College and university English departments always are active places, but those in many public liberal arts colleges are notably pleasant, as well. What accounts for this? Though these small academic units clearly learn much from large research institutions, perhaps the learning can be mutual. A question arises, however: can this oxymoronic blend of high-pitched professionalism and felicity be maintained?

Using George Hillocks's epistemic pedagogy and Michael Smith and Jeff Wilhelm's concept of “flow” as frameworks, I create a classroom in which students teach each other to read James Joyce's Ulysses. Students can do this while reading Ulysses for the first time because of the intricate scaffolding I create that requires close interaction outside of class with me, with one or two peer mentors, and with small groups of other students in the class, and that is actively supported by the library, which creates a special “Joyce room” whenever I offer my course. This essay describes how the course is organized and what students are required to do, and it attempts to explain why, in this particular course, students develop complex reading and writing skills and engage in critical work on a difficult literary text beyond what one would think could be possible in one semester on an undergraduate level. While one could teach this course in any type of college or university setting, I suggest that that the values and community of a small liberal arts college encourage faculty to create courses requiring intense student-faculty interaction and encourage students to blur intellectual and social boundaries that enable them to grow in myriad ways.

“Centers and Peripheries” introduces the two goals of Pedagogy's special issue: to investigate what might be possible in the small college department as well as to suggest how these possibilities might inspire comparable intellectual work in other professional and institutional contexts. The article surveys a selection of published writing produced within the small college department and points to the practices of smaller institutions and departments in which faculty and students collaborate and envision scholarly and creative activities within the mission and values of a particular institution. It suggests that if the current traditional conception of the discipline has rendered a great deal of the work of the profession invisible, then it would make sense to talk more about what our colleagues are actually doing outside the doctorate-granting institution. The article concludes that representing more fully what we do will require us to move beyond general claims for teaching as a form of scholarship and away from decontextualized arguments about the value of teaching.

This article offers (1) scenarios showing why English studies scholars must pay attention to intellectual property issues; (2) a brief overview of copyright history in the United States; and (3) related research questions and pedagogical possibilities for English studies scholars to consider.

This article examines the disappearance of the student as a site for theoretical investigation. It considers the ramifications of this development for the disciplinary self-identification of composition studies and for a larger understanding of pedagogy as self-reflexive praxis.

This article examines the pervasive disciplinary commonplace that it's imperative to know students. Posing questions about what it means to know students, the essay recommends ways to acquire useful knowledge about students—typically a long-term process—under conditions of insufficient time.

Lazere strongly endorses Paul G. Cook's essay as a step toward rehabilitation of E. D. Hirsch's reputation in English studies and disagrees with Adam Ellwanger's attempt to do the same for Allan Bloom. The coincidence of their books' appearance has caused Hirsch to be saddled with Bloom's debts.

The publication of E. D. Hirsch's Cultural Literacy and Allan Bloom's The Closing of the American Mind in 1987 represented an exceptional moment, an opportunity for disciplinary and institutional reflection about the role and function of English studies, rhetoric and composition, the humanities and the academy writ large. The crucial moment demanded not only that we consider the merits of a variety of curricular ideals but also that we question the assumptions driving higher education in the United States. In Symposium: Revisiting the Work of Allan Bloom and E. D. Hirsch Jr., four articles and a response by Hirsch make an opportunity for self-reflection: if we can agree that a liberal education should be a liberating one, what do we mean by liberation and what sorts of people might that particular vision of freedom produce?

In assigning her university memoir-writing class to locate documents of significance to their lives as a starting point for composing personal essays, this teacher compelled her students to search outside themselves for material—in effect, to undertake research in a genre that many initially approach as if the story is already there, complete, inside their heads. By immersing themselves in material that was personal but also concrete and exterior, students discovered that memoir writing calls for as much exploration outside the self as searching within. As it turned out, the assignment not only helped to clarify the role of research in memoir writing, it also served as a springboard for discussions on the nature of documents and on their various uses in conveying a personal story.

This article explores the dialectic between autonomy and mutuality within postsecondary composition programs. Grounded in a case study of writing instruction at a small, unionized, public university, the article argues that while broad workplace democracy and economic security are clearly desirable for communities of college composition teachers, their efficacy is seriously compromised absent sustained commitments to intellectual restlessness, professional deliberation, and collective action.

The Roanoke College Writing Initiative Grant (WIG) program provides a two-thousand-dollar stipend for non-English Department faculty to teach in the first-year writing program. Faculty is expected to teach three iterations of their proposed course and receive a year of training prior to entering the classroom. Hanstedt's introduction discusses the theoretical justifications for the program, as well as its historical roots and positive outcomes. The faculty development training of Roanoke's WIG program is described, as is how this member of the chemistry department put the lessons learned into action as he taught freshman writing for the first time. Rachelle Ankney taught an introductory writing course as a break from teaching many sections of introductory college math. She enjoyed learning a whole new approach to writing and had fun in the first-year writing course. But she was most surprised to find that teaching writing well makes teaching math better, too. She went from advocating “required writing across the curriculum” to being a firm supporter of “teaching writing across the curriculum.” This paper reflects on an experiment in using a writing course to teach critical thinking skills and vice versa, with special emphasis on helping students to get beyond their aversion to and distrust of argument. The course assigned short argument analyses, an exercise in literary interpretation, and a research paper in for students to gain more familiarity with argument and to appreciate its varied uses. One unforeseen result was the amount of time that had to be devoted to clarification of the terms of argument. Because clarification requires using inference, however, it is recommended that descriptive writing would be a helpful vehicle to start students addresstheir problems involving argument. This paper recounts a music professor's experience designing and teaching his first writing course, Music into Words. Research on the conceptualization of music argues that our ability to communicate musical understanding relies heavily on phenomenological and metaphorical description; the opportunity to teach writing about music to the general student offered the musician a laboratory for testing this hypothesis. However, the instructor discovered that, not surprisingly, narrative (story-telling) functioned as his students' primary mode of communicating meaning and significance in music. In the end, while reading and writing these stories, the students and the music professor learn important lessons about the role of music in human experience.

This article proposes a strategy for teaching students about periodization, canonicity, and recovery work. It assigns Mary Darby Robinson's reading list as course material in women's literature as well as in Romantic-period classes and other kinds of eighteenth- and nineteenth-century interdisciplinary courses.

Based on the experiences of three graduate assistant directors working in the Howe Writing Initiative, a joint WAC effort between Miami University's business school and English department, this essay introduces entrepreneurial consulting as a model for implementing WAC initiatives in different disciplines. The entrepreneurial consulting model emphasizes the need to establish an ongoing presence within a discourse community, to continually “sell” writing and rhetoric to both faculty and students, and to strategically use rhetoric to promote rhetoric.

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

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

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

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

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

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

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

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

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

Research Article| January 01 2008 Mind the Gap: Teaching Othello Through Creative Responses Dan Mills Dan Mills Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 154–159. https://doi.org/10.1215/15314200-2007-030 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Dan Mills; Mind the Gap: Teaching Othello Through Creative Responses. Pedagogy 1 January 2008; 8 (1): 154–159. doi: https://doi.org/10.1215/15314200-2007-030 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

This collaboratively written essay offers an account of a group of graduate students preparing to teach a literature course at the University of Illinois Urbana-Champaign. The students, guided by their professor, Dale Bauer, immerse themselves in current debates about teaching by reading Patrick Allitt's I'm the Teacher, You're the Student, Shari Stenberg's Professing and Pedagogy, Paul Kameen's Writing/Teaching, Gerald Graff's Clueless in Academe, and one textbook, Mariolina Salvatori and Pat Donahue's The Elements (and Pleasures) of Difficulty. The essay references a range of additional writing on the college and university classroom—including works by bell hooks, Ira Shor, Jane Tompkins, and Elaine Showalter. The essay includes excerpts from teaching statements the students composed as they worked through the current debates in literature pedagogy.

In the face of bleak circumstances facing academe, Jeffrey J. Williams calls for us to “Teach the university!” It is particularly relevant to our students, who are its future constituents, and it is a fitting topic centering on the tradition of the humanities. He urges that we should teach not only academic fiction or well-known “ideas of the university,” but the combination of history, theory, fiction, and film, and other data on the university.

Research Article| January 01 2008 The Importance of Storytelling: Students and Teachers Respond to September 11 Roberta Rosenberg Roberta Rosenberg Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 145–154. https://doi.org/10.1215/15314200-2007-029 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Roberta Rosenberg; The Importance of Storytelling: Students and Teachers Respond to September 11. Pedagogy 1 January 2008; 8 (1): 145–154. doi: https://doi.org/10.1215/15314200-2007-029 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| January 01 2006 Buying In, Selling Short: A Pedagogy against the Rhetoric of Online Paper Mills Kelly Ritter Kelly Ritter Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 25–52. https://doi.org/10.1215/15314200-6-1-25 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 Kelly Ritter; Buying In, Selling Short: A Pedagogy against the Rhetoric of Online Paper Mills. Pedagogy 1 January 2006; 6 (1): 25–52. doi: https://doi.org/10.1215/15314200-6-1-25 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2006 Duke University Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.

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

Review Article| April 01 2005 Let Me Tell You about My Perfect Pair of Shoes: Katie Wood Ray and the Urban Elementary Writing Classroom Patricia Bills Patricia Bills Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 344–348. https://doi.org/10.1215/15314200-5-2-344 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Patricia Bills; Let Me Tell You about My Perfect Pair of Shoes: Katie Wood Ray and the Urban Elementary Writing Classroom. Pedagogy 1 April 2005; 5 (2): 344–348. doi: https://doi.org/10.1215/15314200-5-2-344 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| 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| 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| January 01 2001 Hidden Intellectualism Gerald Graff Gerald Graff Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 21–36. https://doi.org/10.1215/15314200-1-1-21 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Gerald Graff; Hidden Intellectualism. Pedagogy 1 January 2001; 1 (1): 21–36. doi: https://doi.org/10.1215/15314200-1-1-21 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.