconceived notions of what writing is and what writing should look like at the college level. Antiracist pedagogy and linguistic justice is integral to Carly's research and teaching practice.Roger Chao is the Campus Director for the Art of Problem Solving Academy in Bellevue, WA. He specializes in community literacy projects.Jaclyn Fiscus-Cannaday is an assistant professor of English at University of Minnesota. Her research, teaching, and service are situated at the intersection of composition studies, feminism, and critical race theory.Olivia Hernández is an English instructor at Yakima Valley Community College. Her research, teaching, and service work toward culturally responsive, punk-teaching pedagogy.Betsy Klima is professor of English at the University of Massachusetts Boston, where she teaches courses on American literature and pedagogy. Her books include Urban Rehearsals and Novel Plots in the Early American City (2023), At Home in the City: Urban Domesticity in American Literature and Culture, 1850 – 1930 (2005), the Broadview edition of Kelroy (2016), and Exploring Lost Borders: Critical Essays on Mary Austin (1999), with coeditor Melody Graulich. She serves as associate editor of the New England Quarterly. Her current research explores the surprising role women played in Boston's early theater scene.Chloe Leavings is a PhD student studying rhetoric and composition. She is also an adjunct English professor and former middle school English teacher. With a bachelor's in English and a master's in English and African American Literature, she prioritizes using culturally relevant pedagogy through Hip- Hop Based Education. Her research interests include rhetoric of health and medicine, Black feminist theory, and linguistic justice.Claire Lutkewitte is a professor of writing in the Department of Communication, Media, and the Arts at Nova Southern University. She teaches a variety of undergraduate and graduate courses including basic writing, college writing, writing with technologies, teaching writing, research methods, and teaching writing online. Lutkewitte's research interests include writing technologies, first-year composition (FYC) pedagogy, writing center research, and graduate programs. She has published five books including Stories of Becoming, Writing in a Technological World, Mobile Technologies and the Writing Classroom, Multimodal Composition: A Critical Sourcebook, and Web 2.0: Applications for Composition Classrooms.Janet C. Myers is professor of English at Elon University, where she teaches courses on Victorian literature and culture, British women writers, and first-year writing. She is the author of Antipodal England: Emigration and Portable Domesticity in the Victorian Imagination (2009) and coeditor of The Objects and Textures of Everyday Life in Imperial Britain (2016). Her current research explores the role of women's fashion in fin-de-siècle literature and culture and has been published in Nineteenth-Century Gender Studies and Victorians Institute Journal.Scott Oldenburg is professor of English at Tulane University, where he specializes in early modern literary and cultural studies and critical pedagogy. He is the author of Alien Albion: Literature and Immigration in Early Modern England (2014) and A Weaver-Poet and the Plague: Labor, Poverty and the Household in Shakespeare's London (2020). He is coeditor with Kristin M. S. Bezio of Religion and the Medieval and Early Modern Global Marketplace (2021) and Religion and the Early Modern British Marketplace (2022); and with Matteo Pangallo of None a Stranger There: England and/in Europe on the Early Modern Stage (2024).Michael Pennell is an associate professor of writing, rhetoric, and digital studies at the University of Kentucky. He regularly teaches courses on social media, rhetorical theory, ethics and technical writing, and professions in writing.Jessica Ridgeway is a licensed 6 – 12 English/Language Arts teacher, with a wealth of experience in alternative, charter, magnet, and public schools. Currently, she works as a graduate teaching assistant, where she instructs Basic Writing, First-Year Composition, Intermediate Composition, and Intro to African American Literature. As an English teacher for eleven years, her passion for African American literature has flourished, including for her favorite writers Zora Neale Hurston, Toni Morrison, Langston Hughes, William Shakespeare, Maya Angelou, and James Baldwin. She recently completed an English and African American Literature Master of Arts program, and she is currently working toward achieving a PhD in rhetoric and composition. Her research interests include cultural rhetorics, African American rhetoric, Black digital rhetoric, culturally relevant pedagogy, composition pedagogy, and Black feminist pedagogy.Fernando Sánchez is an associate professor in technical and professional communication (TPC) at the University of Minnesota. He currently serves as the coeditor of Rhetoric of Health and Medicine. His current book-length project examines participation in TPC.Tom Sura is associate professor of English at Hope College in Holland, MI, as well as the director of college writing and director of general education. His most recent scholarship on writing-teacher development appears in Violence in the Work of Composition.Kristin VanEyk is assistant professor of English at Hope College in Holland, MI. Her most recent scholarship has been published in American Speech and Daedalus.

Abstract This article shares course activities relying on the draw-to-learn framework from a general education humanities course focused on social media. These activities ask students to create drawings or sketches of concepts from the course — the internet and visual maps of directions to a familiar location. These drawing activities can promote similar cognitive processes to writing activities and, in turn, enhance student learning via non-alphanumeric text creation. While used far more regularly in science, technology, engineering, and math (STEM) disciplines, such activities may prove useful across disciplines, including the humanities.

Abstract Considering the recent erasure of LGBTQ+ representation in school curricula in states like Texas, this article explores the benefits of pairing medieval flytings (verbal battles with homophobic insults) in “Loki's Quarrel” from The Poetic Edda with recent homophobic discourse over rapper Lil Nas X's controversial music video “Montero.” It suggests that teaching such pairings of past and present queer texts and utilizing a range of inclusive practices and activities in the college classroom can highlight queer experiences and foster inclusion through representation. Through comparing insults that the trickster god Loki is ergi (a bottom) with Lil Nas X's Twitter defense reclaiming his agency as a “power bottom,” the article shows as well how homophobia and misogyny intersect in practices of medieval and modern bottom shaming. Moreover, it demonstrates how queer figures, whether in Viking culture or American pop culture, have always drawn power from queerness to challenge heteronormative masculinity.

Abstract In a world of Google-age information accessibility and Facebook-fueled quick rants, the author is interested in teaching a process of reading poetry that does not include easily accessed “answers” or result in reactionary analysis. By using contemporary poetry in introduction to literature courses, the author invites students to resist any quick way of accessing information about the poem. Instead, using Billy Collins's poem, “Introduction to Poetry,” the author helps students explore slower, maybe more contemplative and welcoming ways to listen to the language of the poems they study. And, along the way, the author invites students to consider the particular intellectual virtues they are cultivating in order to read well. In this essay, the author uses Aimee Nezhukumatathil's poem “Hummingbird Abecedarian,” published through the Academy of American Poets Poem-a-Day project, and a poem the author had only read a couple of times before introducing to a group of second-semester first-year “Introduction to Literature” students, as an illustrative example of how using contemporary poems can deepen students’ reading experiences when there are no academic resources around to save them from taking time to read well.

Abstract Any attempt to control the content and conversations of first-year composition classrooms has become increasingly complicated by social media and technology. Building on the types of textual difficulty explored by scholars like Mariolina Rizzi Salvatori and Patricia Donahue, Jeffrey Berman, and Alan Purves, this article considers the challenges presented to contemporary college-level readers by affectively difficult texts such as David Lynch's 1986 film Blue Velvet. The article also explores the potential responses students express to difficult texts and encourages flexibility in the assumptions made about these reactions. By working through the importance of these questions, the author ultimately examines the potential benefits and best strategies of using difficult fictional texts in the writing classroom to help students investigate the nuances of verbal and written conversations such as those created by the #MeToo movement.

Heather Brook Adams is assistant professor of English at the University of North Carolina (UNC) Greensboro. Her research investigates discourses of gender, reproduction, and shame as well as decolonial/intersectional methodologies. Adams's work has appeared in journals such as Quarterly Journal of Speech, Rhetoric Review, and Women's Studies in Communication. Her monograph, Enduring Shame: A Recent History of Unwed Pregnancy and Righteous Reproduction, is forthcoming from University of South Carolina Press. Adams has been granted funds for implementing undergraduate research while teaching at the University of Alaska, Anchorage as well as at UNC Greensboro. Currently she teaches courses on contemporary rhetoric, rhetorics of health and medicine, and advocacy and argumentation.Brian Cooper Ballentine is senior vice president for strategy and senior adviser to the president at Rutgers University. His research focuses on humanistic notions of value within the context of the modern universities, student debt, and the pressures of economic valuation and market forces. He has served as chief of staff to the president at Rutgers, as the director of the university's office for undergraduate research, and as research director at a global consulting firm. He holds a PhD in comparative literature, with a focus on classical reception in the English Renaissance, from Brown University.Laura L. Behling is provost at University of Puget Sound. She edited the Resource Handbook for Academic Deans (2014) and Reading, Writing, and Research: Undergraduate Students as Scholars in Literary Studies (2010). Publications in literary studies include Gross Anatomies: Fictions of the Physical in American Literature (2008); Hospital Transports: A Memoir of the Embarkation of the Sick and Wounded from the Peninsula of Virginia in the Summer of 1862 (2005); and The Masculine Woman in America, 1890–1935 (2001). She taught at Palacky University, Czech Republic, as a Fulbright scholar and served as a Fulbright specialist at the American University of Bulgaria.Hassan Belhiah is associate professor of English and linguistics at Mohammed V University in Rabat. Previously, he held the positions of chair of the Department of English Language and Literature at Mohammed V University, associate professor of English and education studies at Alhosn University in Abu Dhabi, assistant professor at Al Akhawayn University in Morocco, and lecturer/teaching assistant at the University of Wisconsin–Madison. His publications have appeared in Classroom Discourse, Journal of Pragmatics, Modern Language Journal, Language Policy, and Applied Linguistics. He has coedited a book entitled English Language Teaching in Moroccan Higher Education (2020).Andrea Bresee is a recent graduate of Utah State University with a degree in English teaching and a composite in writing. While at Utah State University, Andrea served as an undergraduate teaching fellow for three upper-level English classes, as well as an undergraduate researcher for three separate studies. She was named the English Department Undergraduate Researcher of the Year in 2019 and has presented at three undergraduate research symposiums and conferences. Andrea now teaches seventh-grade English at Space Center Intermediate School in League City, Texas.Kendra Calhoun is a PhD candidate in the Department of Linguistics at the University of California, Santa Barbara. Her research examines the intersections of language, race, and power in face-to-face and social-media contexts. Her dissertation analyzes diversity discourse in US higher education and its effects on graduate students of color. She served as a research mentor and instructor to undergraduate students in the UCSB-HBCU Scholars in Linguistics Program, and she recently published on Black-centered introductory linguistics curriculum in Language.Anne Charity Hudley's research and publications address the relationship between English language variation and K–16 educational practices and policies. She is the coauthor of three books: The Indispensable Guide to Undergraduate Research: Success in and beyond College (2017), Understanding English Language Variation in U.S. Schools (2011), and We Do Language: English Language Variation in the Secondary English Classroom (2013). She is the author or coauthor of over thirty additional articles and book chapters. She has worked with K–12 educators at both public and independent schools throughout the country. Charity Hudley is a member of the Executive Committee of the Linguistic Society of America (LSA).Dominic DelliCarpini is the Naylor Endowed professor of writing studies and dean of the Center for Community Engagement at York College of Pennsylvania, where he also served thirteen years as writing program administrator and five years as chief academic officer. He founded and administers the annual Naylor Workshop on Undergraduate Research and is coeditor of the Naylor Report on Undergraduate Research in Writing Studies (2020) as well as other articles on this topic. DelliCarpini served as president of the Council of Writing Program Administrators, secretary of the Conference on College Composition and Communication (CCCC), and as a member of the CCCC's Committee on Undergraduate Research.Mariah Dozé is a 2020 graduate of Emory University, where she received a BA in African American studies and sociology. While at Emory, she served as a research assistant studying racial disparities in capital punishment and a writing tutor, among many other positions. Dozé’s research exploring the intersection between rhetorical studies and social justice was awarded publication in the peer-reviewed scholarly journal Young Scholars in Writing. For this accomplishment, she was recognized as an Emory Undergraduate Research Program featured researcher. She is now a Georgetown Law 1L and intends to specialize in human rights law.Cecily A. Duffie is a PhD student in English literature at Howard University. She graduated cum laude from the University of Florida with a BA in African American studies with a concentration in journalism. Her master's thesis was on cycles of postmodernism in the work of contemporary Black women writers, particularly Terry McMillan and Toni Morrison. She has been selected as an UC/HBCU Initiative scholar, NeMLA panelist, and Howard University Research Week panelist and presenter. She has also been published by the Miami Herald. She writes Tudor-era historical fiction and southern Black gothic fiction.Jeremy Edwards is a PhD candidate in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. His research examines higher-education practices and policies that impact college access and student development. His dissertation explores the relationships between Black students and the UC system in thinking about levels of support and advocacy for Black students on recruitment, retention, and postgraduation career plans. He was a co-instructor for the UCSB Engaging Humanities Initiative, was a 2019 graduate fellow of the Andrew W. Mellon Foundation, and served as a coordinator and mentor of the UCSB-HBCU Scholars in Linguistics Program.Jenn Fishman, associate professor of English and codirector of the Ott Memorial Writing Center at Marquette University, is a widely published, award-winning scholar and teacher whose current work addresses community writing and listening, longitudinal writing research, and undergraduate research in writing studies. She has edited special issues of CCC Online, Peitho, and Community Literacy Journal, as well as The Naylor Report on Undergraduate Research in Writing Studies (2020), and contributed national professional leadership through various roles, including inaugural cochair of the CCCC Committee on Undergraduate Research and president of the Coalition of Feminist Scholars in the History of Rhetoric and Composition.Lauren Fitzgerald is professor of English and director of the Wilf Campus Writing Center at Yeshiva University where she recently chaired the Yeshiva College English Department. With Melissa Ianetta, she edited Writing Center Journal (2008–13) and its first undergraduate research issue (2012) and wrote The Oxford Guide for Writing Tutors: Practice and Research (2015). She has also published on writing center undergraduate research in Writing Center Journal (2014) and the edited collection How to Get Started in Arts and Humanities Research with Undergraduates (2014).Hannah Franz is the Program Associate for Graduate Advisement at the Jack Kent Cooke Foundation. Her scholarship focuses on equity and inclusion in high-impact practices, such as undergraduate research and writing-intensive courses. She is coauthor of The Indispensable Guide to Undergraduate Research: Success in and beyond College (2017) and has published in Scholarship and Practice of Undergraduate Research.Collie Fulford is professor of English at North Carolina Central University. Her recent work on writing program development, writing across the curriculum, and the scholarship of teaching and learning has appeared in Pedagogy, Composition Studies, Across the Disciplines, and Journal of Effective Teaching in Higher Education.John S. Garrison is professor of English at Grinnell College, where he teaches courses on early modern literature and culture. He is coeditor of three essay collections: Sexuality and Memory in Early Modern England: Literature and the Erotics of Recollection (2015), Ovid and Masculinity in English Renaissance Literature (2020), and Making Milton (forthcoming). His books include Shakespeare at Peace (2018), Shakespeare and the Afterlife (2019), and Performing Gods in Classical Antiquity and the Age of Shakespeare (2020).Ian Golding is an assistant professor of English at the University of Cincinnati, Blue Ash. He is the editor of Queen City Review, an international journal of undergraduate research. His research addresses student agency, archival practices, and visual media.Kay Halasek is professor of English and director of the Michael V. Drake Institute for Teaching and Learning at Ohio State University. Halasek's research spans a range of topics within rhetoric and writing studies: feminist historiography, teaching writing at scale, collaborative learning, writing program administration, portfolio assessment, and basic writing. She is the author of A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies (1999), which received the CCCC Outstanding Book award. As director of the Drake Institute, she leads enterprise initiatives in instructional support for faculty and graduate students and research on and policy development related to teaching and learning.Abigail Harrison graduated from the University of North Carolina at Greensboro (UNCG) in 2020. Her area of focus is English with minors in rhetoric and public advocacy and communication studies. While at UNCG, she participated in hands-on undergraduate research highlighting rhetoric in both historical and contemporary media. Her scholarship on rhetorical theory within university media centers can be found in the Communication Center Journal.Rachel Herzl-Betz (she/her) is the Writing Center Director and assistant professor of English at Nevada State College. She earned her PhD at the University of Wisconsin–Madison and began her writing center career at Carleton College. Her research focuses on intersections between disability, writing center studies, and educational access. Most recently, she has pursued projects centered on equity in Writing Center recruitment and the impact of “access negotiation moments” for disabled writing instructors. In 2017, her first novel, Hold (2016), received the Tofte/Wright Children's Literature Award from the Council for Wisconsin Writers.Katherine Hovland is an undergraduate student at Marquette University, double-majoring in writing-intensive English and data science. She was a member of a research team in the Ott Memorial Writing Center that studied the accessibility of writing on Marquette's campus.Kristine Johnson is associate professor of English at Calvin University, where she directs the university rhetoric program and teaches courses in linguistics, composition pedagogy, and first-year writing. Her work has been published in College Composition and Communication, Composition Studies, Rhetoric Review, WPA: Writing Program Administration, and Teaching/Writing: The Journal of Writing Teacher Education. An associate editor of Pedagogy since 2019, her research interests include writing program administration, teacher preparation, and undergraduate research.Rachael Scarborough King is associate professor of English at the University of California, Santa Barbara (UCSB). She is the author of Writing to the World: Letters and the Origins of Modern Print Genres (2018) and editor of After Print: Eighteenth-Century Manuscript Cultures (2020). She is also principal investigator for the Ballitore Project, a project combining archival research and digital analysis at UCSB Library's Special Research Collections.Joyce Kinkead is Distinguished Professor of English at Utah State University. In 2012, she was named a Fellow of the Council on Undergraduate Research. As associate vice president for research, overseeing undergraduate research, she instituted University Undergraduate Research Fellows, the Utah Conference on Undergraduate Research, and Research on Capitol Hill. Dr. Kinkead is a scholar of writing studies and undergraduate research; her titles on undergraduate research include the following: Researching Writing: An Introduction to Research Methods Undergraduate Research Offices and Programs (2016), Advancing Undergraduate Research: Marketing, Communications, and Fundraising (2010), Undergraduate Research in English Studies (2010), and Valuing and Supporting Undergraduate Research (2003).Danielle Knox is a Black creative writer who graduated from Howard University with a bachelor's degree in English. A prospective graduate student, her research interests include gender and sexuality across the African diaspora while noting the ways Black queer communities define and express themselves outside of a white Western context. She also desires to help challenge systemic inequalities, promote funding for public libraries, and support all forms of Black literature and art.Addison Koneval (she/her) is a doctoral candidate at The Ohio State University. Her work in rhetoric, literacy, and composition primarily focuses on culturally sustaining pedagogies. Most recently, she has been working with grammar education in first-year writing settings.Susan Lang (she/her) is director of the Center for the Study and Teaching of Writing and professor of English at The Ohio State University. Lang has extensive experience in teaching online and hybrid courses in technical communication at both undergraduate and graduate levels. She and colleagues at Texas Tech also developed Raider Writer, program-management software for large writing programs. Her research examines aspects of writing program administration, writing analytics, and technical communication. Her work has been published in College English, College Composition and Communication, Writing Program Administration, and Technical Communication, among others. She is the recipient of the 2016 Kenneth Bruffee Award for Best Article in Writing Program Administration and the editor-in-chief of the Journal of Writing Analytics.Bishop Lawton is a PhD student in history at the University of Illinois, Urbana-Champaign. His research interests include Pan-African Intellectual History, the history of precolonial African civilizations, and twentiethth-century Black movements. In further pursuit of his interests, in June 2020, Bishop became a writer for blackpast.org, the largest online encyclopedia of African American history.Ali Leonhard is an undergraduate at Marquette University, double-majoring in forensic science and philosophy. She was a part of the Ott Memorial Writing Center's research team that looked at the accessibility of writing on Marquette's campus.Hayden McConnell is an Elon University alumna. She graduated with a major in professional writing and rhetoric as part of the English Honor Society. Her research addresses the lack of video content that addresses the topic of rhetoric in an engaging manner while also using successful rhetorical strategies. Her work has many intentions, but the overarching goal is to begin providing more visually stimulating content that discusses rhetoric and its many branches for both new and current members of the field.John Henry Merritt is a senior English major and Mellon Mays fellow at Howard University. His research interests include African American fiction, postmodernism, literary theory, and the digital humanities. Currently, he is interested in using Twitter data to develop reader-response based analyses of blockbuster movies. His senior thesis examines the function of the underground as a setting throughout African American fiction. In his free time he likes to write code and study languages. After graduation, he hopes to pursue a PhD in English literature and get a puppy.deandre miles-hercules (they/them), MA, is a doctoral student in the Department of Linguistics at the University of California, Santa Barbara. They are originally from Prince George's County, Maryland, and obtained a BA in linguistics with minors in anthropology and African American studies from Emory University. Their research focuses on language as a nexus for the performance of race, gender, and sexuality in the domains of sociality and power, specifically as it pertains to Black, femme, queer, and trans communities. deandre currently holds a National Science Foundation Graduate Research Fellowship.Jessie L. Moore is director of the Center for Engaged Learning and professor of professional writing and rhetoric in the Department of English at Elon University. She is the coeditor of three books, including Excellence in Mentoring Undergraduate Research (2018). Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, the writing lives of university students, and high-impact pedagogies. She served as Secretary of the CCCC, founded the CCCC Undergraduate Researcher Poster Session, and currently cochairs the CCCC's Committee on Undergraduate Research.Jamaal Muwwakkil (he/him), MA, is a PhD candidate in the department of linguistics at the University of California, Santa Barbara. Jamaal is originally from Compton, California, and transferred from Los Angeles City College to University of California, Los Angeles, where he earned a BA in linguistics. Jamaal's research focuses on political discourse, African American language and culture, and linguistic practices in educational and university contexts.Angela Myers is a professional writing and rhetoric alumna of Elon University. She was an honors fellow and a Lumen scholar, a two-year, competitive grant award earned by only fifteen Elon students each year. Her research addresses the rhetorical strategies of sexual violence prevention courses for undergraduate students.Sunaina Randhawa is a Marquette University alumna. She graduated in 2020 with a BA in English literature and minors in writing-intensive English, anthropology, and digital media. Along with a team of researchers from Marquette's Ott Memorial Writing Center, she worked in conjunction with the Office of Disability Services at Marquette. With their help, she and her team determined both the ways in which they could make writing more and the ways in which the writing center could help that Michael associate professor of English at the University of North as codirector of first-year composition and senior faculty fellow with Center for and He The Writing of (2018) and coedited Perspectives on and Writing He is currently and with undergraduate students that are on curriculum and is a of 2020 graduate of Grinnell College, with a major in English. He is a Undergraduate a research project on of by contemporary of the of the of the he has presented at and participated in a research at the University of in He to pursue a PhD in has a PhD in literary and studies from Mellon University, where she teaches courses on literature, and gender studies. Her current research explores can writing in the humanities. Her work on literature examines the ways in which and discourse the of gender as a modern of has a PhD in rhetoric and composition from Texas University. She Emory University as director of the Writing She has also been associate professor at College, associate professor and chair of English and language at University, and associate professor and chair of communication studies at King University. Her research in the intersections between literature and rhetoric as well as in teaching and She is a book on the in the She also coedited the Journal of the on Perspectives on Learning for is an undergraduate student in and in English and at Nevada State College. As an undergraduate writing and his work and code is professor of English and dean of the College of Arts at University. He taught undergraduate writing and graduate in the Rhetoric and Composition His scholarship focuses on writing program and the teaching of writing.

Gautam Basu Thakur is associate professor of English and director of the critical theory minor at Boise State University, where he teaches theoretical psychoanalysis, postcoloniality and globalization studies, and literature of the British Empire. His books include Postcolonial Theory and Avatar (2015), Lacan and the Nonhuman (coedited, 2018), Postcolonial Lack (2020), and Reading Lacan's Seminar VIII (coedited, 2020).Saradindu Bhattacharya teaches at the Department of English, University of Hyderabad, India. His recent publications have been in the domains of trauma studies, young adult literature, and the pedagogy of English. He has been teaching cultural studies, Renaissance literature, and new literatures in English at the postgraduate level. Additionally, he has also taught elective courses on nation, media, and popular culture and on children's literature. He particularly enjoys teaching English poetry and reading dystopian fiction.Jolie Braun is curator of modern literature and manuscripts at The Ohio State University Libraries, where she oversees the modern literature and history collections and provides special collections-based instruction. Her research interests include women publishers and booksellers, zines, and self-publishing. Her recent work has appeared or is forthcoming in Tulsa Studies in Women's Literature, American Periodicals, and Textual Cultures: Texts, Contents, and Interpretation.Craig Carey is associate professor of English at the University of Southern Mississippi. His research and teaching focus on nineteenth-century American literature, book history, media theory, and game studies. His scholarship has appeared in journals such as American Literature, American Literary History, and Arizona Quarterly, among others. He is currently working on a manuscript that explores the relationship between authors, archives, and invention in the age of realism.Moira A. Connelly is associate professor of English at Pellissippi State Community College in Knoxville, TN. She has published in Teaching English in the Two-Year College. Her research interests include equity in collaborative writing, writing transfer, writing about writing, responding to the writing of multilingual students, community college teaching, and applying ideas from the academy to activist spaces.Jathan Day is a PhD candidate in the Joint Program in English and Education at the University of Michigan. His research explores how writing instructors’ organizational and design decisions in the Canvas LMS affect the ways their students write and learn.Cassandra Falke is professor of English literature at UiT The Arctic University of Norway, where she teaches an introduction to literature, literary theory, romanticism, and contemporary fiction. She is the author of The Phenomenology of Love and Reading (2016) and Literature by the Working Class: English Autobiography, 1820–1848 (2013) as well as articles and book chapters on literary theory, phenomenology, romanticism, working-class writing, and liberal arts education. She has edited or coedited five collections and special issues.Paul Feigenbaum is associate professor in the Department of English at Florida International University and coeditor of the Community Literacy Journal. His research, teaching, and engagement interests include community literacy, public rhetoric, and the intersections between rhetoric and psychology. His scholarship has appeared in journals including College English, Reflections, and Composition Forum. His first book, Collaborative Imagination: Earning Activism through Literacy Education, was published in 2015.Dustin Friedman is associate professor in the Department of Literature at American University in Washington, DC. His fields of research and teaching are Victorian literature and culture, aestheticism and decadence, queer theory, the history and theory of aesthetics, and global nineteenth-century writing. He is the author of Before Queer Theory: Victorian Aestheticism and the Self (2019). His writings have appeared in Studies in Walter Pater and Aestheticism (2019), the Journal of Modern Literature (2015), ELH (2013), Literature Compass (2010), and Studies in Romanticism (2009).Helena Gurfinkel is professor of English at Southern Illinois University Edwardsville, where she teaches primarily critical theory and Victorian literature and culture. She is the author of Outlaw Fathers in Victorian and Modern British Literature: Queering Patriarchy (2014; paperback 2017) and is currently writing a book on the Soviet television and film adaptations of the works of Oscar Wilde. She has published extensively in pedagogy, literary and film studies, gender studies, and critical theory. She is editor of PLL: Papers on Language and Literature.Sarah Hughes is a PhD candidate in the Joint Program in English and Education at the University of Michigan, where she also teaches in the English Department Writing Program. Her research explores how women use multimodal discourse—grammatically, narratively, and visually—to navigate online gaming ecologies.Andrew Moos is a PhD student in the Joint Program in English and Education at the University of Michigan. His research focuses on how writing instructors can and are using antiracist assessment and feedback practices in writing classrooms to empower students.Julie Sievers is founding director of the Center for Teaching, Learning, and Scholarship at Southwestern University, where she also teaches. At the time of this research, she was teaching literature and writing courses at St. Edward's University, where she also directed the Center for Teaching Excellence. Previously, she taught English and composition on the tenure-track at Denison University and in graduate school at the University of Texas at Austin. She has published on literature, pedagogy, and faculty development in the William and Mary Quarterly, Early American Literature, the New England Quarterly, To Improve the Academy: A Journal of Educational Development, and the Journal of Faculty Development. She is currently studying annotation pedagogy in the context of first-year seminar courses.Danielle Sutton is a PhD candidate in English studies at Illinois State University. She works at the intersections of life writing, children's literature, and memory studies and is especially interested in comics and verse memoirs of childhood. She lives in Normal, IL.Kathryn Van Zanen is a PhD student in the Joint Program in English and Education at the University of Michigan. Her research centers on ethical negotiation in writing and writing instruction, particularly among raised-evangelicals writing back to their home communities on social media.Crystal Zanders is a poet, educator, activist, and public speaker from Tennessee. As a Rackham Merit Fellow in the Joint PhD Program in English and Education at the University of Michigan, her research focuses on Black teachers’ use of African American English in pre-integration classrooms in the South.

Research Article| April 01 2021 Developing Critical Readers in the Age of Literacy Acceleration Joanne Baird Giordano; Joanne Baird Giordano Joanne Baird Giordano previous collaborative work on two-year college readers and writers has been published in edited collections and in Teaching English in the Two-Year College, College Composition and Communication, Pedagogy, and College English. Their work has received the 2010 Mark Reynolds Teaching English in the Two-Year College Best Article Award and the 2017 Council of Writing Program Administrators' Outstanding Scholarship award. Giordano teaches at Salt Lake Community College; Hassel is professor of English at North Dakota State University. Search for other works by this author on: This Site Google Holly Hassel Holly Hassel Holly Hassel's previous collaborative work on two-year college readers and writers has been published in edited collections and in Teaching English in the Two-Year College, College Composition and Communication, Pedagogy, and College English. Their work has received the 2010 Mark Reynolds Teaching English in the Two-Year College Best Article Award and the 2017 Council of Writing Program Administrators' Outstanding Scholarship award. Giordano teaches at Salt Lake Community College; Hassel is professor of English at North Dakota State University. Search for other works by this author on: This Site Google Pedagogy (2021) 21 (2): 241–258. https://doi.org/10.1215/15314200-8811432 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Joanne Baird Giordano, Holly Hassel; Developing Critical Readers in the Age of Literacy Acceleration. Pedagogy 1 April 2021; 21 (2): 241–258. doi: https://doi.org/10.1215/15314200-8811432 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search critical reading, two-year colleges, information literacy, first-year writing Copyright © 2021 by Duke University Press2021 Issue Section: Articles You do not currently have access to this content.

Other| January 01 2021 Contributors Pedagogy (2021) 21 (1): 193–194. https://doi.org/10.1215/15314200-8693018 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Pedagogy 1 January 2021; 21 (1): 193–194. doi: https://doi.org/10.1215/15314200-8693018 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2021 Duke University Press2021 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Editorial| January 01 2021 Editors' Note Pedagogy (2021) 21 (1): 195. https://doi.org/10.1215/15314200-8899807 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Editors' Note. Pedagogy 1 January 2021; 21 (1): 195. doi: https://doi.org/10.1215/15314200-8899807 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2021 Duke University Press2021 Article PDF first page preview Close Modal Issue Section: Editors' Note You do not currently have access to this content.

Other| October 01 2020 Contributors Pedagogy (2020) 20 (3): 569–571. https://doi.org/10.1215/15314200-8544841 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Pedagogy 1 October 2020; 20 (3): 569–571. doi: https://doi.org/10.1215/15314200-8544841 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2020 by Duke University Press2020 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Book Review| October 01 2020 Rereading the Reading Problem in English Studies Deep Reading: Teaching Reading in the Writing Classroom. Edited by Sullivan, Patrick; Tinberg, Howard B.; Blau, Sheridan D.National Council of Teachers of English, 2017, 386 pages. Nick Sanders Nick Sanders Nick Sanders is a doctoral student in the Department of Writing, Rhetoric, and American Cultures at Michigan State University in Lansing. His research explores antiracist interventions in writing program administration and teacher training. Search for other works by this author on: This Site Google Pedagogy (2020) 20 (3): 563–568. https://doi.org/10.1215/15314200-8544671 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Nick Sanders; Rereading the Reading Problem in English Studies. Pedagogy 1 October 2020; 20 (3): 563–568. doi: https://doi.org/10.1215/15314200-8544671 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2020 by Duke University Press2020 Article PDF first page preview Close Modal Issue Section: Review You do not currently have access to this content.

Other| April 01 2020 Contributors Pedagogy (2020) 20 (2): 397–400. https://doi.org/10.1215/15314200-8091989 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 April 2020; 20 (2): 397–400. doi: https://doi.org/10.1215/15314200-8091989 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2020 by Duke University Press2020 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2020 A Note from the Founding Coeditors Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2020) 20 (2): 201–202. https://doi.org/10.1215/15314200-8093527 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; A Note from the Founding Coeditors. Pedagogy 1 April 2020; 20 (2): 201–202. doi: https://doi.org/10.1215/15314200-8093527 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2020 by Duke University Press2020 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| January 01 2020 Contributors Pedagogy (2020) 20 (1): 193–199. https://doi.org/10.1215/15314200-8145945 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 January 2020; 20 (1): 193–199. doi: https://doi.org/10.1215/15314200-8145945 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2020 by Duke University Press2020 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2020 Why Johnny Can (and Should) Write Essays: A Case for an Essay-centric Writing Curriculum Crafting Presence: The American Essay and the Future of Writing Studies. By Wallack, Nicole B.Utah State University Press, 2017. 230 pages. Jenny Spinner Jenny Spinner Jenny Spinner is associate professor of English at Saint Joseph’s University in Philadelphia, where she teaches creative nonfiction and journalism and serves as director of the writing center. Her essays and essay criticism have appeared in Fourth Genre, Brevity, Writing on the Edge, Pedagogy, and Assay, and on NPR’s All Things Considered, among others. She is the author of Of Women and the Essay: An Anthology from 1655 to 2000 (2018) and coauthor, along with her twin sister Jackie Spinner, of Tell Them I Didn’t Cry (2006). Search for other works by this author on: This Site Google Pedagogy (2020) 20 (1): 185–191. https://doi.org/10.1215/15314200-7879206 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jenny Spinner; Why Johnny Can (and Should) Write Essays: A Case for an Essay-centric Writing Curriculum. Pedagogy 1 January 2020; 20 (1): 185–191. doi: https://doi.org/10.1215/15314200-7879206 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2020 by Duke University Press2020 Article PDF first page preview Close Modal Issue Section: Review You do not currently have access to this content.

Research Article| January 01 2020 How to Teach Gender to Students Who Didn’t Know They Had One Glenn Michael Gordon Glenn Michael Gordon Glenn Michael Gordon is assistant director in the Undergraduate Writing Program at Columbia University and course codirector of the class University Writing: Readings in Gender and Sexuality. He is editor-in-chief of the Morningside Review, an online journal that publishes exemplary essays by first-year undergraduates at Columbia. He leads an end-of-semester event on writing and publishing op-ed essays that has supported more than two hundred publications by first-year undergraduates. He lectures to medical and nursing school students at Columbia University Medical Center on compassionate and efficacious communication with LGBT patients and serves as an official faculty mentor to Columbia’s Division 1 wrestling team. Formerly, he was editor-in-chief of ReadersDigest.com, and his writing has appeared in numerous publications, including New York, Self, Departures, Writer’s Digest, Teacher Magazine, and Seventeen. He wrote frequently on men’s health and sexuality topics for WebMD and CNN.com. Search for other works by this author on: This Site Google Pedagogy (2020) 20 (1): 115–126. https://doi.org/10.1215/15314200-7879103 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Glenn Michael Gordon; How to Teach Gender to Students Who Didn’t Know They Had One. Pedagogy 1 January 2020; 20 (1): 115–126. doi: https://doi.org/10.1215/15314200-7879103 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search men, masculinities, consent, gender, sexuality, composition The text of this article is only available as a PDF. Copyright © 2020 by Duke University Press2020 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Review Article| October 01 2019 Composition’s Linguistic Diversity: Challenging the Emphasis on Standard American English Cosmopolitan English and Transliteracy. By You, Xiaoye. Southern Illinois University Press, 2016. 300 pages. Allison Giannotti Allison Giannotti Allison Giannotti is a third-year PhD student in composition studies at the University of New Hampshire. She specializes in writing in the sciences and narrative medicine. Search for other works by this author on: This Site Google Pedagogy (2019) 19 (3): 579–584. https://doi.org/10.1215/15314200-7615621 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Allison Giannotti; Composition’s Linguistic Diversity: Challenging the Emphasis on Standard American English. Pedagogy 1 October 2019; 19 (3): 579–584. doi: https://doi.org/10.1215/15314200-7615621 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2019 by Duke University Press2019 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Research Article| April 01 2019 Contributors Pedagogy (2019) 19 (2): 369–371. https://doi.org/10.1215/15314200-7522157 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 April 2019; 19 (2): 369–371. doi: https://doi.org/10.1215/15314200-7522157 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2019 Duke University Press2019 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2019 "Stories People Tell" Myths of American Masculinity From Boys to Men: Rhetorics of Emergent American Masculinity, by Jones, Leigh Ann. Urbana, IL: National Council of Teachers of English, 2016. Christopher M. Parsons Christopher M. Parsons Christopher M. Parsons is assistant professor of English and the coordinator of secondary English education at Keene State College. His current research interests include the circulation of ideologies about identity and literacy in English classes and the relationship between teacher education coursework and site-based fieldwork. Search for other works by this author on: This Site Google Pedagogy (2019) 19 (2): 359–367. https://doi.org/10.1215/15314200-7296036 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Christopher M. Parsons; "Stories People Tell" Myths of American Masculinity. Pedagogy 1 April 2019; 19 (2): 359–367. doi: https://doi.org/10.1215/15314200-7296036 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2019 Duke University Press2019 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2019 Historicizing Women’s Public Pedagogies: Shared Authority and Cross- Cultural Collaboration Learning Legacies: Archive to Action through Women’s Cross- Cultural Teaching, by Robbins, Sarah Ruffing. Ann Arbor: University of Michigan Press, 2017. Siobhan Senier Siobhan Senier Siobhan Senier is professor of English and coordinator of the Women’s Studies Program at the University of New Hampshire. She is the editor of Dawnland Voices: An Anthology of Writing from Indigenous New England (2014) and author of Voices of Assimilation and Resistance: Helen Hunt Jackson, Sarah Winnemucca, and Victoria Howard (2001). Search for other works by this author on: This Site Google Pedagogy (2019) 19 (2): 353–358. https://doi.org/10.1215/15314200-7296019 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Siobhan Senier; Historicizing Women’s Public Pedagogies: Shared Authority and Cross- Cultural Collaboration. Pedagogy 1 April 2019; 19 (2): 353–358. doi: https://doi.org/10.1215/15314200-7296019 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2019 Duke University Press2019 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| January 01 2019 Contributors Pedagogy (2019) 19 (1): 185–187. https://doi.org/10.1215/15314200-7173873 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 January 2019; 19 (1): 185–187. doi: https://doi.org/10.1215/15314200-7173873 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2019 Duke University Press2019 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Research Article| October 01 2018 Contributors Pedagogy (2018) 18 (3): 573–575. https://doi.org/10.1215/15314200-6937052 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2018; 18 (3): 573–575. doi: https://doi.org/10.1215/15314200-6937052 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2018 Duke University Press2018 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| April 01 2018 Contributors Pedagogy (2018) 18 (2): 387–390. https://doi.org/10.1215/15314200-4359508 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 April 2018; 18 (2): 387–390. doi: https://doi.org/10.1215/15314200-4359508 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2018 Duke University Press2018 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| January 01 2018 Contributors Pedagogy (2018) 18 (1): 181–183. https://doi.org/10.1215/15314200-4218739 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 January 2018; 18 (1): 181–183. doi: https://doi.org/10.1215/15314200-4218739 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2017 Duke University Press2017 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2017 From the Parlor to the Classroom: An Undergraduate Perspective Jamie K. Paton Jamie K. Paton Search for other works by this author on: This Site Google Pedagogy (2017) 17 (3): 557–562. https://doi.org/10.1215/15314200-3975687 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jamie K. Paton; From the Parlor to the Classroom: An Undergraduate Perspective. Pedagogy 1 October 2017; 17 (3): 557–562. doi: https://doi.org/10.1215/15314200-3975687 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2017 Beginning Where the Students Are Beginning Nancy L. Chick Nancy L. Chick Search for other works by this author on: This Site Google Pedagogy (2017) 17 (3): 563–569. https://doi.org/10.1215/15314200-3975703 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Nancy L. Chick; Beginning Where the Students Are Beginning. Pedagogy 1 October 2017; 17 (3): 563–569. doi: https://doi.org/10.1215/15314200-3975703 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2017 Contributors Pedagogy (2017) 17 (3): 571–574. https://doi.org/10.1215/15314200-3975719 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2017; 17 (3): 571–574. doi: https://doi.org/10.1215/15314200-3975719 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. 2017 Article PDF first page preview Close Modal You do not currently have access to this content.

This article examines how the popular television series Downton Abbey, functioning in tandem with twentieth-century novels, provides students with a cultural forum that opens up a cultural, literary, and historical period that would otherwise remain distant. By encouraging students to perceive television as participating in what Horace Newcomb and Paul M. Hirsch call “public thinking,” the article highlights the way the PBS period drama offers students the means to engage critically and empathetically with a historically distant cultural moment. Ultimately, the author argues that incorporating Downton Abbey and related social media to the study of novels of the early twentieth century enlivens the material, motivating students to enter into a period of history through its literature in service of not only increased historical and literary knowledge but also a more nuanced understanding of the importance of the humanities in examining society and its values, the very elements television both shapes and reflects.

Review Article| October 01 2017 Teaching What We Do in Literary Studies Digging into Literature: Strategies for Reading, Analysis, and Writing. By Wolfe, Joanna and Wilder, Laura. Boston: Bedford/St. Martins, 2016. 448 pages.Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines. By Wilder, Laura. Carbondale: Southern Illinois University Press, 2012. 238 pages. Paul T. Corrigan Paul T. Corrigan Search for other works by this author on: This Site Google Pedagogy (2017) 17 (3): 549–556. https://doi.org/10.1215/15314200-3975671 Cite Icon Cite Share Icon Share Facebook Twitter Email Permissions Search Site Citation Paul T. Corrigan; Teaching What We Do in Literary Studies. Pedagogy 1 October 2017; 17 (3): 549–556. doi: https://doi.org/10.1215/15314200-3975671 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal You do not currently have access to this content.

Correction| April 01 2017 Erratum Pedagogy (2017) 17 (2): 371. https://doi.org/10.1215/15314200-3845932 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Erratum. Pedagogy 1 April 2017; 17 (2): 371. doi: https://doi.org/10.1215/15314200-3845932 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. 2017 Article PDF first page preview Close Modal Issue Section: Erratum You do not currently have access to this content.

Other| April 01 2017 Contributors Pedagogy (2017) 17 (2): 367–369. https://doi.org/10.1215/15314200-3845948 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 April 2017; 17 (2): 367–369. doi: https://doi.org/10.1215/15314200-3845948 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2017 The Crisis of Composition: Teaching and Resistance in the Neoliberal Era Composition in the Age of Austerity. Edited by Welch, Nancy and Scott, Tony. Utah State University Press, 2016. 235 pages. Phillip Goodwin Phillip Goodwin Search for other works by this author on: This Site Google Pedagogy (2017) 17 (2): 351–358. https://doi.org/10.1215/15314200-3770245 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Phillip Goodwin; The Crisis of Composition: Teaching and Resistance in the Neoliberal Era. Pedagogy 1 April 2017; 17 (2): 351–358. doi: https://doi.org/10.1215/15314200-3770245 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Introduction| April 01 2017 Introduction: A Roundtable on “Teaching 1874” Suzy Anger Suzy Anger Search for other works by this author on: This Site Google Pedagogy (2017) 17 (2): 321–322. https://doi.org/10.1215/15314200-3770181 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Suzy Anger; Introduction: A Roundtable on “Teaching 1874”. Pedagogy 1 April 2017; 17 (2): 321–322. doi: https://doi.org/10.1215/15314200-3770181 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Review Article| April 01 2017 Composing at the Threshold: Collaborative Composition and Innovative Form Naming What We Know: Threshold Concepts of Writing Studies. Edited by Adler-Kassner, Linda and Wardle, Elizabeth. Utah State University Press, 2016. 232 pages. Rebecca C. Conklin Rebecca C. Conklin Search for other works by this author on: This Site Google Pedagogy (2017) 17 (2): 359–365. https://doi.org/10.1215/15314200-3770261 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Rebecca C. Conklin; Composing at the Threshold: Collaborative Composition and Innovative Form. Pedagogy 1 April 2017; 17 (2): 359–365. doi: https://doi.org/10.1215/15314200-3770261 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| January 01 2017 Contributors Pedagogy (2017) 17 (1): 149–150. https://doi.org/10.1215/15314200-3658638 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 January 2017; 17 (1): 149–150. doi: https://doi.org/10.1215/15314200-3658638 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Other| October 01 2016 Contributors Pedagogy (2016) 16 (3): 583–586. https://doi.org/10.1215/15314200-3600973 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2016; 16 (3): 583–586. doi: https://doi.org/10.1215/15314200-3600973 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2016 by Duke University Press2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2016 Call for Papers: Special Issue of Pedagogy Pedagogy (2016) 16 (3): 587–589. https://doi.org/10.1215/15314200-3755517 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Call for Papers: Special Issue of Pedagogy. Pedagogy 1 October 2016; 16 (3): 587–589. doi: https://doi.org/10.1215/15314200-3755517 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2016 by Duke University Press2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2016 Code-Meshing and African American Literacy Other People's English: Code-Meshing, Code-Switching, and African American Literacy. By Young, Vershawn Ashanti, Barrett, Rusty, Young-Rivera, Y'Shanda, and Lovejoy, Kim Brian. New York: Teachers College Press, 2014. 190 pages. Alexis McGee Alexis McGee Search for other works by this author on: This Site Google Pedagogy (2016) 16 (3): 577–582. https://doi.org/10.1215/15314200-3600957 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Alexis McGee; Code-Meshing and African American Literacy. Pedagogy 1 October 2016; 16 (3): 577–582. doi: https://doi.org/10.1215/15314200-3600957 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2016 by Duke University Press2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| April 01 2016 Contributors Pedagogy (2016) 16 (2): 377–379. https://doi.org/10.1215/15314200-3436044 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 April 2016; 16 (2): 377–379. doi: https://doi.org/10.1215/15314200-3436044 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2016 by Duke University Press2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2015 Index to Volume 15 Pedagogy (2015) 15 (3): 593–596. https://doi.org/10.1215/15314200-3149591 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Index to Volume 15. Pedagogy 1 October 2015; 15 (3): 593–596. doi: https://doi.org/10.1215/15314200-3149591 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. 2015 Article PDF first page preview Close Modal Issue Section: Index to Volume 15 You do not currently have access to this content.

Review Article| October 01 2015 Crisis? What Crisis? Defending the Humanities—and Literary Study The Humanities “Crisis” and the Future of Literary Studies. By Jay, Paul. New York: Palgrave-Macmillan, 2014. Deborah H. Holdstein Deborah H. Holdstein Search for other works by this author on: This Site Google Pedagogy (2015) 15 (3): 577–585. https://doi.org/10.1215/15314200-2917217 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Deborah H. Holdstein; Crisis? What Crisis? Defending the Humanities—and Literary Study. Pedagogy 1 October 2015; 15 (3): 577–585. doi: https://doi.org/10.1215/15314200-2917217 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Other| October 01 2015 Contributors Pedagogy (2015) 15 (3): 587–592. https://doi.org/10.1215/15314200-3149575 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2015; 15 (3): 587–592. doi: https://doi.org/10.1215/15314200-3149575 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2015 The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency The Value of the Humanities. By Small, Helen. Oxford: Oxford University Press, 2013. Kurt Spellmeyer Kurt Spellmeyer Search for other works by this author on: This Site Google Pedagogy (2015) 15 (3): 569–576. https://doi.org/10.1215/15314200-2917201 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kurt Spellmeyer; The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency. Pedagogy 1 October 2015; 15 (3): 569–576. doi: https://doi.org/10.1215/15314200-2917201 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Introduction| April 01 2015 Introduction: Developing a Dialogue about Language and Politics Christina Ortmeier-Hooper; Christina Ortmeier-Hooper Search for other works by this author on: This Site Google Meaghan Elliott Meaghan Elliott Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 383–386. https://doi.org/10.1215/15314200-2845193 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Christina Ortmeier-Hooper, Meaghan Elliott; Introduction: Developing a Dialogue about Language and Politics. Pedagogy 1 April 2015; 15 (2): 383–386. doi: https://doi.org/10.1215/15314200-2845193 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2015 Admitting Speech into the Writing Classroom Vernacular Eloquence: What Speech Can Bring to Writing. By Elbow, Peter. Oxford University Press, 2012. 456 pages. Adam Parker Cogbill Adam Parker Cogbill Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 403–407. https://doi.org/10.1215/15314200-2845257 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Adam Parker Cogbill; Admitting Speech into the Writing Classroom. Pedagogy 1 April 2015; 15 (2): 403–407. doi: https://doi.org/10.1215/15314200-2845257 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2015 Living Literacies of the Mountain Woman Whistlin’ and Crowin’ Women of Appalachia: Literacy Practices since College. By Sohn, Katherine Kelleher. Southern Illinois University Press, 2006. 224 pages. Meaghan Elliott Meaghan Elliott Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 397–402. https://doi.org/10.1215/15314200-2845241 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Meaghan Elliott; Living Literacies of the Mountain Woman. Pedagogy 1 April 2015; 15 (2): 397–402. doi: https://doi.org/10.1215/15314200-2845241 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2015 Unlocking the Secrets of Communication in Science and Engineering Learning to Communicate in Science and Engineering: Case Studies from MIT. By Poe, Mya, Lerner, Neal, and Craig, Jennifer. MIT Press, 2010. 256 pages. Xiaoqiong You Xiaoqiong You Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 391–395. https://doi.org/10.1215/15314200-2845225 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Xiaoqiong You; Unlocking the Secrets of Communication in Science and Engineering. Pedagogy 1 April 2015; 15 (2): 391–395. doi: https://doi.org/10.1215/15314200-2845225 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2015 (Writing) Centers and Margins Facing the Center: Toward an Identity Politics of One-to-One Mentoring. By Denny, Harry C.. Utah State University Press, 2010. 180 pages. Matt Switliski Matt Switliski Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 387–390. https://doi.org/10.1215/15314200-2845209 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Matt Switliski; (Writing) Centers and Margins. Pedagogy 1 April 2015; 15 (2): 387–390. doi: https://doi.org/10.1215/15314200-2845209 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.