The essay argues that technological multimedia can help students comprehend historical context and thus analyze texts successfully. The author identifies the practical benefits of this approach for any literary period but suggests that the parallels between contemporary experiences with multimedia and medieval experiences with manuscripts make that pairing especially useful.

Fueled by disciplinary disagreements and resource fights, comp/lit conflicts continue. However, productive collaboration is possible and an opportunity remains in developing general education writing courses. A general education course in teaching writing through literature is argued for on the grounds that English studies has been positively transformed by the mainstreaming of composition, pedagogy, and cultural studies.

��� I must begin with a confession. When I last taught Literature of the Holo caust, I cut Wiesel’s Night from the reading list. Teachers are always making hard choices. There’s just too much compelling literature to teach in this class. I teach only texts written by survivors. That narrows the field somewhat — so, no Cynthia Ozick, no Anne Michaels, or Ursula Hegi, or Art Spiegelman. I sneak in Nathan Englander’s short story “The Tumblers” as end-of-semester reading and for the final exam, but that’s a closing flourish. Eliminating Night carries a hint of heresy and a measure of guilt. But with Oprah Winfrey as champion, and 10 million copies sold, Night’s dominance in discussions of Holocaust literature has long been secured. Less pervasive texts, such as Ida Fink’s A Scrap of Time and Other Stories, Lore Segal’s Other People’s Houses, Charlotte Delbo’s Auschwitz and After, Jurek Becker’s Jacob the Liar, and Imre Kertesz’s Kaddish for an Unborn Child, claim my class’s attention. Perhaps you hear too in the opening of this review of Alan Rosen’s edition of essays on Wiesel’s Night, in the Modern Language Association’s series Approaches to Teaching, the echo of Kertesz’s 2002 Nobel Prize for Literature lecture, “I must begin with a confession” (604). Kertesz’s confes sional, analytical literature tackles the need to understand and even explain the Holocaust, as well as the totalitarian oppression to which Auschwitz

While disciplines such as law, journalism and medicine have ethics classes embedded into their degree structures, fiction writing has escaped this administrative scrutiny. This paper argues that an `ethics of representation' should be raised within the prose fiction classroom if creative writing teachers are serious about training future writers. Drawing on work by Michael Riffaterre and Seymour Chatman, this paper argues that due to the historic privileging of realism and ensuing reader assumptions, writing students need to understand the importance of research and representation. After a brief discussion of how creative writing is situated within the tertiary administrative context, this paper then cites a critical teaching pedagogy (as articulated by Rochelle Harris) and practical strategies that teachers can use to bring discussions of representation into the prose fiction classroom. Inspired by the work of creative writing academics such as George Kalamaras and Sandra Young, these strategies include using the workshop session, classroom readings and formal assignments to foreground matters of representation.

Review Article| January 01 2009 Recognizing Identity David A. Brenner David A. Brenner Search for other works by this author on: This Site Google Pedagogy (2009) 9 (1): 177–183. https://doi.org/10.1215/15314200-2008-026 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David A. Brenner; Recognizing Identity. Pedagogy 1 January 2009; 9 (1): 177–183. doi: https://doi.org/10.1215/15314200-2008-026 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. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

This article makes a case for using MySpace as a pedagogical tool in the survey course. MySpace can draw attention to the kinds of restrictions the collaboration between “literary” and “history” places on how the survey course interprets the past. The article gives detailed accounts of how students uploaded MySpace sites for a cross section of literary figures on the Brit Lit II survey syllabus in Spring 2007. Placing figures from the syllabus on MySpace got students to rethink the past as a series of interconnected networks of complicated and evolving conversations throughout the century. Students used the kinds of communication that MySpace makes possible for their personal lives and used it as a way to manage speculative and informed conversations between literary figures on the course syllabus. Excerpts from student essays suggest that transplanting figures like William Blake, Robert Burns, John Keats, Mary Shelley, Matthew Arnold, Charles Dickens, Oscar Wilde, and Virginia Woolf onto MySpace impacts how we understand the kinds of conversations the nineteenth century has with itself, and what this tells us about their literary and historical legacy.

Review Article| January 01 2009 Learning from Giants: Using the Inklings as Writing Mentors Sheryl O'Sullivan Sheryl O'Sullivan Search for other works by this author on: This Site Google Pedagogy (2009) 9 (1): 159–165. https://doi.org/10.1215/15314200-2008-024 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Sheryl O'Sullivan; Learning from Giants: Using the Inklings as Writing Mentors. Pedagogy 1 January 2009; 9 (1): 159–165. doi: https://doi.org/10.1215/15314200-2008-024 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. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

An ecocompositional turn to suburban studies can help unlock the wider promise of environmentally oriented composition curricula by encouraging student writers to reevaluate the language in which they describe their world. As the embodiment of modern domesticity, suburban life dramatizes the fundamental role of place in the construction of writers' subjectivity.

The first-year writing program at Kennesaw State University has found its in-house conference (IHC) to be an important venue for faculty development. Based on the assumption that teachers actually know what they are doing, the IHC invites teachers of all ranks to propose a presentation on a selected topic and then to present those papers at conference sessions that other teachers attend. The IHC invites part-time faculty into the community, generates intellectual conversation about teaching across the lines of rank and hierarchy, allows the conversation to continue long after the conference since participants can see each other daily, and invites reflection on and modification of teaching. The success of the IHC serves as a reminder that some faculty development should be discipline-specific and local. In addition, the IHC asks teachers of writing to actually write themselves and allows them the opportunity for scholarship. The professional development that the IHC offers is not, however, limited to a writing program but can be used to stimulate intellectual engagement across the English department and, beyond that, to other departments across the university.

With the importance of online research, writing, and communication, computers are increasingly vital to instruction within the humanities. To help prepare teachers and administrators who engage with computerized instruction, this article examines faculty development through the lens of technology training by reporting on issues and concerns expressed by twelve technology trainers in a series of interviews. The interviewees provided their experiences and advice, including ways to approach institutional challenges, faculty participation, and pedagogical integrity. Most importantly, the author argues that technology training is a complex rhetorical activity involving a strong sense of kairos, context, and audience.

The books under review here envision models of professional development not as episodes of developing skills or training faculty to conform to changing laws, rules, and pet projects of administrators, but rather as collaborative processes of education and reflection that encourage faculty to rethink their practices. They draw on research in composition theory and pedagogy, suggesting that more effective learning takes place when teachers trust learners to consider their own need for knowledge, invite learners to devise variations and applications of received knowledge, and resist keeping things simple to be sure they are correct. Applying different focuses, these books consider how to put teacher-learners at the center of the process of their own professional development. Jeffrey Jablonski argues that the expertise developed in composition studies needs to be recognized and respected in initiatives to implement Cross-Curricular Literacy programs. The writers of The Everyday Writing Center consider how, in the midst of increased professionalization, to maintain the serendipitous—even carnivalesque, at times—learning and teaching that the intimate and nonhierarchical space of a writing center can foster. And the collective wisdom in The Writing Center Director's Resource Book surveys the current state of writing center theory and practice, providing a reflective guide for developing the expertise of writing center administrators, who are (or could be) leaders in campus faculty development efforts.

The author considers faculty development and its potential relationship to the ethos of collaborative practice modeled both by critical (Freirean) pedagogy and by interdisciplinary research. As a primary concern for any academic administrator, faculty development is not only a teaching moment but also an opportunity for reciprocal exchange, learning, and knowledge production, allowing participants to challenge the received wisdom of their fields and to come to a more rhetorical understanding of their identities. The collaborative construction of new knowledge and an emerging understanding of identities are examined in the context of two professional development and administrative contexts: the assessment by faculty of the writing of entering, first-year students and a collegewide, first-year experience (learning-community) initiative.

This article considers why, in the wake of Ernest Boyer's work, the promise of a transformation of university teaching has not been broadly realized and what that implies for faculty development projects. It discusses the assumptions that place the professional development of teaching outside of disciplinary boundaries, both literally and figuratively, and considers the consequences of that placement. It then turns to the scholarship of teaching and learning, considering what it offers to and implies about the disciplinary practices it proposes to transform. In response to this examination, the essay proposes that the Boyer Report attempted to alter teaching by arguing that teachers and the systems that support them needed to change, an argument that failed to convince college faculty to change. The article concludes with the proposal that the real exigence facing college faculty is that the way students raised in a culture saturated in electronic media learn is dramatically different than the way people learned a generation ago. That shift in learning is the exigence that requires a transformation of teaching.

This essay explores the underlying dynamics that inform postsecondary English teacher development efforts. In particular, it argues for a more expansive understanding of “context” in order to emphasize the inevitability of conflict and the productive potential of surfacing the meaningful contextual differences of our teaching lives. Such differences include varying philosophies of teaching and learning, competing motivations and expectations for participation in teacher development, and differing institutional teaching contexts where very different values might inhere. The essay offers strategies for engaging such differences with a view toward discerning collective (as well as individual) commitments. Such an orientation toward teacher development is crucial in the current climate, where plans for reform increasingly locate the work of remaking higher education outside of postsecondary classrooms. The kind of postsecondary teacher development work this essay calls for, then, seeks to support teachers' growth as agents of educational change.

This essay describes and critiques the creation and evolution of Teaching Circles, small groups of teachers meeting regularly to discuss curriculum and pedagogy, as a vehicle for teacher development in the composition program at the University of Miami. Included in the essay are comments from several of the full-time lecturers who participated in these discussion groups as both members and leaders. The essay makes visible the competing tensions inherent in fostering professional development through such a structure, especially the complications involved in turning lecturers into teacher educators as they take on responsibility for mentoring beginning teachers. The essay and the comments from the lecturers note the challenges inherent in making such an institutional structure productive over time and suggest that sustained critical reflection, willingness to revise, and attention to the scholarship of teaching teachers are important components of keeping any structure of professional development relevant.

It has become increasingly clear that U.S. faculty cannot afford to remain insular about global issues in teaching and the forces that are shaping them. At the same time, our desire to address or resist those issues, to join in or to find alternatives, needs to be contextualized. The three edited collections reviewed here address globalization of higher education in Australia, writing instruction in higher education in the United Kingdom, and interdisciplinary collaboration in U.S. higher education. The three bring different perspectives to current U.S. discussions of internationalization and interdisciplinary work in higher education and allow us to better understand issues in other cultures and disciplines while critically examining our own through new lenses.

This article explores, through the lens of a WAC faculty developer, how it is difficult to maintain disciplinary neutrality when developing any program; both teaching and learning can easily become codified through the lens of one person, field, or group. By using the work of, among others, Krista Ratcliffe, Mikhail Bakhtin, and David Bartholomae, I make a case for working differently with stakeholders: collaborating within a discipline and including students in faculty development plansas both learners and mentors. If we mutually examine our definitions (“teaching,” “learning,” “writing,” “students”) and engage in rhetorical and reflective listening, we can move away from a model of teaching as rules, templates, and regulations; we can begin to engage our own assumptions along with those of our students, changing together the very definitions that constrain the evolution of our own mutual development.

This overview of resources for faculty development initiatives in Englishstudies proposes a specific framework and sequence for faculty development work and identifies and annotates key resources. It proposes that the sequence for should take place within the theoretical framework of the learning paradigm, introduces faculty to the science of learning and teaching for significant learning, engages faculty in the scholarship of teaching and learning, and focuses on ways to create and maintain communities of practice and knowledge. Work on this overview initiated the development of an interactive Web-based clearinghouse devoted to the ongoing gathering and sharing of faculty development resources.

Troilus and Criseyde is a work of magnificent scope and intimidating breadth. A strategy that I have found effective for addressing the potentially overwhelming pedagogical task of teaching this masterpiece is to ask students to analyze the relationships between genre and character. Through this process, I encourage students to engage in vectored analysis, which I describe as the examination of a text from at least two converging yet separate perspectives. Encouraging students to examine literature from complementary and vectoring perspectives enables them to make the cognitive leap from a static analysis of one issue to a more vibrant exploration of textual interplay. Vectored analysis provides a pedagogical foundation for students of all abilities to approach multigeneric texts and to reach deeper insights about them. In this essay, I demonstrate this approach with Chaucer's Troilus and Criseyde, but it could be readily reformulated for a range of multigeneric texts.

Review Article| April 01 2008 The Lesson of the Line: A Parable for Travelers of the Tenure Track William H. Wandless William H. Wandless Search for other works by this author on: This Site Google Pedagogy (2008) 8 (2): 391–397. https://doi.org/10.1215/15314200-2007-018 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation William H. Wandless; The Lesson of the Line: A Parable for Travelers of the Tenure Track. Pedagogy 1 April 2008; 8 (2): 391–397. doi: https://doi.org/10.1215/15314200-2007-018 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. © 2008 by Duke University Press2008 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

After creating a taxonomy of classroom approaches to the teaching of creative writing, the authors discuss a current practice they have employed, the writing community. The authors detail its success, place it within current pedagogical research into small-group and team-based learning, and suggest possible applications to allied fields.

In this article, an English education professor, a university writing center administrator, and a recent graduate of an undergraduate English education program discuss the role peer tutoring might play in enhancing the education of preservice teachers of writing. The authors argue that by providing additional, authentic field experiences which reflect constructivist, student-centered philosophies often adhered to in English education programs, university peer tutoring can provide undergraduate students with authentic experience in learning collaboratively, developing rapport with students, and conducting student-centered, one-to-one writing conferences.

The question guiding “What Should We Do with Postprocess Theory?” is one of praxis: postprocess theory has articulated an advanced and promising theory of rhetoric in action, but few attempts have been made to develop a postprocess pedagogy. This article suggests several ways that postprocess ideals can be adapted to existing teaching strategies.

This essay argues that presence—the condition of being fully present in the classroom to students and to oneself—is an essential element in good teaching. The essay identifies major obstacles to presence and explores means of achieving it.

Review Article| April 01 2008 War of the Left Worlds John Marsh John Marsh Search for other works by this author on: This Site Google Pedagogy (2008) 8 (2): 375–382. https://doi.org/10.1215/15314200-2007-017 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John Marsh; War of the Left Worlds. Pedagogy 1 April 2008; 8 (2): 375–382. doi: https://doi.org/10.1215/15314200-2007-017 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. © 2008 by Duke University Press2008 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2008 If They Say Academic Writing Is Too Hard, I Say Read Graff and Birkenstein Laura M. Grow Laura M. Grow Search for other works by this author on: This Site Google Pedagogy (2008) 8 (2): 363–368. https://doi.org/10.1215/15314200-2007-016 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Laura M. Grow; If They Say Academic Writing Is Too Hard, I Say Read Graff and Birkenstein. Pedagogy 1 April 2008; 8 (2): 363–368. doi: https://doi.org/10.1215/15314200-2007-016 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. © 2008 by Duke University Press2008 Article PDF first page preview Close Modal Issue Section: Roundtable You do not currently have access to this content.

This essay argues that a pedagogy of “dialogue across differences” should be infused into the core curriculum and function as the link joining multicultural education to service learning. Close examination of student reflections and journal writings reveals how such dialogue can enhance learning, strengthen community partnerships, and enrich antiracist pedagogy.

This essay discusses the history of American literature anthologies from the early nineteenth century to the late twentieth century; examines their racial and gender inclusions and exclusions; and argues that literary anthologies have played an important role in the production of the American, and more recently multicultural, national narrative.

Research Article| January 01 2008 Mind the Gap: Teaching Othello Through Creative Responses Dan Mills Dan Mills Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 154–159. https://doi.org/10.1215/15314200-2007-030 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Dan Mills; Mind the Gap: Teaching Othello Through Creative Responses. Pedagogy 1 January 2008; 8 (1): 154–159. doi: https://doi.org/10.1215/15314200-2007-030 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. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

In this issue, you will have the opportunity to read an unusual piece in our Reviews section.Written by the University of Illinois Urbana-Champaign Pedagogy Collective, it is a coauthored, multivoiced text that rehearses descriptions of a set of key terms taken from the authors' reading of professional writings on teaching. 1The collective was formed during a required course for graduate students seeking to teach a literature course in the English department.As they describe it, "The major goal for this course was to introduce students to the critical debates in literature pedagogy."As such, students were asked to synthesize their learning through writing a critical book review and a teaching philosophy with an annotated bibliography.Using excerpts from the students' teaching philosophies, the review essay in this issue was organized to expose and elaborate those "critical debates in literature pedagogy."Reading this essay from the UIUC Pedagogy Collective reminds us of how difficult it is to construct a philosophy of teaching.While on the job market, most of us have to write something like a teaching philosophy or create an introduction to a teaching portfolio.At the very least, we are asked in interviews such questions as, "Explain your approach to teaching the introductory survey."How do we construct such overarching philosophy statements without sounding naive, overly idealistic, or abstract?If we embrace an antifoundationalist pedagogical stance (and even if we don't), how do we employ the stance we take?When we turn to theorists (say, to Paolo Freire or Gerald Graff, two whom the collective mentions), do we really believe (that is, enact) the principles they espouse?

This article shows how digital archives can enrich the humanities classroom; I trace the collaborative creation of “I Remain”: A Digital Archive of Letters, Manuscripts, and Ephemera at Lehigh University, demonstrating how the archive engaged students' different learning styles, causing them to interrogate the way history is represented and processed.

This article investigates the challenges of interdisciplinary teaching that crosses the fields of postcolonial literary studies and international relations. Interdisciplinary courses demand that teachers be able to comprehend, translate, and represent different disciplines' theories and epistemologies, and their interactions, in a flexible and syncretic manner.

Review Article| January 01 2008 The Disciplinarity of Rhetoric Melissa Tombro Melissa Tombro Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 199–204. https://doi.org/10.1215/15314200-2007-036 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Melissa Tombro; The Disciplinarity of Rhetoric. Pedagogy 1 January 2008; 8 (1): 199–204. doi: https://doi.org/10.1215/15314200-2007-036 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. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

This essay explores the potential for wikis in English classrooms and writing pedagogy through discussion of a class project involving Wikitravel. Topics include the influence that wikis have on collaboration, an example of networked writing, and the role of writing with technology in knowledge creation.

Edith Wharton's lack of recognition as a short story writer depends on several factors, including conflicting theories about short story form and technique, her relationship to literary and cultural history, and her use in literature classrooms. Her problematic relationship to the short story form provides an important case study in critical reception and canon formation.

Review Article| January 01 2008 Curating the Pedagogical Scene Merton Lee Merton Lee Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 194–198. https://doi.org/10.1215/15314200-2007-035 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Merton Lee; Curating the Pedagogical Scene. Pedagogy 1 January 2008; 8 (1): 194–198. doi: https://doi.org/10.1215/15314200-2007-035 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. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Research Article| January 01 2008 Teaching Native American Literature: Inviting Students to See the World Through Indigenous Lenses Carol Zitzer-Comfort Carol Zitzer-Comfort Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 160–170. https://doi.org/10.1215/15314200-2007-031 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Carol Zitzer-Comfort; Teaching Native American Literature: Inviting Students to See the World Through Indigenous Lenses. Pedagogy 1 January 2008; 8 (1): 160–170. doi: https://doi.org/10.1215/15314200-2007-031 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. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.