Review Article| January 01 2006 Placing Pedagogy at the Center: The Pain and the Pleasure Kirsti Sandy Kirsti Sandy Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 145–148. https://doi.org/10.1215/15314200-6-1-145 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kirsti Sandy; Placing Pedagogy at the Center: The Pain and the Pleasure. Pedagogy 1 January 2006; 6 (1): 145–148. doi: https://doi.org/10.1215/15314200-6-1-145 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. © 2006 Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Roundtable: Reviews of Professing and Pedagogy: Learning the Teaching of English You do not currently have access to this content.

Research Article| January 01 2006 Ethical Representation of Working-Class Lives: Multiple Genres, Voices, and Identities Nancy Mack Nancy Mack Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 53–78. https://doi.org/10.1215/15314200-6-1-53 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Nancy Mack; Ethical Representation of Working-Class Lives: Multiple Genres, Voices, and Identities. Pedagogy 1 January 2006; 6 (1): 53–78. doi: https://doi.org/10.1215/15314200-6-1-53 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. © 2006 Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| January 01 2006 Teaching Race to Students Who Think the World Is Free: Aging and Race as Social Change Terrence Tucker Terrence Tucker Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 133–142. https://doi.org/10.1215/15314200-6-1-133 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 Terrence Tucker; Teaching Race to Students Who Think the World Is Free: Aging and Race as Social Change. Pedagogy 1 January 2006; 6 (1): 133–142. doi: https://doi.org/10.1215/15314200-6-1-133 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. © 2006 Duke University Press2006 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 2006 Primus Inter Pares, and Other Contradictory Convictions Melissa Free Melissa Free Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 165–172. https://doi.org/10.1215/15314200-6-1-165 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 Melissa Free; Primus Inter Pares, and Other Contradictory Convictions. Pedagogy 1 January 2006; 6 (1): 165–172. doi: https://doi.org/10.1215/15314200-6-1-165 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. © 2006 Duke University Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2006 Moving beyond the Binaries: A Learning-Centered Approach to Pedagogy Colin Irvine Colin Irvine Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 149–154. https://doi.org/10.1215/15314200-6-1-149 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 Colin Irvine; Moving beyond the Binaries: A Learning-Centered Approach to Pedagogy. Pedagogy 1 January 2006; 6 (1): 149–154. doi: https://doi.org/10.1215/15314200-6-1-149 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. © 2006 Duke University Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2006 Queering Pedagogy in the English Classroom: Engaging with the Places Where Thinking Stops Amy E. Winans Amy E. Winans Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 103–122. https://doi.org/10.1215/15314200-6-1-103 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 Amy E. Winans; Queering Pedagogy in the English Classroom: Engaging with the Places Where Thinking Stops. Pedagogy 1 January 2006; 6 (1): 103–122. doi: https://doi.org/10.1215/15314200-6-1-103 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. © 2006 Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2005 Teaching and Learning as Improvisational Performance in the Creative Writing Classroom Shady Cosgrove Shady Cosgrove Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 471–482. https://doi.org/10.1215/15314200-5-3-471 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Shady Cosgrove; Teaching and Learning as Improvisational Performance in the Creative Writing Classroom. Pedagogy 1 October 2005; 5 (3): 471–482. doi: https://doi.org/10.1215/15314200-5-3-471 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Review Article| October 01 2005 A Conversation with Andrew O'Malley Pedagogy (2005) 5 (3): 517–520. https://doi.org/10.1215/15314200-5-3-517 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation A Conversation with Andrew O'Malley. Pedagogy 1 October 2005; 5 (3): 517–520. doi: https://doi.org/10.1215/15314200-5-3-517 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Making of the Modern Child: Children’s Literature and Childhood in the Late Eighteenth Century You do not currently have access to this content.

Research Article| October 01 2005 Living the Rhetoric: Service Learning and Increased Value of Social Responsibility Mary Hutchinson Mary Hutchinson Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 427–444. https://doi.org/10.1215/15314200-5-3-427 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Hutchinson; Living the Rhetoric: Service Learning and Increased Value of Social Responsibility. Pedagogy 1 October 2005; 5 (3): 427–444. doi: https://doi.org/10.1215/15314200-5-3-427 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2005 Dancing Bodies in the Classroom: Moving toward an Embodied Pedagogy Tina S. Kazan Tina S. Kazan Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 379–408. https://doi.org/10.1215/15314200-5-3-379 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 Tina S. Kazan; Dancing Bodies in the Classroom: Moving toward an Embodied Pedagogy. Pedagogy 1 October 2005; 5 (3): 379–408. doi: https://doi.org/10.1215/15314200-5-3-379 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Commentary| October 01 2005 Where Do You Teach? Mark C. Long Mark C. Long Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 371–378. https://doi.org/10.1215/15314200-5-3-371 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mark C. Long; Where Do You Teach?. Pedagogy 1 October 2005; 5 (3): 371–378. doi: https://doi.org/10.1215/15314200-5-3-371 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Research Article| October 01 2005 Taking Stock in Live People: Using Contemporary Literary Journals in the American Literature Classroom Karen Weekes Karen Weekes Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 461–464. https://doi.org/10.1215/15314200-5-3-461 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Karen Weekes; Taking Stock in Live People: Using Contemporary Literary Journals in the American Literature Classroom. Pedagogy 1 October 2005; 5 (3): 461–464. doi: https://doi.org/10.1215/15314200-5-3-461 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2005 Knowing the Reader, Being the Reader: Toward a Stronger Reader-Writer Relationship in The Concise Guide to Writing Bruce Closser Bruce Closser Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 539–544. https://doi.org/10.1215/15314200-5-3-539 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Bruce Closser; Knowing the Reader, Being the Reader: Toward a Stronger Reader-Writer Relationship in The Concise Guide to Writing. Pedagogy 1 October 2005; 5 (3): 539–544. doi: https://doi.org/10.1215/15314200-5-3-539 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2005 Problematic Mythmaking Barbara T. Gates Barbara T. Gates Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 456–460. https://doi.org/10.1215/15314200-5-3-456 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 Barbara T. Gates; Problematic Mythmaking. Pedagogy 1 October 2005; 5 (3): 456–460. doi: https://doi.org/10.1215/15314200-5-3-456 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2005 My Three Cs Leah Vetne Leah Vetne Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 525–532. https://doi.org/10.1215/15314200-5-3-525 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Leah Vetne; My Three Cs. Pedagogy 1 October 2005; 5 (3): 525–532. doi: https://doi.org/10.1215/15314200-5-3-525 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: Axelrod and Cooper’s Concise Guide to Writing You do not currently have access to this content.

Review Article| October 01 2005 We Are English: Looking for Practical Relevance in Practitioners' Relevance Susan Weinstein Susan Weinstein Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 483–487. https://doi.org/10.1215/15314200-5-3-483 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 Susan Weinstein; We Are English: Looking for Practical Relevance in Practitioners' Relevance. Pedagogy 1 October 2005; 5 (3): 483–487. doi: https://doi.org/10.1215/15314200-5-3-483 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2005 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 (2005) 5 (3): 367–370. https://doi.org/10.1215/15314200-5-3-367 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2005; 5 (3): 367–370. doi: https://doi.org/10.1215/15314200-5-3-367 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2005 Teaching Wuthering Heights and Jane Eyre in a Variety of Courses Mary Bradley McElligott Mary Bradley McElligott Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 451–456. https://doi.org/10.1215/15314200-5-3-451 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Bradley McElligott; Teaching Wuthering Heights and Jane Eyre in a Variety of Courses. Pedagogy 1 October 2005; 5 (3): 451–456. doi: https://doi.org/10.1215/15314200-5-3-451 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Teaching the Brontës Today: Notes from a Roundtable You do not currently have access to this content.

Review Article| October 01 2005 Collapsing the Disciplines: Children's Literature, Children's Culture, and Andrew O'Malley's The Making of the Modern Child Julia Šarić Julia Šarić Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 500–509. https://doi.org/10.1215/15314200-5-3-500 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 Julia Šarić; Collapsing the Disciplines: Children's Literature, Children's Culture, and Andrew O'Malley's The Making of the Modern Child. Pedagogy 1 October 2005; 5 (3): 500–509. doi: https://doi.org/10.1215/15314200-5-3-500 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Making of the Modern Child: Children’s Literature and Childhood in the Late Eighteenth Century You do not currently have access to this content.

Research Article| October 01 2005 Transforming a Syllabus from HEL Jo Tyler Jo Tyler Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 464–471. https://doi.org/10.1215/15314200-5-3-464 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jo Tyler; Transforming a Syllabus from HEL. Pedagogy 1 October 2005; 5 (3): 464–471. doi: https://doi.org/10.1215/15314200-5-3-464 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Review Article| October 01 2005 A Fine Balance: Connecting Undergraduate Teaching and Research Shelley King Shelley King Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 495–500. https://doi.org/10.1215/15314200-5-3-495 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Shelley King; A Fine Balance: Connecting Undergraduate Teaching and Research. Pedagogy 1 October 2005; 5 (3): 495–500. doi: https://doi.org/10.1215/15314200-5-3-495 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Making of the Modern Child: Children’s Literature and Childhood in the Late Eighteenth Century You do not currently have access to this content.

Review Article| October 01 2005 Inspiration and Delight: Integrating a Scholarly Study of Children's Literature into the Eighteenth-Century Literature Class Leslie Ritchie Leslie Ritchie Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 510–517. https://doi.org/10.1215/15314200-5-3-510 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Leslie Ritchie; Inspiration and Delight: Integrating a Scholarly Study of Children's Literature into the Eighteenth-Century Literature Class. Pedagogy 1 October 2005; 5 (3): 510–517. doi: https://doi.org/10.1215/15314200-5-3-510 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Making of the Modern Child: Children’s Literature and Childhood in the Late Eighteenth Century You do not currently have access to this content.

Research Article| October 01 2005 Teaching Jane Eyre and Wuthering Heights in a Survey of the Nineteenth-Century English Novel Kathleen Conway Kathleen Conway Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 447–451. https://doi.org/10.1215/15314200-5-3-447 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kathleen Conway; Teaching Jane Eyre and Wuthering Heights in a Survey of the Nineteenth-Century English Novel. Pedagogy 1 October 2005; 5 (3): 447–451. doi: https://doi.org/10.1215/15314200-5-3-447 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2005 The Long and Winding Mode(s) Ivan Davis Ivan Davis Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 533–539. https://doi.org/10.1215/15314200-5-3-533 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ivan Davis; The Long and Winding Mode(s). Pedagogy 1 October 2005; 5 (3): 533–539. doi: https://doi.org/10.1215/15314200-5-3-533 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: Axelrod and Cooper’s Concise Guide to Writing You do not currently have access to this content.

Review Article| October 01 2005 Afterword Shelley King Shelley King Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 521–524. https://doi.org/10.1215/15314200-5-3-521 Cite Icon Cite Share Icon Share Facebook Twitter Email Permissions Search Site Citation Shelley King; Afterword. Pedagogy 1 October 2005; 5 (3): 521–524. doi: https://doi.org/10.1215/15314200-5-3-521 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2005 Using Shakespeare's King Lear to Teach Symmetry, Metaphor, and the Rhetorical Question Kathleen McEvoy Kathleen McEvoy Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 409–426. https://doi.org/10.1215/15314200-5-3-409 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kathleen McEvoy; Using Shakespeare's King Lear to Teach Symmetry, Metaphor, and the Rhetorical Question. Pedagogy 1 October 2005; 5 (3): 409–426. doi: https://doi.org/10.1215/15314200-5-3-409 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Review Article| October 01 2005 Walk Two More Moons: A Quest for Application, Translation, and Participation Tony Tendero Tony Tendero Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 488–494. https://doi.org/10.1215/15314200-5-3-488 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Tony Tendero; Walk Two More Moons: A Quest for Application, Translation, and Participation. Pedagogy 1 October 2005; 5 (3): 488–494. doi: https://doi.org/10.1215/15314200-5-3-488 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Relevance of English: Teaching That Matters in Students’ Lives You do not currently have access to this content.

Don’t teach them writing. Don’t teach them reading. Teach them the habit of giving reasons for what they think, and explain how reading and writing can help them do that. If the basic goal of general education is instilling and exercising the habit of giving reasons, the apt way to characterize the larger commitment of education is that it should be diffi cult and, more exactly, that it is about intellectual diffi culty as something to be sought and about being diffi cult as a way to be. —James F. Slevin

Commentary| April 01 2005 Myths and Realities for Today's College Professors; or, Et in Arcadia Ego Michael A. Winkelman Michael A. Winkelman Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 175–194. https://doi.org/10.1215/15314200-5-2-175 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Michael A. Winkelman; Myths and Realities for Today's College Professors; or, Et in Arcadia Ego. Pedagogy 1 April 2005; 5 (2): 175–194. doi: https://doi.org/10.1215/15314200-5-2-175 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Review Article| April 01 2005 Let Me Tell You about My Perfect Pair of Shoes: Katie Wood Ray and the Urban Elementary Writing Classroom Patricia Bills Patricia Bills Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 344–348. https://doi.org/10.1215/15314200-5-2-344 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 Patricia Bills; Let Me Tell You about My Perfect Pair of Shoes: Katie Wood Ray and the Urban Elementary Writing Classroom. Pedagogy 1 April 2005; 5 (2): 344–348. doi: https://doi.org/10.1215/15314200-5-2-344 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2005 Persuasion and Argument: Coterminous? Patricia Bizzell Patricia Bizzell Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 317–323. https://doi.org/10.1215/15314200-5-2-317 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Patricia Bizzell; Persuasion and Argument: Coterminous?. Pedagogy 1 April 2005; 5 (2): 317–323. doi: https://doi.org/10.1215/15314200-5-2-317 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2005 Reading Students Reading in the Postcanonical Age Miriam Marty Clark Miriam Marty Clark Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 297–303. https://doi.org/10.1215/15314200-5-2-297 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Miriam Marty Clark; Reading Students Reading in the Postcanonical Age. Pedagogy 1 April 2005; 5 (2): 297–303. doi: https://doi.org/10.1215/15314200-5-2-297 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2005 The Reader's Apprentice: Making Critical Cultural Reading Visible Sherry Linkon Sherry Linkon Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 247–274. https://doi.org/10.1215/15314200-5-2-247 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Sherry Linkon; The Reader's Apprentice: Making Critical Cultural Reading Visible. Pedagogy 1 April 2005; 5 (2): 247–274. doi: https://doi.org/10.1215/15314200-5-2-247 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Review Article| April 01 2005 “Layers and Layers” of Teaching Writers' Workshop: A Response to Katie Wood Ray's The Writing Workshop W. Douglas Baker W. Douglas Baker Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 348–352. https://doi.org/10.1215/15314200-5-2-348 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation W. Douglas Baker; “Layers and Layers” of Teaching Writers' Workshop: A Response to Katie Wood Ray's The Writing Workshop. Pedagogy 1 April 2005; 5 (2): 348–352. doi: https://doi.org/10.1215/15314200-5-2-348 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Writing Workshop: Working Through the Hard Parts (and They’re All Hard Parts) You do not currently have access to this content.

Review Article| April 01 2005 Getting a Clue: Gerald Graff and the Life of the Mind Ann Jurecic Ann Jurecic Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 323–330. https://doi.org/10.1215/15314200-5-2-323 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ann Jurecic; Getting a Clue: Gerald Graff and the Life of the Mind. Pedagogy 1 April 2005; 5 (2): 323–330. doi: https://doi.org/10.1215/15314200-5-2-323 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: Clueless in Academe: How Schooling Obscures the Life of the Mind You do not currently have access to this content.

Review Article| April 01 2005 Finding Connections, Seeking Reciprocity: Toward an Inclusive Community of Writing Teachers—Kindergarten to College and Beyond Jonathan Bush Jonathan Bush Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 339–344. https://doi.org/10.1215/15314200-5-2-339 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jonathan Bush; Finding Connections, Seeking Reciprocity: Toward an Inclusive Community of Writing Teachers—Kindergarten to College and Beyond. Pedagogy 1 April 2005; 5 (2): 339–344. doi: https://doi.org/10.1215/15314200-5-2-339 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Writing Workshop: Working Through the Hard Parts (and They’re All Hard Parts) You do not currently have access to this content.

Research Article| April 01 2005 Taking Whiteness Personally: Learning to Teach Testimonial Reading and Writing in the College Literature Classroom Brenda Daly Brenda Daly Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 213–246. https://doi.org/10.1215/15314200-5-2-213 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Brenda Daly; Taking Whiteness Personally: Learning to Teach Testimonial Reading and Writing in the College Literature Classroom. Pedagogy 1 April 2005; 5 (2): 213–246. doi: https://doi.org/10.1215/15314200-5-2-213 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2005 Our Disconnect in Training Teachers Audrey Fisch Audrey Fisch Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 309–316. https://doi.org/10.1215/15314200-5-2-309 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 Audrey Fisch; Our Disconnect in Training Teachers. Pedagogy 1 April 2005; 5 (2): 309–316. doi: https://doi.org/10.1215/15314200-5-2-309 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2005 Uncommon Ground: Narcissistic Reading and Material Racism Barbara Schneider Barbara Schneider Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 195–212. https://doi.org/10.1215/15314200-5-2-195 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Barbara Schneider; Uncommon Ground: Narcissistic Reading and Material Racism. Pedagogy 1 April 2005; 5 (2): 195–212. doi: https://doi.org/10.1215/15314200-5-2-195 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.