Review Article| April 01 2005 Getting Real about Failure in the Classroom Ivan Kreilkamp Ivan Kreilkamp Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 331–338. https://doi.org/10.1215/15314200-5-2-331 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ivan Kreilkamp; Getting Real about Failure in the Classroom. Pedagogy 1 April 2005; 5 (2): 331–338. doi: https://doi.org/10.1215/15314200-5-2-331 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: Clueless in Academe: How Schooling Obscures the Life of the Mind You do not currently have access to this content.

Review Article| January 01 2005 Entering the Contact Zone(s) Bill Milligan Bill Milligan Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 145–151. https://doi.org/10.1215/15314200-5-1-145 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Bill Milligan; Entering the Contact Zone(s). Pedagogy 1 January 2005; 5 (1): 145–151. doi: https://doi.org/10.1215/15314200-5-1-145 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: Professing in the Contact Zone: Bringing Theory and Practice Togetherr You do not currently have access to this content.

Research Article| January 01 2005 Arguing Differently Barry M. Kroll Barry M. Kroll Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 37–60. https://doi.org/10.1215/15314200-5-1-37 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 M. Kroll; Arguing Differently. Pedagogy 1 January 2005; 5 (1): 37–60. doi: https://doi.org/10.1215/15314200-5-1-37 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.

Other| January 01 2005 Editors' Introduction: An Open Letter to Our Readers 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 (1): 1–4. https://doi.org/10.1215/15314200-5-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: An Open Letter to Our Readers. Pedagogy 1 January 2005; 5 (1): 1–4. doi: https://doi.org/10.1215/15314200-5-1-1 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| January 01 2005 Cyborgography: A Pedagogy of the Home Page Jeff Rice Jeff Rice Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 61–76. https://doi.org/10.1215/15314200-5-1-61 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jeff Rice; Cyborgography: A Pedagogy of the Home Page. Pedagogy 1 January 2005; 5 (1): 61–76. doi: https://doi.org/10.1215/15314200-5-1-61 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Commentary| January 01 2005 Reclaiming Claims: What English Students Want from English Profs Abram Van Engen Abram Van Engen Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 5–18. https://doi.org/10.1215/15314200-5-1-5 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Abram Van Engen; Reclaiming Claims: What English Students Want from English Profs. Pedagogy 1 January 2005; 5 (1): 5–18. doi: https://doi.org/10.1215/15314200-5-1-5 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: Commentaries You do not currently have access to this content.

Research Article| January 01 2005 Tutor Taxonomy Scott L. Miller Scott L. Miller Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 102–104. https://doi.org/10.1215/15314200-5-1-102 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Scott L. Miller; Tutor Taxonomy. Pedagogy 1 January 2005; 5 (1): 102–104. doi: https://doi.org/10.1215/15314200-5-1-102 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.

Research Article| January 01 2005 History on the Cheap: Using the Online Archive to Make Historicists out of Undergrads Christopher Hanlon Christopher Hanlon Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 97–101. https://doi.org/10.1215/15314200-5-1-97 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Christopher Hanlon; History on the Cheap: Using the Online Archive to Make Historicists out of Undergrads. Pedagogy 1 January 2005; 5 (1): 97–101. doi: https://doi.org/10.1215/15314200-5-1-97 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: From the Classroom You do not currently have access to this content.

Review Article| January 01 2005 Queering Our Classrooms Nikolai Endres Nikolai Endres Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 131–139. https://doi.org/10.1215/15314200-5-1-131 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Nikolai Endres; Queering Our Classrooms. Pedagogy 1 January 2005; 5 (1): 131–139. doi: https://doi.org/10.1215/15314200-5-1-131 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: Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies, and Cultural Politics You do not currently have access to this content.

Review Article| January 01 2005 Richard Lanham's The Electronic Wordd and AT/THROUGH Oscillations Heidi A. McKee Heidi A. McKee Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 117–130. https://doi.org/10.1215/15314200-5-1-117 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Heidi A. McKee; Richard Lanham's The Electronic Wordd and AT/THROUGH Oscillations. Pedagogy 1 January 2005; 5 (1): 117–130. doi: https://doi.org/10.1215/15314200-5-1-117 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: Forum You do not currently have access to this content.

Research Article| January 01 2005 The Teacher as Hostess: Celebrating the Ordinary in Creative Nonfiction Workshops Mary Elizabeth Pope Mary Elizabeth Pope Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 105–107. https://doi.org/10.1215/15314200-5-1-105 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Elizabeth Pope; The Teacher as Hostess: Celebrating the Ordinary in Creative Nonfiction Workshops. Pedagogy 1 January 2005; 5 (1): 105–107. doi: https://doi.org/10.1215/15314200-5-1-105 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.

Review Article| January 01 2005 Changing the Contexts for Documenting Our Teaching Jane Mathison Fife Jane Mathison Fife Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 157–162. https://doi.org/10.1215/15314200-5-1-157 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jane Mathison Fife; Changing the Contexts for Documenting Our Teaching. Pedagogy 1 January 2005; 5 (1): 157–162. doi: https://doi.org/10.1215/15314200-5-1-157 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: Composition, Pedagogy, and the Scholarship of Teachingg You do not currently have access to this content.

Research Article| January 01 2005 Instant Assessment: Using One-Minute Papers in Lower-Level Classes John C. Orr John C. Orr Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 108–111. https://doi.org/10.1215/15314200-5-1-108 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John C. Orr; Instant Assessment: Using One-Minute Papers in Lower-Level Classes. Pedagogy 1 January 2005; 5 (1): 108–111. doi: https://doi.org/10.1215/15314200-5-1-108 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: From the Classroom You do not currently have access to this content.

Research Article| January 01 2005 Dealing with Online Selves: Ethos Issues in Computer-Assisted Teaching and Learning Mary Lenard Mary Lenard Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 77–96. https://doi.org/10.1215/15314200-5-1-77 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Lenard; Dealing with Online Selves: Ethos Issues in Computer-Assisted Teaching and Learning. Pedagogy 1 January 2005; 5 (1): 77–96. doi: https://doi.org/10.1215/15314200-5-1-77 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| January 01 2005 Identity, Politics, and Socratic Dialogues John C. Hawley John C. Hawley Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 140–144. https://doi.org/10.1215/15314200-5-1-140 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John C. Hawley; Identity, Politics, and Socratic Dialogues. Pedagogy 1 January 2005; 5 (1): 140–144. doi: https://doi.org/10.1215/15314200-5-1-140 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: Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies, and Cultural Politics You do not currently have access to this content.

Review Article| January 01 2005 St. Ovid: The Patron Poet of the Contact Zone Gray Kochhar-Lindgren Gray Kochhar-Lindgren Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 151–156. https://doi.org/10.1215/15314200-5-1-151 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Gray Kochhar-Lindgren; St. Ovid: The Patron Poet of the Contact Zone. Pedagogy 1 January 2005; 5 (1): 151–156. doi: https://doi.org/10.1215/15314200-5-1-151 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: Professing in the Contact Zone: Bringing Theory and Practice Togetherr You do not currently have access to this content.

Research Article| October 01 2004 Respond Now! E-mail, Acceleration, and a Pedagogy of Patience Jeffrey Andrew Weinstock Jeffrey Andrew Weinstock Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 365–384. https://doi.org/10.1215/15314200-4-3-365 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 Jeffrey Andrew Weinstock; Respond Now! E-mail, Acceleration, and a Pedagogy of Patience. Pedagogy 1 October 2004; 4 (3): 365–384. doi: https://doi.org/10.1215/15314200-4-3-365 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Other| October 01 2004 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 (2004) 4 (3): 353–356. https://doi.org/10.1215/15314200-4-3-353 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2004; 4 (3): 353–356. doi: https://doi.org/10.1215/15314200-4-3-353 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2004 Active Learning: Some Questions for Literary Studies Thomas Allbaugh Thomas Allbaugh Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 469–474. https://doi.org/10.1215/15314200-4-3-469 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Thomas Allbaugh; Active Learning: Some Questions for Literary Studies. Pedagogy 1 October 2004; 4 (3): 469–474. doi: https://doi.org/10.1215/15314200-4-3-469 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: Minding American Education: Reclaimin the Tradition of Active Learning You do not currently have access to this content.

Review Article| October 01 2004 An Unorthodox Approach to Learning the Art of Writing Dustin Hopkins Dustin Hopkins Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 490–492. https://doi.org/10.1215/15314200-4-3-490 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Dustin Hopkins; An Unorthodox Approach to Learning the Art of Writing. Pedagogy 1 October 2004; 4 (3): 490–492. doi: https://doi.org/10.1215/15314200-4-3-490 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: Adios, Strunk and White: A Handbook for the New Academic Essay You do not currently have access to this content.

Review Article| October 01 2004 A Dose of Adios Donna Barnard Donna Barnard Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 485–489. https://doi.org/10.1215/15314200-4-3-485 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Donna Barnard; A Dose of Adios. Pedagogy 1 October 2004; 4 (3): 485–489. doi: https://doi.org/10.1215/15314200-4-3-485 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: Adios, Strunk and White: A Handbook for the New Academic Essay You do not currently have access to this content.

Review Article| October 01 2004 This Is Wondrous Strange Leigh Ann Weatherford Leigh Ann Weatherford Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 492–497. https://doi.org/10.1215/15314200-4-3-492 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Leigh Ann Weatherford; This Is Wondrous Strange. Pedagogy 1 October 2004; 4 (3): 492–497. doi: https://doi.org/10.1215/15314200-4-3-492 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: Adios, Strunk and White: A Handbook for the New Academic Essay You do not currently have access to this content.

Review Article| October 01 2004 Can Transcendentalist Romanticism Save Education? In Search of an Active Learning Countertradition Gerald Nelms Gerald Nelms Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 475–484. https://doi.org/10.1215/15314200-4-3-475 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 Gerald Nelms; Can Transcendentalist Romanticism Save Education? In Search of an Active Learning Countertradition. Pedagogy 1 October 2004; 4 (3): 475–484. doi: https://doi.org/10.1215/15314200-4-3-475 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: Minding American Education: Reclaimin the Tradition of Active Learning You do not currently have access to this content.

Review Article| October 01 2004 Teaching Like You Mean It Lawrence Baines Lawrence Baines Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 461–468. https://doi.org/10.1215/15314200-4-3-461 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Lawrence Baines; Teaching Like You Mean It. Pedagogy 1 October 2004; 4 (3): 461–468. doi: https://doi.org/10.1215/15314200-4-3-461 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Forum You do not currently have access to this content.

Research Article| October 01 2004 “Why Are We Reading a Handbook on Rape?” Young Women Transform a Classic Madeleine Kahn Madeleine Kahn Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 438–460. https://doi.org/10.1215/15314200-4-3-438 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Madeleine Kahn; “Why Are We Reading a Handbook on Rape?” Young Women Transform a Classic. Pedagogy 1 October 2004; 4 (3): 438–460. doi: https://doi.org/10.1215/15314200-4-3-438 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. © 2004 Duke University Press2004 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 2004 Defining Expertise in the Interdisciplinary Classroom Laura Callanan Laura Callanan Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 385–400. https://doi.org/10.1215/15314200-4-3-385 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Laura Callanan; Defining Expertise in the Interdisciplinary Classroom. Pedagogy 1 October 2004; 4 (3): 385–400. doi: https://doi.org/10.1215/15314200-4-3-385 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| April 01 2004 Variations on a Theme of Putting Nonfiction in Its Place Robert L. Root, Jr. Robert L. Root, Jr. Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 289–295. https://doi.org/10.1215/15314200-4-2-289 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Robert L. Root; Variations on a Theme of Putting Nonfiction in Its Place. Pedagogy 1 April 2004; 4 (2): 289–295. doi: https://doi.org/10.1215/15314200-4-2-289 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Review Article| April 01 2004 Letting Our Students' Voices “Out at Last” Jane Greer Jane Greer Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 331–336. https://doi.org/10.1215/15314200-4-2-331 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jane Greer; Letting Our Students' Voices “Out at Last”. Pedagogy 1 April 2004; 4 (2): 331–336. doi: https://doi.org/10.1215/15314200-4-2-331 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: The Pedagogical Wallpaper: Teaching Charlotte Perkins Gilman’s “The Yellow Wall-Paper.” You do not currently have access to this content.

Research Article| April 01 2004 By the Sea Patricia Foster Patricia Foster Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 295–299. https://doi.org/10.1215/15314200-4-2-295 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Patricia Foster; By the Sea. Pedagogy 1 April 2004; 4 (2): 295–299. doi: https://doi.org/10.1215/15314200-4-2-295 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Particular places have long intrigued writers. Henry David Thoreau (1995) wrote about Walden Pond; Jon Krakauer (1996) wrote about Alaska; Eddy Harris (1998) wrote about the Mississippi River. Building on the idea of place, I designed a creative nonfiction course that centers on the Boise River, which flows alongside my campus. During the spring semester of 2002, students made four observations of the river and read Mary Clearman Blew’s Written on Water (2001), a collection of essays on Idaho rivers. Using local natural phenomena and writing on other regions, this course could be adapted to other geographical locations and themes. The river project offered several advantages. Students catalogued the rivers themselves: their locations, directions of flow, and drainages. They were introduced to eighteen regional writers and began to feel part of this community. They noticed how authors crossed boundaries, often incorporating description, narrative, and memoir with history, fact, and argument; and they reveled in the rich metaphorical meanings of rivers. This project also provided a specific focus in what was otherwise a loosely constructed class based on journal keeping, memoir, personal essays, and segmented essays, with flexible topics. The river project provided a meeting place within that varied writing. During the first class session in January, the students and I hiked down to the river to make notes. This sensory observation became the first journal entry. It was 4:45 p.m. when I began writing in a rough script with numb hands. My notes include ducks at rest, immobile; barren bushes and trees; white rounded rocks; dry leaves and twigs; geese honking; seven male runners wearing brightly colored sweats, hats, and gloves talking and laughing; stagnant water with leaves moving beneath the surface; a fast moving stream with white caps across a rock median, but closer to me, still water. I often walk to work, and to enter campus I cross a footbridge that spans the river. Doing so, I notice day-to-day changes: the occasional dusting of snow on riverbanks, winter streambed dredging for flood control, the slow return of life as spring approaches, the lush, green leafiness of early summer. As the term continued, I reminded students to make additional river observations.

Research Article| April 01 2004 Memory, Memoir, and Memorabilia: A Generative Exercise Alys Culhane Alys Culhane Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 310–312. https://doi.org/10.1215/15314200-4-2-310 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Alys Culhane; Memory, Memoir, and Memorabilia: A Generative Exercise. Pedagogy 1 April 2004; 4 (2): 310–312. doi: https://doi.org/10.1215/15314200-4-2-310 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2004 The Limits of PC Discourse: Linking Language Use to Social Practice Marlia E. Banning Marlia E. Banning Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 191–214. https://doi.org/10.1215/15314200-4-2-191 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Marlia E. Banning; The Limits of PC Discourse: Linking Language Use to Social Practice. Pedagogy 1 April 2004; 4 (2): 191–214. doi: https://doi.org/10.1215/15314200-4-2-191 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Commentary| April 01 2004 The Work before Us: Attending to English Departments' Poor Relations Jennifer Beech; Jennifer Beech Search for other works by this author on: This Site Google Julie Lindquist Julie Lindquist Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 171–190. https://doi.org/10.1215/15314200-4-2-171 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer Beech, Julie Lindquist; The Work before Us: Attending to English Departments' Poor Relations. Pedagogy 1 April 2004; 4 (2): 171–190. doi: https://doi.org/10.1215/15314200-4-2-171 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| April 01 2004 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 (2004) 4 (2): 167–170. https://doi.org/10.1215/15314200-4-2-167 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 April 2004; 4 (2): 167–170. doi: https://doi.org/10.1215/15314200-4-2-167 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2004 The Pedagogical Possibilities of Covering Gilman's Wallpaper Karla J. Murphy Karla J. Murphy Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 337–343. https://doi.org/10.1215/15314200-4-2-337 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Karla J. Murphy; The Pedagogical Possibilities of Covering Gilman's Wallpaper. Pedagogy 1 April 2004; 4 (2): 337–343. doi: https://doi.org/10.1215/15314200-4-2-337 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: The Pedagogical Wallpaper: Teaching Charlotte Perkins Gilman’s “The Yellow Wall-Paper.” You do not currently have access to this content.

Review Article| April 01 2004 Teaching by the Book: Authors Who Mentor My Teaching Donna Kienzler Donna Kienzler Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 323–330. https://doi.org/10.1215/15314200-4-2-323 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Donna Kienzler; Teaching by the Book: Authors Who Mentor My Teaching. Pedagogy 1 April 2004; 4 (2): 323–330. doi: https://doi.org/10.1215/15314200-4-2-323 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Forum You do not currently have access to this content.

Recently Robert J. Scholes (2002: 166) wrote in this journal that in our teaching of first-year college students “the natural reciprocal of writing—which, of course, is reading—ha[s] somehow disappeared, apparently subsumed under the topic of literature.” He goes on to say that “this division of the English project” is the way most college English departments today think of their enterprise. This unfortunate split in our pedagogy has become so widespread that many people have sought strategies to counter it. For example, the Modern Language Association recently accepted a proposal to develop a volume on “Integrating Literature and Writing Instruction in First-Year English.”1 Scholes would like to replace “the word literature with the word reading” as the proper reciprocal of writing and would prefer to see students read more argumentative texts, including literary criticism (166, 169 – 70). I have no doubt that large-minded Emerson would have included nonliterary texts in his definition of a book that is read creatively. However, I would like to argue, mainly by example, for a beginning course focused intensely on the creative reading of literature as we usually understand the word. Although it is only

Research Article| April 01 2004 Compression: When Less Says More Lynn Z. Bloom Lynn Z. Bloom Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 300–304. https://doi.org/10.1215/15314200-4-2-300 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Lynn Z. Bloom; Compression: When Less Says More. Pedagogy 1 April 2004; 4 (2): 300–304. doi: https://doi.org/10.1215/15314200-4-2-300 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Confessional poets never did cooperate with theoretical interment. Whether we see them as amplifiers of their own emotion (Yezzi 1998), representative victims (Breslin 1987), chroniclers of middle-class family angst (Middlebrook 1993), or harbingers of postwar privacy debates (Nelson 2002), confessional poets refuse to disappear into the signifying process of their texts. The personages of Robert Lowell, Anne Sexton, and especially Sylvia Plath seem to be hardwired into their signature poems. Indeed, Plath’s texts have a palpable authorial presence that becomes freakish and alluring, singular and symbolic. In the past five years, her manifestations have multiplied in literary and popular culture. Ted Hughes’s Birthday Letters (1998) and Plath’s own Unabridged Journals (2000a) prompted publicity in magazines as diverse as the New Yorker, Vogue, and People Weekly. Ryan Adams’s song “Sylvia Plath” (2002) tapped her status as a cult figure. And as Lynn Neary (2003) reported on National Public Radio’s All Things Considered, a trio of texts released in October 2003 attests to our forty-year fascination with Plath’s life and writings: Kate Moses’s biographical novel Wintering (2000a), Diane Middlebrook’s psychological biography Her Husband (2003), and Christine Jeff ’s film Sylvia (2003). The poet has reanimated more than her mythic Lady Lazarus. Five years after Plath’s apparently premature burial, Roland Barthes (1988 [1977]: 145) foresaw “the Author diminishing like a figurine at the far end of the literary stage.” In a reverse image of the incredibly shrinking

Research Article| April 01 2004 The Transitional Space of Hidden Writing: A Resource for Teaching Critical Insight and Concern Mary M. Salibrici; Mary M. Salibrici Search for other works by this author on: This Site Google Richard C. Salter Richard C. Salter Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 215–240. https://doi.org/10.1215/15314200-4-2-215 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary M. Salibrici, Richard C. Salter; The Transitional Space of Hidden Writing: A Resource for Teaching Critical Insight and Concern. Pedagogy 1 April 2004; 4 (2): 215–240. doi: https://doi.org/10.1215/15314200-4-2-215 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.