Research Article| April 01 2004 When “Macaroni and Cheese Is Good” Enough: Revelation in Creative Nonfiction Jenny Spinner Jenny Spinner Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 316–322. https://doi.org/10.1215/15314200-4-2-316 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jenny Spinner; When “Macaroni and Cheese Is Good” Enough: Revelation in Creative Nonfiction. Pedagogy 1 April 2004; 4 (2): 316–322. doi: https://doi.org/10.1215/15314200-4-2-316 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| January 01 2004 Editors' Introduction: Getting the Profession We Want, or A Few Thoughts on the Crisis in Scholarly Publishing 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 (1): 1–8. https://doi.org/10.1215/15314200-4-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: Getting the Profession We Want, or A Few Thoughts on the Crisis in Scholarly Publishing. Pedagogy 1 January 2004; 4 (1): 1–8. doi: https://doi.org/10.1215/15314200-4-1-1 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2004 Writing and White Privilege: Beyond Basic Skills Susan Naomi Bernstein Susan Naomi Bernstein Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 128–132. https://doi.org/10.1215/15314200-4-1-128 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Susan Naomi Bernstein; Writing and White Privilege: Beyond Basic Skills. Pedagogy 1 January 2004; 4 (1): 128–132. doi: https://doi.org/10.1215/15314200-4-1-128 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.

Review Article| January 01 2004 Moving from the Margins Martin Bickman Martin Bickman Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 141–150. https://doi.org/10.1215/15314200-4-1-141 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Martin Bickman; Moving from the Margins. Pedagogy 1 January 2004; 4 (1): 141–150. doi: https://doi.org/10.1215/15314200-4-1-141 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: Teaching Literature You do not currently have access to this content.

Review Article| January 01 2004 Not Your Father's Literature Classroom Beth Kalikoff Beth Kalikoff Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 150–154. https://doi.org/10.1215/15314200-4-1-150 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Beth Kalikoff; Not Your Father's Literature Classroom. Pedagogy 1 January 2004; 4 (1): 150–154. doi: https://doi.org/10.1215/15314200-4-1-150 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: Teaching Literature You do not currently have access to this content.

Research Article| January 01 2004 “Making New Connections”: Transformational Multiculturalism in the Classroom AnaLouise Keating AnaLouise Keating Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 93–118. https://doi.org/10.1215/15314200-4-1-93 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation AnaLouise Keating; “Making New Connections”: Transformational Multiculturalism in the Classroom. Pedagogy 1 January 2004; 4 (1): 93–118. doi: https://doi.org/10.1215/15314200-4-1-93 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.

Review Article| January 01 2004 What We Have Loved Roger Lundin Roger Lundin Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 133–140. https://doi.org/10.1215/15314200-4-1-133 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Roger Lundin; What We Have Loved. Pedagogy 1 January 2004; 4 (1): 133–140. doi: https://doi.org/10.1215/15314200-4-1-133 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Forum You do not currently have access to this content.

Recent attention to the institutionalization of English literature has reminded us that the academic study of literature has a short history, with literature entering the universities as a subject only at the end of the nineteenth century. It is worth remembering that what we do now in the classroom has a history, one that has consequences for our classroom practice. We take it for granted now, however much concern for context and culture has become part of our practice, that interpretation is one of the fundamental responsibilities of the critic. But widespread interpretation of secular texts has a relatively short history and grew out of a tradition of Biblical hermeneutics. In considering that secular transition, I want to suggest that our practice in teaching both the Victorians and the history of criticism needs to be modified to come to terms with the literary sophistication with which the Victorians are rarely credited, and, more important yet, to throw light on our current critical practice by showing the kinds of problems literary interpretation faced as it developed out of the religious hermeneutic tradition. It is sometimes assumed that interest in the theory of literary interpretation is a twentieth-century phenomenon. Anglo-American critics in earlier periods did not reflect on the problems of interpretation; they simply took meaning for granted and pushed on straightaway to make evaluative or ethical judgments on a text’s literary merits or content. Discussing eighteenthand nineteenth-century British criticism, for instance, K. M. Newton (1990: 1–2)

Research Article| January 01 2004 “I Am Elizabeth Bennet”: Defining One's Self through Austen's Third Novel Nora Nachumi Nora Nachumi Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 119–124. https://doi.org/10.1215/15314200-4-1-119 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Nora Nachumi; “I Am Elizabeth Bennet”: Defining One's Self through Austen's Third Novel. Pedagogy 1 January 2004; 4 (1): 119–124. doi: https://doi.org/10.1215/15314200-4-1-119 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.

Commentary| January 01 2004 On Editing and Contributing to a Field: The Everyday Work of Editors Gail E. Hawisher; Gail E. Hawisher Search for other works by this author on: This Site Google Cynthia L. Selfe Cynthia L. Selfe Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 9–26. https://doi.org/10.1215/15314200-4-1-9 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 Gail E. Hawisher, Cynthia L. Selfe; On Editing and Contributing to a Field: The Everyday Work of Editors. Pedagogy 1 January 2004; 4 (1): 9–26. doi: https://doi.org/10.1215/15314200-4-1-9 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| January 01 2004 From the Edges to the Center: Pedagogy's Role in Redefining English Departments M. Kilian McCurrie M. Kilian McCurrie Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 43–64. https://doi.org/10.1215/15314200-4-1-43 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation M. Kilian McCurrie; From the Edges to the Center: Pedagogy's Role in Redefining English Departments. Pedagogy 1 January 2004; 4 (1): 43–64. doi: https://doi.org/10.1215/15314200-4-1-43 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| January 01 2004 Sweet Dreams Christine Chaney Christine Chaney Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 155–162. https://doi.org/10.1215/15314200-4-1-155 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Christine Chaney; Sweet Dreams. Pedagogy 1 January 2004; 4 (1): 155–162. doi: https://doi.org/10.1215/15314200-4-1-155 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: Teaching Literature You do not currently have access to this content.

Research Article| January 01 2004 Starting Somewhere Better: Revisiting Multiculturalism in First-Year Composition E. Shelley Reid E. Shelley Reid Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 65–92. https://doi.org/10.1215/15314200-4-1-65 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 E. Shelley Reid; Starting Somewhere Better: Revisiting Multiculturalism in First-Year Composition. Pedagogy 1 January 2004; 4 (1): 65–92. doi: https://doi.org/10.1215/15314200-4-1-65 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| January 01 2004 The Portfolio's Shifting Self: Possibilities for Assessing Student Learning Heidi Estrem Heidi Estrem Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 125–127. https://doi.org/10.1215/15314200-4-1-125 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Heidi Estrem; The Portfolio's Shifting Self: Possibilities for Assessing Student Learning. Pedagogy 1 January 2004; 4 (1): 125–127. doi: https://doi.org/10.1215/15314200-4-1-125 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.

Review Article| October 01 2003 Historicizing Theory Beth Kowaleski Wallace Beth Kowaleski Wallace Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 458–462. https://doi.org/10.1215/15314200-3-3-458 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Beth Kowaleski Wallace; Historicizing Theory. Pedagogy 1 October 2003; 3 (3): 458–462. doi: https://doi.org/10.1215/15314200-3-3-458 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: : The Norton Anthology of Theory and Criticism You do not currently have access to this content.

Review Article| October 01 2003 What Enrages Us, What Sustains Us: Reflective Narratives by Women Teachers at Midlife Terry Martin Terry Martin Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 479–482. https://doi.org/10.1215/15314200-3-3-479 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Terry Martin; What Enrages Us, What Sustains Us: Reflective Narratives by Women Teachers at Midlife. Pedagogy 1 October 2003; 3 (3): 479–482. doi: https://doi.org/10.1215/15314200-3-3-479 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Research Article| October 01 2003 Generational Canons Jeffrey Insko Jeffrey Insko Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 341–358. https://doi.org/10.1215/15314200-3-3-341 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jeffrey Insko; Generational Canons. Pedagogy 1 October 2003; 3 (3): 341–358. doi: https://doi.org/10.1215/15314200-3-3-341 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2003 Community or Contact Zone? Deconstructing an Honors Classroom Phyllis Surrency Dallas; Phyllis Surrency Dallas Search for other works by this author on: This Site Google Mary Marwitz Mary Marwitz Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 435–440. https://doi.org/10.1215/15314200-3-3-435 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Phyllis Surrency Dallas, Mary Marwitz; Community or Contact Zone? Deconstructing an Honors Classroom. Pedagogy 1 October 2003; 3 (3): 435–440. doi: https://doi.org/10.1215/15314200-3-3-435 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 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 2003 Theory without Method, Criticism without Voice Marshall Brown Marshall Brown Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 451–457. https://doi.org/10.1215/15314200-3-3-451 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Marshall Brown; Theory without Method, Criticism without Voice. Pedagogy 1 October 2003; 3 (3): 451–457. doi: https://doi.org/10.1215/15314200-3-3-451 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: : The Norton Anthology of Theory and Criticism You do not currently have access to this content.

Review Article| October 01 2003 Responses from the Editors of The Norton Anthology of Theory and Criticism William E. Cain; William E. Cain Search for other works by this author on: This Site Google Laurie Finke; Laurie Finke Search for other works by this author on: This Site Google Barbara Johnson; Barbara Johnson Search for other works by this author on: This Site Google Vincent B. Leitch; Vincent B. Leitch Search for other works by this author on: This Site Google John McGowan; John McGowan Search for other works by this author on: This Site Google Jeffrey J. Williams Jeffrey J. Williams Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 468–478. https://doi.org/10.1215/15314200-3-3-468 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation William E. Cain, Laurie Finke, Barbara Johnson, Vincent B. Leitch, John McGowan, Jeffrey J. Williams; Responses from the Editors of The Norton Anthology of Theory and Criticism. Pedagogy 1 October 2003; 3 (3): 468–478. doi: https://doi.org/10.1215/15314200-3-3-468 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: : The Norton Anthology of Theory and Criticism You do not currently have access to this content.

In the spring of 2000, following the completion of a Ph.D. specializing in rhetoric and composition, I taught my first literature course: a writing-intensive survey of African American literature. The course, open to all students, regardless of major, used both traditional literature assignments, such as close readings, and more rhetorical assignments that asked the students to “join a conversation” on issues such as gender relations and African American education. After years of teaching argument in rhetoric and composition courses, I was excited about bringing some of the methods that had proved successful in this environment to the literature curriculum: peer review, audience analysis, guidance through the writing process, intensive revision, writing conferences. These were elements of writing instruction that I felt had been missing from my own undergraduate study in English literature, and I was eager to share them with my students. I envisioned transforming the lower-level writing course in literature by guiding students through the writing process and encouraging them to think of their writing in terms of the impact it would have on specific readers. The result was a disaster. Strategies that had elicited thoughtful revision from my rhetoric students fell flat in the literature classroom. For instance, I had had wonderful success with a peer review technique developed by Barbara Sitko (1993) in which students read a peer’s paper aloud and paused at the end of every sentence to summarize the main point of the essay and to predict what would appear next. My composition students had found this

Research Article| October 01 2003 Graduate Education As Education: The Pedagogical Arts of Institutional Critique Virginia Crisco; Virginia Crisco Search for other works by this author on: This Site Google Chris W. Gallagher; Chris W. Gallagher Search for other works by this author on: This Site Google Deborah Minter; Deborah Minter Search for other works by this author on: This Site Google Katie Hupp Stahlnecker; Katie Hupp Stahlnecker Search for other works by this author on: This Site Google John Talbird John Talbird Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 359–376. https://doi.org/10.1215/15314200-3-3-359 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 Virginia Crisco, Chris W. Gallagher, Deborah Minter, Katie Hupp Stahlnecker, John Talbird; Graduate Education As Education: The Pedagogical Arts of Institutional Critique. Pedagogy 1 October 2003; 3 (3): 359–376. doi: https://doi.org/10.1215/15314200-3-3-359 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Commentary| October 01 2003 Teaching with Anthologies Paul Lauter Paul Lauter Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 329–340. https://doi.org/10.1215/15314200-3-3-329 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Paul Lauter; Teaching with Anthologies. Pedagogy 1 October 2003; 3 (3): 329–340. doi: https://doi.org/10.1215/15314200-3-3-329 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Review Article| October 01 2003 Teaching Ambiguity Herbert F. Tucker Herbert F. Tucker Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 441–450. https://doi.org/10.1215/15314200-3-3-441 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Herbert F. Tucker; Teaching Ambiguity. Pedagogy 1 October 2003; 3 (3): 441–450. doi: https://doi.org/10.1215/15314200-3-3-441 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2003 A Rhetoric/Pedagogy of Silences: Sub-version in Paul Kameen's Writing/Teaching Byron Hawk Byron Hawk Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 377–398. https://doi.org/10.1215/15314200-3-3-377 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Byron Hawk; A Rhetoric/Pedagogy of Silences: Sub-version in Paul Kameen's Writing/Teaching. Pedagogy 1 October 2003; 3 (3): 377–398. doi: https://doi.org/10.1215/15314200-3-3-377 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2003 Argument, Evidence, and Engagement: Training Students As Critical Investigators and Interpreters of Rhetoric and Culture Allyson D. Polsky Allyson D. Polsky Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 427–430. https://doi.org/10.1215/15314200-3-3-427 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Allyson D. Polsky; Argument, Evidence, and Engagement: Training Students As Critical Investigators and Interpreters of Rhetoric and Culture. Pedagogy 1 October 2003; 3 (3): 427–430. doi: https://doi.org/10.1215/15314200-3-3-427 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. © 2003 Duke University Press2003 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 2003 Teaching Craft, Teaching Criticism: The Creative Writer in the Literature Class Gerry LaFemina Gerry LaFemina Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 431–435. https://doi.org/10.1215/15314200-3-3-431 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Gerry LaFemina; Teaching Craft, Teaching Criticism: The Creative Writer in the Literature Class. Pedagogy 1 October 2003; 3 (3): 431–435. doi: https://doi.org/10.1215/15314200-3-3-431 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. © 2003 Duke University Press2003 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 2003 Shooting Niagara Donald G. Marshall Donald G. Marshall Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 463–467. https://doi.org/10.1215/15314200-3-3-463 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Donald G. Marshall; Shooting Niagara. Pedagogy 1 October 2003; 3 (3): 463–467. doi: https://doi.org/10.1215/15314200-3-3-463 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: : The Norton Anthology of Theory and Criticism You do not currently have access to this content.

Research Article| April 01 2003 Freirean Codifications: Changing Walls into Windows Irvin Peckham Irvin Peckham Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 227–244. https://doi.org/10.1215/15314200-3-2-227 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Irvin Peckham; Freirean Codifications: Changing Walls into Windows. Pedagogy 1 April 2003; 3 (2): 227–244. doi: https://doi.org/10.1215/15314200-3-2-227 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| April 01 2003 “Clowdily Enwrapped in Allegorical Deuices”: The Joys and Perils of Teaching Spenser's Epic Sheila T. Cavanagh Sheila T. Cavanagh Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 171–177. https://doi.org/10.1215/15314200-3-2-171 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Sheila T. Cavanagh; “Clowdily Enwrapped in Allegorical Deuices”: The Joys and Perils of Teaching Spenser's Epic. Pedagogy 1 April 2003; 3 (2): 171–177. doi: https://doi.org/10.1215/15314200-3-2-171 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Symposium You do not currently have access to this content.

Research Article| April 01 2003 Graff and the Left David R. Shumway David R. Shumway Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 259–262. https://doi.org/10.1215/15314200-3-2-259 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 David R. Shumway; Graff and the Left. Pedagogy 1 April 2003; 3 (2): 259–262. doi: https://doi.org/10.1215/15314200-3-2-259 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2003 Gerald Graff at the Museum of Natural History Robin Valenza Robin Valenza Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 256–259. https://doi.org/10.1215/15314200-3-2-256 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Robin Valenza; Gerald Graff at the Museum of Natural History. Pedagogy 1 April 2003; 3 (2): 256–259. doi: https://doi.org/10.1215/15314200-3-2-256 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Symposium You do not currently have access to this content.

Review Article| April 01 2003 Literature, Lives, and Teachers John Allen John Allen Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 304–311. https://doi.org/10.1215/15314200-3-2-304 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John Allen; Literature, Lives, and Teachers. Pedagogy 1 April 2003; 3 (2): 304–311. doi: https://doi.org/10.1215/15314200-3-2-304 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English You do not currently have access to this content.

Research Article| April 01 2003 Jerry's Blind Spot Jane Tompkins Jane Tompkins Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 250–252. https://doi.org/10.1215/15314200-3-2-250 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jane Tompkins; Jerry's Blind Spot. Pedagogy 1 April 2003; 3 (2): 250–252. doi: https://doi.org/10.1215/15314200-3-2-250 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Symposium You do not currently have access to this content.

Research Article| April 01 2003 Conflicts over Conflicts Steve Benton Steve Benton Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 245–249. https://doi.org/10.1215/15314200-3-2-245 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 Steve Benton; Conflicts over Conflicts. Pedagogy 1 April 2003; 3 (2): 245–249. doi: https://doi.org/10.1215/15314200-3-2-245 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2003 Simple, Surprising, Useful? Three Questions for Judging Teaching Methods William Palmer William Palmer Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 285–287. https://doi.org/10.1215/15314200-3-2-285 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation William Palmer; Simple, Surprising, Useful? Three Questions for Judging Teaching Methods. Pedagogy 1 April 2003; 3 (2): 285–287. doi: https://doi.org/10.1215/15314200-3-2-285 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. © 2003 Duke University Press2003 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 2003 Practicing What We Teach: A Response-Based, Cultural Studies Approach to Reviewing Literature and Lives Jeraldine Kraver Jeraldine Kraver Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 295–303. https://doi.org/10.1215/15314200-3-2-295 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jeraldine Kraver; Practicing What We Teach: A Response-Based, Cultural Studies Approach to Reviewing Literature and Lives. Pedagogy 1 April 2003; 3 (2): 295–303. doi: https://doi.org/10.1215/15314200-3-2-295 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English You do not currently have access to this content.

Other| April 01 2003 Contributors Pedagogy (2003) 3 (2): 321–324. https://doi.org/10.1215/15314200-3-2-321 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Pedagogy 1 April 2003; 3 (2): 321–324. doi: https://doi.org/10.1215/15314200-3-2-321 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. 2003 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Research Article| April 01 2003 Teaching Spenser As Fantasy Literature; or, How to Lure Unsuspecting Undergraduates into a Spenser Course Susannah Brietz Monta Susannah Brietz Monta Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 191–196. https://doi.org/10.1215/15314200-3-2-191 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 Susannah Brietz Monta; Teaching Spenser As Fantasy Literature; or, How to Lure Unsuspecting Undergraduates into a Spenser Course. Pedagogy 1 April 2003; 3 (2): 191–196. doi: https://doi.org/10.1215/15314200-3-2-191 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2003 Associate Editor's Introduction George Drake George Drake Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 293–294. https://doi.org/10.1215/15314200-3-2-293 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation George Drake; Associate Editor's Introduction. Pedagogy 1 April 2003; 3 (2): 293–294. doi: https://doi.org/10.1215/15314200-3-2-293 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English You do not currently have access to this content.

Commentary| April 01 2003 The Strangeness of Creative Writing: An Institutional Query Shirley Geok-lin Lim Shirley Geok-lin Lim Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 151–170. https://doi.org/10.1215/15314200-3-2-151 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Shirley Geok-lin Lim; The Strangeness of Creative Writing: An Institutional Query. Pedagogy 1 April 2003; 3 (2): 151–170. doi: https://doi.org/10.1215/15314200-3-2-151 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Other| April 01 2003 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 (2003) 3 (2): 145–148. https://doi.org/10.1215/15314200-3-2-145 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 Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 April 2003; 3 (2): 145–148. doi: https://doi.org/10.1215/15314200-3-2-145 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2003 Technologizing the Conflicts: Graff and the Web Craig Stroupe Craig Stroupe Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 263–266. https://doi.org/10.1215/15314200-3-2-263 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Craig Stroupe; Technologizing the Conflicts: Graff and the Web. Pedagogy 1 April 2003; 3 (2): 263–266. doi: https://doi.org/10.1215/15314200-3-2-263 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Symposium You do not currently have access to this content.