Research Article| January 01 2002 Learning, Reading, and the Problem of Scale: Using Women Writers Online Julia Flanders Julia Flanders Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 49–60. https://doi.org/10.1215/15314200-2-1-49 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Julia Flanders; Learning, Reading, and the Problem of Scale: Using Women Writers Online. Pedagogy 1 January 2002; 2 (1): 49–60. doi: https://doi.org/10.1215/15314200-2-1-49 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Cluster on Technology You do not currently have access to this content.

Review Article| January 01 2002 Invasion of the Corporate Body Snatchers Fadi Akhtar Fadi Akhtar Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 151–154. https://doi.org/10.1215/15314200-2-1-151 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Fadi Akhtar; Invasion of the Corporate Body Snatchers. Pedagogy 1 January 2002; 2 (1): 151–154. doi: https://doi.org/10.1215/15314200-2-1-151 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Other| January 01 2002 Contributors Pedagogy (2002) 2 (1): 155–158. https://doi.org/10.1215/15314200-2-1-155 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 January 2002; 2 (1): 155–158. doi: https://doi.org/10.1215/15314200-2-1-155 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. 2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2002 Postcolonial Theory and the Undergraduate Classroom: Teaching “The Red Convertible” Kristin Czarnecki Kristin Czarnecki Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 109–112. https://doi.org/10.1215/15314200-2-1-109 Cite Icon Cite Share Icon Share Facebook Twitter Email Permissions Search Site Citation Kristin Czarnecki; Postcolonial Theory and the Undergraduate Classroom: Teaching “The Red Convertible”. Pedagogy 1 January 2002; 2 (1): 109–112. doi: https://doi.org/10.1215/15314200-2-1-109 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

1. The timing could not be better for such a journal. It not only allows professors of English to write about teaching in an intellectually rigorous and reflective way (and, for me, serves as an incentive to do so) but establishes a forum for discussion on teaching unlike any other in the profession. This is important for many reasons, some of which have to do with the fact that the profession is so routinely critiqued—not only by know-nothing legislators and feeding-frenzy journalists but by leading figures in the profession, whose essays and books on the state of English studies mystify pedagogical matters at least as often as they clarify them. For my part, I have written about the state of English studies on a regular basis, but I have not, so far, attempted to say anything useful about how it inflects my pedagogical practices.

Other| January 01 2002 Editors' Introduction 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 (2002) 2 (1): 1–2. https://doi.org/10.1215/15314200-2-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 January 2002; 2 (1): 1–2. doi: https://doi.org/10.1215/15314200-2-1-1 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2002 Freirean Voices, Student Choices Barry Alford Barry Alford Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 115–118. https://doi.org/10.1215/15314200-2-1-115 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Barry Alford; Freirean Voices, Student Choices. Pedagogy 1 January 2002; 2 (1): 115–118. doi: https://doi.org/10.1215/15314200-2-1-115 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2002 Listening to Their Voices Ned Laff Ned Laff Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 119–134. https://doi.org/10.1215/15314200-2-1-119 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ned Laff; Listening to Their Voices. Pedagogy 1 January 2002; 2 (1): 119–134. doi: https://doi.org/10.1215/15314200-2-1-119 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Roundtable: Making the Most of College: Students Speak Their Minds You do not currently have access to this content.

Research Article| January 01 2002 Using Historical Practices to Teach Rhetorical Theory Wade Mahon Wade Mahon Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 61–78. https://doi.org/10.1215/15314200-2-1-61 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Wade Mahon; Using Historical Practices to Teach Rhetorical Theory. Pedagogy 1 January 2002; 2 (1): 61–78. doi: https://doi.org/10.1215/15314200-2-1-61 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Cluster on Technology You do not currently have access to this content.

Research Article| January 01 2002 Hypertext and the Teaching of Modernist Difficulty Gail McDonald Gail McDonald Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 17–30. https://doi.org/10.1215/15314200-2-1-17 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Gail McDonald; Hypertext and the Teaching of Modernist Difficulty. Pedagogy 1 January 2002; 2 (1): 17–30. doi: https://doi.org/10.1215/15314200-2-1-17 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2002 On Becoming a Teacher Mark C. Long Mark C. Long Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 135–142. https://doi.org/10.1215/15314200-2-1-135 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mark C. Long; On Becoming a Teacher. Pedagogy 1 January 2002; 2 (1): 135–142. doi: https://doi.org/10.1215/15314200-2-1-135 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| January 01 2002 An Allegorical Reading of Multiculturalism Diane DuBose Brunner; Diane DuBose Brunner Search for other works by this author on: This Site Google Gina Cervetti; Gina Cervetti Search for other works by this author on: This Site Google Tumie Thiba Tumie Thiba Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 143–150. https://doi.org/10.1215/15314200-2-1-143 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Diane DuBose Brunner, Gina Cervetti, Tumie Thiba; An Allegorical Reading of Multiculturalism. Pedagogy 1 January 2002; 2 (1): 143–150. doi: https://doi.org/10.1215/15314200-2-1-143 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2002 Paul's Case (with Apologies to Willa Cather) Kate Duffy Kate Duffy Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 112–114. https://doi.org/10.1215/15314200-2-1-112 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kate Duffy; Paul's Case (with Apologies to Willa Cather). Pedagogy 1 January 2002; 2 (1): 112–114. doi: https://doi.org/10.1215/15314200-2-1-112 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Review Article| January 01 2002 How Students Make Choices, See Connections, and Diversify the College Experience Mary Theresa Hall Mary Theresa Hall Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 124–129. https://doi.org/10.1215/15314200-2-1-124 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Theresa Hall; How Students Make Choices, See Connections, and Diversify the College Experience. Pedagogy 1 January 2002; 2 (1): 124–129. doi: https://doi.org/10.1215/15314200-2-1-124 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Roundtable: Making the Most of College: Students Speak Their Minds You do not currently have access to this content.

Research Article| January 01 2002 Encountering “Third World Women”: Rac(e)ing the Global in a U.S. Classroom Piya Chatterjee Piya Chatterjee Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 79–108. https://doi.org/10.1215/15314200-2-1-79 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Piya Chatterjee; Encountering “Third World Women”: Rac(e)ing the Global in a U.S. Classroom. Pedagogy 1 January 2002; 2 (1): 79–108. doi: https://doi.org/10.1215/15314200-2-1-79 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Cluster on Technology You do not currently have access to this content.

Review Article| January 01 2002 Clear Voices and Sound Advice Carrie King Wastal Carrie King Wastal Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 130–134. https://doi.org/10.1215/15314200-2-1-130 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Carrie King Wastal; Clear Voices and Sound Advice. Pedagogy 1 January 2002; 2 (1): 130–134. doi: https://doi.org/10.1215/15314200-2-1-130 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Roundtable: Making the Most of College: Students Speak Their Minds You do not currently have access to this content.

Commentary| October 01 2001 Teaching in Public: A Modest Proposal Elaine Showalter Elaine Showalter Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 449–456. https://doi.org/10.1215/15314200-1-3-449 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Elaine Showalter; Teaching in Public: A Modest Proposal. Pedagogy 1 October 2001; 1 (3): 449–456. doi: https://doi.org/10.1215/15314200-1-3-449 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Pedagogy - Volume 1, Issue 3, Fall 2001

Research Article| October 01 2001 On Teaching Critical Arguments: A Matrix of Understanding James Phelan James Phelan Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 527–538. https://doi.org/10.1215/15314200-1-3-527 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation James Phelan; On Teaching Critical Arguments: A Matrix of Understanding. Pedagogy 1 October 2001; 1 (3): 527–538. doi: https://doi.org/10.1215/15314200-1-3-527 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Other| October 01 2001 Contributors Pedagogy (2001) 1 (3): 593–596. https://doi.org/10.1215/15314200-1-3-593 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Pedagogy 1 October 2001; 1 (3): 593–596. doi: https://doi.org/10.1215/15314200-1-3-593 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. 2001 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Review Article| October 01 2001 No Mere Passing Interest Lynn Worsham Lynn Worsham Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 560–563. https://doi.org/10.1215/15314200-1-3-560 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Lynn Worsham; No Mere Passing Interest. Pedagogy 1 October 2001; 1 (3): 560–563. doi: https://doi.org/10.1215/15314200-1-3-560 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: Passing and Pedagogy: The Dynamics of Responsibility You do not currently have access to this content.

Other| October 01 2001 Editors' Introduction 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 (2001) 1 (3): 445–448. https://doi.org/10.1215/15314200-1-3-445 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2001; 1 (3): 445–448. doi: https://doi.org/10.1215/15314200-1-3-445 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2001 Theory as Cultural Conversation Marcel Cornis-Pope Marcel Cornis-Pope Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 545–553. https://doi.org/10.1215/15314200-1-3-545 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Marcel Cornis-Pope; Theory as Cultural Conversation. Pedagogy 1 October 2001; 1 (3): 545–553. doi: https://doi.org/10.1215/15314200-1-3-545 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: Falling into Theory: Conflicting Views on Reading Literature You do not currently have access to this content.

Research Article| October 01 2001 Framing Composition: A Graduate Instructor's Perspective Joshua Fausty Joshua Fausty Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 489–506. https://doi.org/10.1215/15314200-1-3-489 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Joshua Fausty; Framing Composition: A Graduate Instructor's Perspective. Pedagogy 1 October 2001; 1 (3): 489–506. doi: https://doi.org/10.1215/15314200-1-3-489 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2001 How I Teach Writing: How to Teach Writing? To Teach Writing? Susan Miller Susan Miller Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 479–488. https://doi.org/10.1215/15314200-1-3-479 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Susan Miller; How I Teach Writing: How to Teach Writing? To Teach Writing?. Pedagogy 1 October 2001; 1 (3): 479–488. doi: https://doi.org/10.1215/15314200-1-3-479 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Pedagogy - Volume 1, Issue 3, Fall 2001

Review Article| October 01 2001 The Life of the Author David Bartholomae David Bartholomae Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 590–592. https://doi.org/10.1215/15314200-1-3-590 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David Bartholomae; The Life of the Author. Pedagogy 1 October 2001; 1 (3): 590–592. doi: https://doi.org/10.1215/15314200-1-3-590 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: Ways of Reading: An Anthology for Writers You do not currently have access to this content.

Review Article| October 01 2001 Resisting the “Ideology of Certainty” Bonnie L. Kyburz Bonnie L. Kyburz Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 583–589. https://doi.org/10.1215/15314200-1-3-583 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Bonnie L. Kyburz; Resisting the “Ideology of Certainty”. Pedagogy 1 October 2001; 1 (3): 583–589. doi: https://doi.org/10.1215/15314200-1-3-583 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: Ways of Reading: An Anthology for Writers You do not currently have access to this content.

Pedagogy - Volume 1, Issue 3, Fall 2001

Research Article| October 01 2001 Overcoming Inertia in the Basic Writing Classroom at Midsemester Laurie Bower Laurie Bower Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 535–538. https://doi.org/10.1215/15314200-1-3-535 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Laurie Bower; Overcoming Inertia in the Basic Writing Classroom at Midsemester. Pedagogy 1 October 2001; 1 (3): 535–538. doi: https://doi.org/10.1215/15314200-1-3-535 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| October 01 2001 In My Tar-and-Feathery Dignity: Textual (Mis-) Practices and Literary Studies in Taiwan Kenneth Speirs Kenneth Speirs Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 531–534. https://doi.org/10.1215/15314200-1-3-531 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kenneth Speirs; In My Tar-and-Feathery Dignity: Textual (Mis-) Practices and Literary Studies in Taiwan. Pedagogy 1 October 2001; 1 (3): 531–534. doi: https://doi.org/10.1215/15314200-1-3-531 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| October 01 2001 Preparing Graduate Students to Teach Literature: Composition Studies as a Possible Foundation John Schilb John Schilb Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 507–526. https://doi.org/10.1215/15314200-1-3-507 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John Schilb; Preparing Graduate Students to Teach Literature: Composition Studies as a Possible Foundation. Pedagogy 1 October 2001; 1 (3): 507–526. doi: https://doi.org/10.1215/15314200-1-3-507 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Pedagogy - Volume 1, Issue 2, Spring 2001

Commentary| April 01 2001 A Writing Program's Assets Reconsidered: Getting beyond Impassioned Teachers and Enslaved Workers Richard E. Miller Richard E. Miller Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 241–250. https://doi.org/10.1215/15314200-1-2-241 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Richard E. Miller; A Writing Program's Assets Reconsidered: Getting beyond Impassioned Teachers and Enslaved Workers. Pedagogy 1 April 2001; 1 (2): 241–250. doi: https://doi.org/10.1215/15314200-1-2-241 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Research Article| April 01 2001 Reading Fiction/Teaching Fiction/Reading Teaching Jeffrey Skoblow Jeffrey Skoblow Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 399–404. https://doi.org/10.1215/15314200-1-2-399 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jeffrey Skoblow; Reading Fiction/Teaching Fiction/Reading Teaching. Pedagogy 1 April 2001; 1 (2): 399–404. doi: https://doi.org/10.1215/15314200-1-2-399 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2001 Syllabi Constructions, Imaginary Canons, and the Impact of the Extraliterary Donelle Ruwe Donelle Ruwe Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 355–360. https://doi.org/10.1215/15314200-1-2-355 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Donelle Ruwe; Syllabi Constructions, Imaginary Canons, and the Impact of the Extraliterary. Pedagogy 1 April 2001; 1 (2): 355–360. doi: https://doi.org/10.1215/15314200-1-2-355 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Pedagogy - Volume 1, Issue 2, Spring 2001

Research Article| April 01 2001 The Writing Connection: Composing the Learner's Classroom Cheryl Fallon Giuliano Cheryl Fallon Giuliano Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 387–398. https://doi.org/10.1215/15314200-1-2-387 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Cheryl Fallon Giuliano; The Writing Connection: Composing the Learner's Classroom. Pedagogy 1 April 2001; 1 (2): 387–398. doi: https://doi.org/10.1215/15314200-1-2-387 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Pedagogy - Volume 1, Issue 2, Spring 2001

Research Article| April 01 2001 The Better Part of Pedagogy Scott Stevens Scott Stevens Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 373–386. https://doi.org/10.1215/15314200-1-2-373 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Scott Stevens; The Better Part of Pedagogy. Pedagogy 1 April 2001; 1 (2): 373–386. doi: https://doi.org/10.1215/15314200-1-2-373 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2001 “Befriending” Other Teachers: Communities of Teaching and the Ethos of Curricular Leadership Kate Ronald Kate Ronald Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 317–326. https://doi.org/10.1215/15314200-1-2-317 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kate Ronald; “Befriending” Other Teachers: Communities of Teaching and the Ethos of Curricular Leadership. Pedagogy 1 April 2001; 1 (2): 317–326. doi: https://doi.org/10.1215/15314200-1-2-317 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| April 01 2001 Giving Substance to Vision Laurel Johnson Black Laurel Johnson Black Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 361–372. https://doi.org/10.1215/15314200-1-2-361 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Laurel Johnson Black; Giving Substance to Vision. Pedagogy 1 April 2001; 1 (2): 361–372. doi: https://doi.org/10.1215/15314200-1-2-361 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| April 01 2001 How It Was, Is, and Might Be: I've Come a Long Way, Maybe Frankie Allmon Frankie Allmon Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 337–342. https://doi.org/10.1215/15314200-1-2-337 Cite Icon Cite Share Icon Share Facebook Twitter Email Permissions Search Site Citation Frankie Allmon; How It Was, Is, and Might Be: I've Come a Long Way, Maybe. Pedagogy 1 April 2001; 1 (2): 337–342. doi: https://doi.org/10.1215/15314200-1-2-337 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2001 Letter in Response Stephen Greenblatt Stephen Greenblatt Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 435–438. https://doi.org/10.1215/15314200-1-2-435 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Stephen Greenblatt; Letter in Response. Pedagogy 1 April 2001; 1 (2): 435–438. doi: https://doi.org/10.1215/15314200-1-2-435 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Research Article| April 01 2001 Teaching Our Mutual Friends Kathy Overhulse Smith Kathy Overhulse Smith Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 327–336. https://doi.org/10.1215/15314200-1-2-327 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kathy Overhulse Smith; Teaching Our Mutual Friends. Pedagogy 1 April 2001; 1 (2): 327–336. doi: https://doi.org/10.1215/15314200-1-2-327 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Pedagogy - Volume 1, Issue 2, Spring 2001

Research Article| April 01 2001 What It Is Becoming John Anderson John Anderson Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 343–346. https://doi.org/10.1215/15314200-1-2-343 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation John Anderson; What It Is Becoming. Pedagogy 1 April 2001; 1 (2): 343–346. doi: https://doi.org/10.1215/15314200-1-2-343 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2001 Technology, Collaboration, and Dialogue: A Librarian's View Helene Williams Helene Williams Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 425–428. https://doi.org/10.1215/15314200-1-2-425 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Helene Williams; Technology, Collaboration, and Dialogue: A Librarian's View. Pedagogy 1 April 2001; 1 (2): 425–428. doi: https://doi.org/10.1215/15314200-1-2-425 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: The Dialogic Classroom: Teachers Integrating Computer Technology, Pedagogy, and Research You do not currently have access to this content.

Research Article| April 01 2001 Comments on and Addenda to Holdstein's WAC Paradoxes Melinda L. Kreth Melinda L. Kreth Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 287–296. https://doi.org/10.1215/15314200-1-2-287 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Melinda L. Kreth; Comments on and Addenda to Holdstein's WAC Paradoxes. Pedagogy 1 April 2001; 1 (2): 287–296. doi: https://doi.org/10.1215/15314200-1-2-287 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.