Review Article| April 01 2003 Let Teaching Take Its Course David Swerdlow David Swerdlow Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 311–320. https://doi.org/10.1215/15314200-3-2-311 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 Swerdlow; Let Teaching Take Its Course. Pedagogy 1 April 2003; 3 (2): 311–320. doi: https://doi.org/10.1215/15314200-3-2-311 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 Reflections on Teaching Sports Literature in the Academy Tracy J. R. Collins Tracy J. R. Collins Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 281–285. https://doi.org/10.1215/15314200-3-2-281 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Tracy J. R. Collins; Reflections on Teaching Sports Literature in the Academy. Pedagogy 1 April 2003; 3 (2): 281–285. doi: https://doi.org/10.1215/15314200-3-2-281 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: From the Classroom You do not currently have access to this content.

Research Article| April 01 2003 English Education Students and Professional Identity Development: Using Narrative and Metaphor to Challenge Preexisting Ideologies Janet Alsup Janet Alsup Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 277–280. https://doi.org/10.1215/15314200-3-2-277 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Janet Alsup; English Education Students and Professional Identity Development: Using Narrative and Metaphor to Challenge Preexisting Ideologies. Pedagogy 1 April 2003; 3 (2): 277–280. doi: https://doi.org/10.1215/15314200-3-2-277 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| April 01 2003 "Mishaps... Maistred by Aduice Discrete": Teaching The Faerie Queene Daniel T. Lochman Daniel T. Lochman Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 184–190. https://doi.org/10.1215/15314200-3-2-184 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 Daniel T. Lochman; "Mishaps... Maistred by Aduice Discrete": Teaching The Faerie Queene. Pedagogy 1 April 2003; 3 (2): 184–190. doi: https://doi.org/10.1215/15314200-3-2-184 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 Postpositivist Realism in the Multicultural Writing Classroom: Beyond the Paralysis of Cultural Relativism Laurie Grobman Laurie Grobman Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 205–226. https://doi.org/10.1215/15314200-3-2-205 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Laurie Grobman; Postpositivist Realism in the Multicultural Writing Classroom: Beyond the Paralysis of Cultural Relativism. Pedagogy 1 April 2003; 3 (2): 205–226. doi: https://doi.org/10.1215/15314200-3-2-205 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| April 01 2003 Early American Print Culture in a Digital Age: Pedagogical Possibilities Scott Ellis Scott Ellis Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 288–292. https://doi.org/10.1215/15314200-3-2-288 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Scott Ellis; Early American Print Culture in a Digital Age: Pedagogical Possibilities. Pedagogy 1 April 2003; 3 (2): 288–292. doi: https://doi.org/10.1215/15314200-3-2-288 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| April 01 2003 We Really Do Not Know How to Disagree with Each Other Jeffrey Wallen Jeffrey Wallen Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 253–256. https://doi.org/10.1215/15314200-3-2-253 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jeffrey Wallen; We Really Do Not Know How to Disagree with Each Other. Pedagogy 1 April 2003; 3 (2): 253–256. doi: https://doi.org/10.1215/15314200-3-2-253 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: Symposium You do not currently have access to this content.

Review Article| January 01 2003 The Value and Role of Community-Writing Practices Amy Goodburn Amy Goodburn Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 115–122. https://doi.org/10.1215/15314200-3-1-115 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Amy Goodburn; The Value and Role of Community-Writing Practices. Pedagogy 1 January 2003; 3 (1): 115–122. doi: https://doi.org/10.1215/15314200-3-1-115 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2003 Beyond These Shores: An Argument for Internationalizing Composition Mark Schaub Mark Schaub Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 85–98. https://doi.org/10.1215/15314200-3-1-85 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mark Schaub; Beyond These Shores: An Argument for Internationalizing Composition. Pedagogy 1 January 2003; 3 (1): 85–98. doi: https://doi.org/10.1215/15314200-3-1-85 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.

Review Article| January 01 2003 Cheap Teaching at High Prices: Jerome Klinkowitz's Literature Pedagogy Gregory Eiselein Gregory Eiselein Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 135–140. https://doi.org/10.1215/15314200-3-1-135 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Gregory Eiselein; Cheap Teaching at High Prices: Jerome Klinkowitz's Literature Pedagogy. Pedagogy 1 January 2003; 3 (1): 135–140. doi: https://doi.org/10.1215/15314200-3-1-135 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: Reviews You do not currently have access to this content.

Commentary| January 01 2003 A Report from a Writing Program Director in the Trenches: TAs and Unionization Gail Stygall Gail Stygall Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 7–20. https://doi.org/10.1215/15314200-3-1-7 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 Stygall; A Report from a Writing Program Director in the Trenches: TAs and Unionization. Pedagogy 1 January 2003; 3 (1): 7–20. doi: https://doi.org/10.1215/15314200-3-1-7 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| January 01 2003 Rhetoricizing English Studies: Students' Ways of Reading Oleanna Richard C. Raymond Richard C. Raymond Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 53–72. https://doi.org/10.1215/15314200-3-1-53 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 Richard C. Raymond; Rhetoricizing English Studies: Students' Ways of Reading Oleanna. Pedagogy 1 January 2003; 3 (1): 53–72. doi: https://doi.org/10.1215/15314200-3-1-53 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.

Other| January 01 2003 Editors' Introduction: Ethics, Celebrity, and the Representation of Teaching in the Profession 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 (1): 1–6. https://doi.org/10.1215/15314200-3-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: Ethics, Celebrity, and the Representation of Teaching in the Profession. Pedagogy 1 January 2003; 3 (1): 1–6. doi: https://doi.org/10.1215/15314200-3-1-1 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2003 Writing the Lives of Others: The Veterans Project Sandra Young Sandra Young Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 73–84. https://doi.org/10.1215/15314200-3-1-73 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Sandra Young; Writing the Lives of Others: The Veterans Project. Pedagogy 1 January 2003; 3 (1): 73–84. doi: https://doi.org/10.1215/15314200-3-1-73 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: Articles You do not currently have access to this content.

Research Article| January 01 2003 Metacognition in the Classroom: Examining Theory and Practice Nancy Joseph Nancy Joseph Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 109–114. https://doi.org/10.1215/15314200-3-1-109 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Nancy Joseph; Metacognition in the Classroom: Examining Theory and Practice. Pedagogy 1 January 2003; 3 (1): 109–114. doi: https://doi.org/10.1215/15314200-3-1-109 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| January 01 2003 Pedagogy Lost and Regained Patricia Donahue Patricia Donahue Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 127–134. https://doi.org/10.1215/15314200-3-1-127 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 Donahue; Pedagogy Lost and Regained. Pedagogy 1 January 2003; 3 (1): 127–134. doi: https://doi.org/10.1215/15314200-3-1-127 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.

Other| January 01 2003 Contributors Pedagogy (2003) 3 (1): 141–144. https://doi.org/10.1215/15314200-3-1-141 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Pedagogy 1 January 2003; 3 (1): 141–144. doi: https://doi.org/10.1215/15314200-3-1-141 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 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Research Article| January 01 2003 “Broadly Representative”? The MLA's Approaches to Teaching World Literature Series Sheree Meyer Sheree Meyer Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 21–52. https://doi.org/10.1215/15314200-3-1-21 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Sheree Meyer; “Broadly Representative”? The MLA's Approaches to Teaching World Literature Series. Pedagogy 1 January 2003; 3 (1): 21–52. doi: https://doi.org/10.1215/15314200-3-1-21 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.

Review Article| January 01 2003 A Lexis for Literacies and Service Hannah M. Ashley Hannah M. Ashley Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 123–126. https://doi.org/10.1215/15314200-3-1-123 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Hannah M. Ashley; A Lexis for Literacies and Service. Pedagogy 1 January 2003; 3 (1): 123–126. doi: https://doi.org/10.1215/15314200-3-1-123 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: : Writing Partnerships: Service-Learning in Composition You do not currently have access to this content.

Research Article| January 01 2003 Literary Legacies and Critical Transformations: Teaching Creative Writing in the Public Urban University Nicole Cooley Nicole Cooley Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 99–103. https://doi.org/10.1215/15314200-3-1-99 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Nicole Cooley; Literary Legacies and Critical Transformations: Teaching Creative Writing in the Public Urban University. Pedagogy 1 January 2003; 3 (1): 99–103. doi: https://doi.org/10.1215/15314200-3-1-99 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 2002 Reading, Writing, and Teaching Creative Hypertext: A Genre-Based Pedagogy Kevin Brooks Kevin Brooks Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 337–356. https://doi.org/10.1215/15314200-2-3-337 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kevin Brooks; Reading, Writing, and Teaching Creative Hypertext: A Genre-Based Pedagogy. Pedagogy 1 October 2002; 2 (3): 337–356. doi: https://doi.org/10.1215/15314200-2-3-337 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2002 Emerson's “Fate,” September 11, and an Ethical Hermeneutic Roger Thompson Roger Thompson Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 420–426. https://doi.org/10.1215/15314200-2-3-420 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Roger Thompson; Emerson's “Fate,” September 11, and an Ethical Hermeneutic. Pedagogy 1 October 2002; 2 (3): 420–426. doi: https://doi.org/10.1215/15314200-2-3-420 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| October 01 2002 Expletive Deleted: Teaching YA Literature with Gay and Lesbian Characters Denise Jacobs Denise Jacobs Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 413–415. https://doi.org/10.1215/15314200-2-3-413 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Denise Jacobs; Expletive Deleted: Teaching YA Literature with Gay and Lesbian Characters. Pedagogy 1 October 2002; 2 (3): 413–415. doi: https://doi.org/10.1215/15314200-2-3-413 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

I have a bad attitude about grading. Actually, I have a bad attitude overall. It’s sad but true. I think that what I do as a teacher is important, but I think that my family and my own interests are even more important. And I have come to see the wisdom of the saying “No one ever put ‘I should have spent more time at the office’ on his tombstone.” It may be a cliche, but we really do get only so many heartbeats. So I try to keep things in perspective and use my time wisely. One of the areas in which my attitude has surfaced is the grading of papers. I used to spend a great deal of time responding to each paper, reading carefully and identifying fully any possible flaw by writing extensive comments in the margins. I would then hand the papers back to my students, hoping that they would read my responses and learn from them. I was very much in tune with the tradition of composition that Edward M. White (1996: 13) critiques, hoping that “an individual personal response will lead a student to revision or, more likely, to better work on the next paper.” I have come to realize that, for the most part, I was wasting my time. In his landmark essay “The Listening Eye,” Donald M. Murray (1979) does writing teachers a great service by sharing his experiences and insights on the subjects of grading and student-teacher conferences. I suspect that Murray is right when he suggests that most students read our comments only to learn what grades they have received and, briefly, why. Once their curiosity has been sated, they seldom use their papers as tools for improving either their writing or their understanding of the subjects on which they have written. Unless revision is required, it is highly unlikely that they will work through their errors, learning by producing improved versions of their papers. How often, after all, do we go back to a conference paper that we have written and work on it if we are not trying to prepare it for publication (or another conference)? There are other reasons that providing feedback to students through written comments is often a waste of time. According to a study by Nancy Sommers (1999), the time-consuming nature of grading forces many teachers to rely on generalities, such as “Pay attention to your reader” or “Avoid passive voice.” Such comments are so vague that they have only limited usefulness even

Research Article| October 01 2002 Moving Poems: Kinesthetic Learning in the Literatur Classroom Virginia Zimmerman Virginia Zimmerman Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 409–412. https://doi.org/10.1215/15314200-2-3-409 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Virginia Zimmerman; Moving Poems: Kinesthetic Learning in the Literatur Classroom. Pedagogy 1 October 2002; 2 (3): 409–412. doi: https://doi.org/10.1215/15314200-2-3-409 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| October 01 2002 Introduction Benton Jay Komins Benton Jay Komins Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 375–376. https://doi.org/10.1215/15314200-2-3-375 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Benton Jay Komins; Introduction. Pedagogy 1 October 2002; 2 (3): 375–376. doi: https://doi.org/10.1215/15314200-2-3-375 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Review Article| October 01 2002 A Slightly Sentimental Journey through the Company of the Academy E. Laurie George E. Laurie George Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 439–442. https://doi.org/10.1215/15314200-2-3-439 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation E. Laurie George; A Slightly Sentimental Journey through the Company of the Academy. Pedagogy 1 October 2002; 2 (3): 439–442. doi: https://doi.org/10.1215/15314200-2-3-439 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Roundtable: Mentor in a Manual: Climbing the Academic Ladder to Tenure You do not currently have access to this content.

Other| October 01 2002 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 295–296. https://doi.org/10.1215/15314200-2-3-295 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2002; 2 (3): 295–296. doi: https://doi.org/10.1215/15314200-2-3-295 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2002 A View from the Outside Keith Waddle Keith Waddle Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 434–438. https://doi.org/10.1215/15314200-2-3-434 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Keith Waddle; A View from the Outside. Pedagogy 1 October 2002; 2 (3): 434–438. doi: https://doi.org/10.1215/15314200-2-3-434 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Roundtable: Mentor in a Manual: Climbing the Academic Ladder to Tenure You do not currently have access to this content.

Research Article| October 01 2002 Teaching American Literature in Francophone West Africa David G. Nicholls David G. Nicholls Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 392–395. https://doi.org/10.1215/15314200-2-3-392 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David G. Nicholls; Teaching American Literature in Francophone West Africa. Pedagogy 1 October 2002; 2 (3): 392–395. doi: https://doi.org/10.1215/15314200-2-3-392 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Other| October 01 2002 Contributors Pedagogy (2002) 2 (3): 443–446. https://doi.org/10.1215/15314200-2-3-443 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2002; 2 (3): 443–446. doi: https://doi.org/10.1215/15314200-2-3-443 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. 2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2002 Teaching (Less of) Hollywood in Australasia Adam Knee Adam Knee Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 377–381. https://doi.org/10.1215/15314200-2-3-296 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Adam Knee; Teaching (Less of) Hollywood in Australasia. Pedagogy 1 October 2002; 2 (3): 377–381. doi: https://doi.org/10.1215/15314200-2-3-296 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Research Article| October 01 2002 Critical Work in First-Year Composition: Computers, Pedagogy, and Research Barbara B. Duffelmeyer Barbara B. Duffelmeyer Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 357–374. https://doi.org/10.1215/15314200-2-3-357 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Barbara B. Duffelmeyer; Critical Work in First-Year Composition: Computers, Pedagogy, and Research. Pedagogy 1 October 2002; 2 (3): 357–374. doi: https://doi.org/10.1215/15314200-2-3-357 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2002 Teaching Social Conflict in Turkish American Studies Stephanie C. Palmer Stephanie C. Palmer Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 396–408. https://doi.org/10.1215/15314200-2-3-396 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Stephanie C. Palmer; Teaching Social Conflict in Turkish American Studies. Pedagogy 1 October 2002; 2 (3): 396–408. doi: https://doi.org/10.1215/15314200-2-3-396 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Research Article| October 01 2002 Coming-Out Pedagogy: Risking Identity in Language and Literature Classrooms Brenda Jo Brueggemann; Brenda Jo Brueggemann Search for other works by this author on: This Site Google Debra A. Moddelmog Debra A. Moddelmog Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 311–336. https://doi.org/10.1215/15314200-2-3-311 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Brenda Jo Brueggemann, Debra A. Moddelmog; Coming-Out Pedagogy: Risking Identity in Language and Literature Classrooms. Pedagogy 1 October 2002; 2 (3): 311–336. doi: https://doi.org/10.1215/15314200-2-3-311 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Review Article| October 01 2002 Who Wrote the Book on Tenure? Love, War, and the Pursuit of Job Security Jennifer Maier Jennifer Maier Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 431–434. https://doi.org/10.1215/15314200-2-3-431 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer Maier; Who Wrote the Book on Tenure? Love, War, and the Pursuit of Job Security. Pedagogy 1 October 2002; 2 (3): 431–434. doi: https://doi.org/10.1215/15314200-2-3-431 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Commentary| October 01 2002 The Scholarship of Teaching: Beyond the Anecdotal Mariolina Rizzi Salvatori Mariolina Rizzi Salvatori Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 297–310. https://doi.org/10.1215/15314200-2-3-297 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 Mariolina Rizzi Salvatori; The Scholarship of Teaching: Beyond the Anecdotal. Pedagogy 1 October 2002; 2 (3): 297–310. doi: https://doi.org/10.1215/15314200-2-3-297 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2002 Documenting the Other Others in Bicultural New Zealand Sharon L. Mazer Sharon L. Mazer Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 382–391. https://doi.org/10.1215/15314200-2-3-382 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 Sharon L. Mazer; Documenting the Other Others in Bicultural New Zealand. Pedagogy 1 October 2002; 2 (3): 382–391. doi: https://doi.org/10.1215/15314200-2-3-382 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Review Article| April 01 2002 Teaching American Literature Linda Wagner-Martin Linda Wagner-Martin Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 271–275. https://doi.org/10.1215/15314200-2-2-271 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 Linda Wagner-Martin; Teaching American Literature. Pedagogy 1 April 2002; 2 (2): 271–275. doi: https://doi.org/10.1215/15314200-2-2-271 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2002 Graduate Internship Programs in the Humanities: A Report from One University Deborah Carlin Deborah Carlin Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 213–228. https://doi.org/10.1215/15314200-2-2-213 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Deborah Carlin; Graduate Internship Programs in the Humanities: A Report from One University. Pedagogy 1 April 2002; 2 (2): 213–228. doi: https://doi.org/10.1215/15314200-2-2-213 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| April 01 2002 Activism and Service-Learning: Reframing Volunteerism As Acts of Dissent Donna M. Bickford; Donna M. Bickford Search for other works by this author on: This Site Google Nedra Reynolds Nedra Reynolds Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 229–252. https://doi.org/10.1215/15314200-2-2-229 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 Donna M. Bickford, Nedra Reynolds; Activism and Service-Learning: Reframing Volunteerism As Acts of Dissent. Pedagogy 1 April 2002; 2 (2): 229–252. doi: https://doi.org/10.1215/15314200-2-2-229 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Leading intellectuals tend to assume responsibility for imagining alternatives and do so within a set of discourses and institutions burdened genealogically by multifaceted complicities with power that make them dangerous to people. As agencies of these discourses that greatly affect the lives of people one might say leading intellectuals are a tool of oppression and most so precisely when they arrogate the right and power to judge and imagine efficacious alternatives—a process that we might suspect, sustains leading intellectuals at the expense of others. —Paul Bove (1986: 227)

One of the many significant points made in Teaching the Literatures of Early America is that students often resist the nuances of early American texts, and for similar psychological or ideological reasons they are reluctant to link the themes to our own time. I met this resistance early in an American survey, at a Florida university, when attempting to direct the class’s examination of sixteenthand seventeenth-century colonialism to the World Conference on Racism, then unraveling in Durban, South Africa. I had photocopied and distributed to the class a newspaper article about the United States and Israel’s abandonment of the U.N. meeting. The article explained why Israel had rejected the label of a “colonialist” state, and it suggested through the Palestinian ambassador, Salman el Herfi, that the American delegation had left because it wanted to avoid discussing slavery and the injustices done to native peoples. The thematic interests and chronological structure of the course invited this brief digression. We were moving forward through time and addressing the same questions: What is a colonialist state, and what are the traits of colonial culture? What are the aesthetics of denial, when power is asserted and contested on an international stage? My strategy to this point had been to complicate the “colonialist” label by offering different versions of the encounter it implies. A comparison of Spanish, French, English, and indigenous texts was to foreground how “new worlds” were imagined and understood. The newspaper article, I thought, would cap off the week’s reading and use current events to suggest how the legacies of empire were with us still. For the Tuesday meeting I had assigned selections from the Puritan captive Mary Rowlandson, a staple of American survey courses. The students divided into small groups and, with little supervision, identified where a woman’s experiences on the frontier potentially challenged ecclesiastical authority. The reading assigned for the following Thursday was an English translation of the Nican mopohua, a Nahuatl account of the Virgin of Guadalupe written about the time of the Puritan narrative. To my mind, the two works yielded a striking contrast. Both defined religious experience through gender and the meeting of cultures, but where

Research Article| April 01 2002 Researching in the New Public Access Brian P. Hudson Brian P. Hudson Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 257–261. https://doi.org/10.1215/15314200-2-2-257 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Brian P. Hudson; Researching in the New Public Access. Pedagogy 1 April 2002; 2 (2): 257–261. doi: https://doi.org/10.1215/15314200-2-2-257 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| April 01 2002 Click Here to Organize Marcia Dickson Marcia Dickson Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 253–257. https://doi.org/10.1215/15314200-2-2-253 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Marcia Dickson; Click Here to Organize. Pedagogy 1 April 2002; 2 (2): 253–257. doi: https://doi.org/10.1215/15314200-2-2-253 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.