In March 2013, a New York Times cover story exposing the author's childhood relationship with disability forced Rodas to confront her usual practice of nondisclosure in the disability studies classroom. This article is both memoir and identity theory, a remembrance of the writer's childhood experience as guide and companion to a blind and spectacularly noticeable sibling, an exploration of the possibilities and politics of ambiguous disability identity, and a meditation on the responsibilities and pitfalls of disability identity politics and practice. Contextualized by theoretical writing about self-disclosure and pedagogy, the article traces the writer's own learning trajectory around public exposure, disability identity, and disability representation, visiting the politics of language, considering how disability insiders should respond to novice thinkers about disability, and contemplating questions of legitimacy, hierarchy, and political territory. While couched in autobiographical terms, at its heart the article explores implicit relationships of power and violence around the naming or claiming of disability identity—violating exposures, colonizing practices, grappling for ownership—and proposes a “satellite” model to figure the way many ostensibly nondisabled people discover and define themselves in relation to the apparent centrality and authenticity of disability.

Other| October 01 2015 Contributors Pedagogy (2015) 15 (3): 587–592. https://doi.org/10.1215/15314200-3149575 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2015; 15 (3): 587–592. doi: https://doi.org/10.1215/15314200-3149575 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

This article offers readers a case study of a course-based tutoring partnership that frames and enhances the focus on the stories of three participants—two with learning disabilities. The first part engages arguments involving connections between learning-disabled and typical basic writing students to ask the important question: should learning-disabled students receive more institutionally sanctioned time, attention, and pedagogical care than mainstream students, especially if they are also in basic writing courses? I offer course-based tutoring and peer review and response groups as loci for exploring that query. In the article’s second part, I narrate the sorts of ethical choices that emerged as I began to focus on the participants in this study. I describe the interactions of the participants as they worked together, and with other students, in two peer review and response sessions. The article’s third part provides a more intimate gaze into the backgrounds and experiences of all three participants, offering readers a sense of just how compelling and unexpected the participant stories proved to be, behind the scenes and beyond the classroom. The article concludes with some thoughts on how this poignant experience with two students with learning disabilities taught us all the value of what it means to struggle, to persevere, and to make the most of what “others” of all backgrounds and abilities have to offer.

This article establishes how rhetorical intention is affected by the situation of writing instruction. Intention could be defined as the means through which a writer orients purposeful activity based on the projection of a desired outcome. The role of writing as a vehicle for communication is often taken as a given in instructional activities. Yet writers encounter the classroom primarily as a socially relevant situation, which often results in writing oriented toward compliance or in the service of extrinsic reward. Those within writing studies would recognize this problem as a part of the conversation regarding the acquisition of thinking dispositions and theories of transfer in writing pedagogy. Drawing upon what is known about intention from studies of communication disorder, this article posits that inquiry-based writing becomes procedural in instructional settings through a writer's affective response to perceived exigence: the activation of rhetorically situated communicative intent in response to a question to be answered or a problem to be resolved. As such, this article draws upon theories of cognition and learning in order to explore possible strategies of question generation in relationship to writing pedagogy.

This article describes the unique journey both of a blind student in our Physical Therapist Assistant (PTA) Program and of the faculty who taught him as they all navigated through uncharted territories. We were unable to identify any programs that had enrolled students with this particular impairment; thus, there were no previous parameters set by other PTA programs, nor were we able to seek advice from any other physical therapy educators. For instance, we knew that we needed to make certain accommodations but were very aware, as was the student, of the necessity of not overaccommodating. Despite the fact that the physical therapy profession trains practitioners to help clients with disabilities to maximize their physical function and teaches them how to adapt to the challenges of daily activity, we initially assumed that a blind student would not be able to complete the program or be able to become a self-sufficient practitioner. We were very wrong. This article describes our learning process over the course of an eighteen-month program and details a valuable pedagogical experience pertinent to anyone in the teaching profession. We particularly stress the importance of being flexible and open in modifying one's teaching style to accommodate the needs of the individual student and offer tips on doing so without bias or overcompensation.

Review Article| October 01 2015 The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency The Value of the Humanities. By Small, Helen. Oxford: Oxford University Press, 2013. Kurt Spellmeyer Kurt Spellmeyer Search for other works by this author on: This Site Google Pedagogy (2015) 15 (3): 569–576. https://doi.org/10.1215/15314200-2917201 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kurt Spellmeyer; The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency. Pedagogy 1 October 2015; 15 (3): 569–576. doi: https://doi.org/10.1215/15314200-2917201 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

This article attempts to extract a few lessons from two years in my life with a “difficult” foster son and to share the effects of these lessons on one's professional life. It addresses issues surrounding the acquisition of language, culture, and identity. The overarching lesson is that learning occurs within a relational setting. Teachers and students share roles and simultaneously question their identities through a process that involves resistance and distraction in order to understand the purpose underlying their participation within this game of learning. Rather than offering a set of insights or practices that can simply transfer into a classroom plan, this article outlines my caretaking experience to stress the pedagogical need for fundamental attitudinal shifts that force us to incorporate spontaneity into our plans and to appreciate the value of others' perspectives, no matter how different they might be from mainstream thinking.

Introduction| April 01 2015 Introduction: Developing a Dialogue about Language and Politics Christina Ortmeier-Hooper; Christina Ortmeier-Hooper Search for other works by this author on: This Site Google Meaghan Elliott Meaghan Elliott Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 383–386. https://doi.org/10.1215/15314200-2845193 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Christina Ortmeier-Hooper, Meaghan Elliott; Introduction: Developing a Dialogue about Language and Politics. Pedagogy 1 April 2015; 15 (2): 383–386. doi: https://doi.org/10.1215/15314200-2845193 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2015 Admitting Speech into the Writing Classroom Vernacular Eloquence: What Speech Can Bring to Writing. By Elbow, Peter. Oxford University Press, 2012. 456 pages. Adam Parker Cogbill Adam Parker Cogbill Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 403–407. https://doi.org/10.1215/15314200-2845257 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Adam Parker Cogbill; Admitting Speech into the Writing Classroom. Pedagogy 1 April 2015; 15 (2): 403–407. doi: https://doi.org/10.1215/15314200-2845257 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2015 Living Literacies of the Mountain Woman Whistlin’ and Crowin’ Women of Appalachia: Literacy Practices since College. By Sohn, Katherine Kelleher. Southern Illinois University Press, 2006. 224 pages. Meaghan Elliott Meaghan Elliott Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 397–402. https://doi.org/10.1215/15314200-2845241 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Meaghan Elliott; Living Literacies of the Mountain Woman. Pedagogy 1 April 2015; 15 (2): 397–402. doi: https://doi.org/10.1215/15314200-2845241 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2015 Unlocking the Secrets of Communication in Science and Engineering Learning to Communicate in Science and Engineering: Case Studies from MIT. By Poe, Mya, Lerner, Neal, and Craig, Jennifer. MIT Press, 2010. 256 pages. Xiaoqiong You Xiaoqiong You Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 391–395. https://doi.org/10.1215/15314200-2845225 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Xiaoqiong You; Unlocking the Secrets of Communication in Science and Engineering. Pedagogy 1 April 2015; 15 (2): 391–395. doi: https://doi.org/10.1215/15314200-2845225 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

This article examines a central pedagogical dilemma within queer studies: with an increase in public attention to LGBT concerns (and an investment in the categories that comprise the LGBT rubric), how might we prioritize the complexities of queerness within a social context that tends to privilege discrete designations for identity?

English studies must confront and develop strategies to account for scholars’ and students’ unfamiliarity with geography and its precepts, or “immappancy.” This article explores the problems presented by immappancy, traces its consequences for scholarly rhetoric, and proposes two pedagogical models that can help us develop our students’ geographical knowledge.

Review Article| April 01 2015 (Writing) Centers and Margins Facing the Center: Toward an Identity Politics of One-to-One Mentoring. By Denny, Harry C.. Utah State University Press, 2010. 180 pages. Matt Switliski Matt Switliski Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 387–390. https://doi.org/10.1215/15314200-2845209 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Matt Switliski; (Writing) Centers and Margins. Pedagogy 1 April 2015; 15 (2): 387–390. doi: https://doi.org/10.1215/15314200-2845209 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Now that “world literature” has become a theoretical problem as much as a body of texts, the small-college classroom faces new challenges and new opportunities. Resource limitations and other constraints combine with advantages of scale and ethos to make the small college a special proving ground for world-literature pedagogy.

Introduction| April 01 2015 Introduction: Encounter Tradition, Make It New: Essays on New Approaches for Teaching the Harlem Renaissance Fran L. Lassiter Fran L. Lassiter Guest Editor Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 353–358. https://doi.org/10.1215/15314200-2845081 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Fran L. Lassiter; Introduction: Encounter Tradition, Make It New: Essays on New Approaches for Teaching the Harlem Renaissance. Pedagogy 1 April 2015; 15 (2): 353–358. doi: https://doi.org/10.1215/15314200-2845081 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Gilliams pairs the works of James Weldon Johnson and August Wilson in an interdisciplinary course on the Harlem Renaissance. Gilliams’s essay explores Johnson’s Autobiography of an Ex-Colored Man as an exemplar of the Harlem Renaissance writer’s need for artistic freedom. In pairing Johnson’s and Wilson’s texts, she offers a unique approach for exploring thematic concerns, cultural traditions, and artistic expressions during the Harlem Renaissance.

This article reports on the findings of a pilot study conducted in 2011 that investigated technology-pedagogy preparation for graduate students in PhD-granting rhetoric and composition programs in the United States. The study aimed to answer two questions: (1) Are rhetoric/composition doctoral programs preparing their students to teach with technology?; and (2) If so, how? Based on our findings, we believe it is futile to prescribe one approach to techno-pedagogy preparation and insist that techno-pedagogy needs to be both dispersed and integrated throughout English studies graduate curricula.

This article explores how one writing initiative—ESQ’s “The Year in Conferences”—draws on the best practices of the writing classroom to train emerging PhDs in new ways to contribute to a profession that values depth and precision by developing a greater degree of collaboration.

The renewed interest in personal essays in composition complicates the contested, tricky personal identity negotiations for students and faculty in first-year writing, particularly in manifestations and representations of the body in both the classroom and writing spaces. This is especially complex for minority subjects, including queer students and faculty. Such collections as The Teacher’s Body (edited by Freedman and Holmes) and Professions of Desire (edited by Haggerty and Zimmerman) explore the pedagogical underpinnings of the body, and Ellis Hanson’s essay in the Gay Shame collection (2009) further complicates and interrogates the ways queer bodies are represented and problematized in the classroom. This article explores our own experiences in first-year writing: as students within a mind/body binary exploring through the scaffolding of composition, and as faculty who are increasingly exposed through our body projections in the classroom and depictions of our body and sexuality in an increasingly savvy media in which Google, Facebook, and social networking sites create matrices of identifications and disidentifications that inform our classroom experiences. The article traces the ways our bodies are aligned with cultural norms, and the ways that first-year writing complicates, contests, reifies, or disrupts these norms—for both students and faculty.

Drawing on nearly a decade of experience at the University of Washington, the authors argue for a reorientation of graduate curricula and pedagogy through publicly engaged forms of scholarship. Recognizing that the claims mobilized around public scholarship are necessarily local and situational, they suggest that public scholarship is best understood as organizing language that can align and articulate convergent interests rather than standardize or normalize them. This approach to public scholarship cuts against the disciplinary-professional mandates of most graduate curriculum since it requires both diversified forms of professionalization and pragmatic commitments to institutional change.

In view of the constant bombardment of esoteric theory in all aspects of academic life, and especially in composition studies, what can writing instructors do to help their students in a practical way? This article argues that even before teaching craft, writing instructors must foreground the student’s somatic body, not the culturally constructed, body-based identity or the body of text students produce. To place this emphasis on the body is wholly in line with historical pedagogy, and a return to such an emphasis in contemporary writing classrooms may be instrumental in students overcoming their dread of the writing process. In order to reorient composition instruction and focus on the somatic body, the author looks to contemporary philosopher Richard Shusterman’s oeuvre of somaesthetics, a pragmatic and melioristic body-centered approach to philosophy broadly applicable to the humanities. His project can be liberally applied in the writing classroom, and doing so will help students overcome the consternation associated with writing. Through somaesthetic instruction, students can develop personalized writing rituals and identify aesthetically conducive environments in which to write. Only after establishing the primacy of the students’ mental and physical state, essentially freeing students from the anxiety broadly associated with writing, may writing instructors begin the debate over compositional praxis.

Review Article| October 01 2014 A Cognitive Route to Social Justice: Mark Bracher’s Radical Pedagogies Literature and Social Justice: Protest Novels, Cognitive Politics, and Schema Criticism. By Bracher, Mark. Austin: University of Texas Press, 2013. Eric Leake Eric Leake Search for other works by this author on: This Site Google Pedagogy (2014) 14 (3): 553–559. https://doi.org/10.1215/15314200-2715850 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Eric Leake; A Cognitive Route to Social Justice: Mark Bracher’s Radical Pedagogies. Pedagogy 1 October 2014; 14 (3): 553–559. doi: https://doi.org/10.1215/15314200-2715850 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. © 2014 by Eric Leake2014 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| October 01 2014 What We Value but Cannot Name The Centrality of Style. Edited by Duncan, Mike and Vanguri, Star Medzerian. Fort Collins, Colorado: WAC Clearinghouse/Parlor Press, 2013. Gretchen L. Dietz Gretchen L. Dietz Search for other works by this author on: This Site Google Pedagogy (2014) 14 (3): 569–575. https://doi.org/10.1215/15314200-2716963 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Gretchen L. Dietz; What We Value but Cannot Name. Pedagogy 1 October 2014; 14 (3): 569–575. doi: https://doi.org/10.1215/15314200-2716963 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. © 2014 by Duke University Press2014 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Judith Butler’s Gender Trouble has the reputation of being a difficult book to read and teach. This project shows how compositionists may help theory teachers approach Butler from a rhetorical lens. This lens calls attention to the conversational moves in Butler’s writing and how those create productive dialogue among scholars.

This article discusses using Madame Bovary in the critical reading classroom. Madame Bovary is one of many texts assigned in Unruly Women and Iron Men, the author’s course introducing first-year students to college-level academic study with emphasis on critical reading and discussion. In the course students examine relationships between men and women at home, in the workplace, and in the media while honing their skills of comprehension, summary, synthesis, and engagement. Semester after semester the author found that Flaubert’s nineteenth-century French work appealed to students, especially to male students, who liked it and talked about it, often without prompting. The article details several pedagogical strategies using Madame Bovary to develop students’ critical reading and help them understand the still very contemporary issues at the heart of Flaubert’s novel.

Margaret Atwood’s recent dystopian fiction depicts a troubled food system that calls into question our own patterns of production and consumption. These matters of food politics provide fertile ground for a pedagogy that is both critical and grounded in real-world pragmatics.

Review Article| October 01 2014 The Multimodal Turn in Higher Education: On Teaching, Assessing, Valuing Multiliteracies Multimodal Literacies and Emerging Genres. Edited by Bowen, Tracey and Whithaus, Carl. Pittsburgh, PA: University of Pittsburgh Press, 2013. Lauri Bohanan Goodling Lauri Bohanan Goodling Search for other works by this author on: This Site Google Pedagogy (2014) 14 (3): 561–568. https://doi.org/10.1215/15314200-2715859 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Lauri Bohanan Goodling; The Multimodal Turn in Higher Education: On Teaching, Assessing, Valuing Multiliteracies. Pedagogy 1 October 2014; 14 (3): 561–568. doi: https://doi.org/10.1215/15314200-2715859 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. © 2014 by Lauri Bohanan Goodling2014 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Educational theorists emphasize the importance of creating a classroom environment that encourages positive or productive student resistance to dominant social discourse. This article revisits work in critical pedagogy, feminism, and composition by focusing on the challenges of teaching a first-year writing course on the theme of masculinity. The gender imbalance of this class, with a majority of male students, combined with the course theme, contributed to an environment that raised unanticipated questions, which prompted the reconsideration of the intersections of critical, feminist, and composition pedagogies. In this class, the dynamics worked against a process of critical inquiry and reflection and instead often reified dominant view-points and social positions, specifically with respect to gender. This article concludes with evidence of how practices in composition studies, especially student-instructor conferences, helped to redirect some of the reactive resistance encountered in the classroom.

Other| October 01 2014 Contributors Pedagogy (2014) 14 (3): 577–579. https://doi.org/10.1215/15314200-2716945 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Pedagogy 1 October 2014; 14 (3): 577–579. doi: https://doi.org/10.1215/15314200-2716945 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. © 2014 by Duke University Press2014 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

This article examines the value and usage of ritual as a pedagogical tool in the literature-based composition classroom. Grounded in the interdisciplinarity of ritual studies, the author describes a ritual method that facilitates reflective writing, critical reading, student engagement, and creative performance as interpretive acts.

This piece discusses the use of sense of place as a focal point for studying literature to lead students to consider the complexity of the human relation to the physical world, the universal connections between people and landscapes, and the reciprocal impact of these relationships. The intent is to create fertile ground through the literature, class discussions, journal writing, and personal action for an environmental consciousness to emerge. Too, as students study literary characters’ interactions with places, they become more aware of their own developing relationships with their shared city and their place in, for many college students, their new community. The author presents these ideas from a pedagogical perspective that lays the foundation for such a literature course, including defining the concept “sense of place,” selecting texts, and creating assignments that encourage student involvement in the local community. The ideas covered are not limited to a literature course, however, and might be applied to writing classes and interdisciplinary disciplines.

The outsider ethos established by Ken Macrorie, Peter Elbow, and Donald Murray in their early books is a driving force behind process pedagogy. Close textual analysis of these theorists can help writing instructors better understand the role of ethos in process pedagogy and in their own teaching.

Drawing on a semester-long qualitative study of teaching writing at a men’s medium-high security prison, this article explores the complex ways in which literacy and incarceration are configured in students’ narratives, as well as my own as their teacher.

Drawing on the notion that revision involves the performance of a writer’s identity in a conversation with herself, this article argues for conceptualizing revision as ecstasis and ventriloquism. By using the metaphor of ventriloquism to translate theory into heuristics for teaching revision, it enacts an underlying argument that pedagogy is metaphor. In doing so, it offers four practical strategies for teaching students to revise.

Teaching nontraditional themes in first-year writing courses sometimes confuses students and frustrates instructors. This article shows how using a transformative, critical-thinking pedagogy challenges the content and purpose of “English” courses—making such themes more accessible while improving students’ use of rhetorical inquiry to both analyze and compose texts.

This article explores relations among trauma, writing, and healing while connecting writing pedagogy and literary studies to insist that courses move past product-focused pedagogies and student experiences alone. Merging theory with praxis, this article underscores the roles and experiences of all course participants, highlights stories of trauma as catalysts for transformation, and outlines a “wounded healer pedagogy”—a pedagogical approach contingent upon interconnectedness, driven by writing purposes, and linked to individual and communal healing processes.

The article traces ideas of improvisation in Quintilian’s rhetorical work, presents an interdisciplinary literature review of improvisation studies, and surveys modern disciplines that teach improvisation, all with the goal of implementing these ideas into a first-year, college-writing pedagogy.

This article details a newspaper-based composition exercise focused on examining coverage of a trio of local political sex scandals. The exercise encouraged first-year composition students to analyze how the rhetorical strategies that the New York Post used in covering these three similar scandals—which involved former New York governor Eliot Spitzer, then-current New York governor David Paterson, and former New Jersey governor Jim McGreevey—differed markedly depending on the Post’s then-relationship to each political figure. In the exercise, students chose several articles at random from a selection of newspaper clippings about these scandals and wrote any interesting headlines, epithets, or descriptions of cartoons they had found on the section of the board dedicated to each governor; students then used the evidence gathered in each section to generate and support thesis statements about the Post’s differing coverage of the three governors’ scandals. This examination through close reading of the Post’s rhetorical strategies in covering parallel sex scandals inspired thoughtful discourse among my composition students, including an increased appreciation of and interest in the news media, an improved understanding of the strategies that scholars use when they gather and interpret textual evidence, and intelligent discussions about the implications of rhetorical strategies utilizing Otherness.

In the wake of postcolonial studies, the culture wars, and the ongoing canon debate, the task of constructing one’s own pedagogical canon as a responsible educator continues to be an arduous one. Drawing in part on the work of Robert Coles on using literature for therapeutic purposes, as well as John Guillory’s notion that representation, in the political sense, is misapplied when it comes to canon formation, this article suggests that professors rethink how they put together their own syllabi. It asks that they consider shifting their primary criteria for inclusion from the much-disputed ideal of representativeness to one of relatability, defined in this instance as a student’s potential ethical engagement with a work. The central idea is that the student’s intuitive identification with some characters and texts should actually be encouraged, not dismissed, as a means of promoting greater engagement, more active learning, and a critical analysis of the text’s and their own personal values.

Introduction| October 01 2013 Editors’ Introduction: What Is College For? 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 (2013) 13 (3): 411–414. https://doi.org/10.1215/15314200-2266387 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors’ Introduction: What Is College For?. Pedagogy 1 October 2013; 13 (3): 411–414. doi: https://doi.org/10.1215/15314200-2266387 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2013 Contributors Pedagogy (2013) 13 (3): 563–565. https://doi.org/10.1215/15314200-2377700 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2013; 13 (3): 563–565. doi: https://doi.org/10.1215/15314200-2377700 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

This essay provides an approach to teaching T. S. Eliot’s The Waste Land. The approach is designed to disassociate the student from the annotation usually provided by either Eliot or an editor. The assignment is presented in multiple frameworks and hopes to make students deal with the poem’s specific lines. The process described has students identify voice shifts in the poem. It is certainly true that there are differing opinions about voice in The Waste Land, but the point of the assignment is not to involve the student in this debate (at least initially). The explicit pedagogical goal of the approach described in this essay is to enable students to develop their own views on the poem and to create a reading that is independent of editorial direction. This develops their ability to read critically and increases their comfort level with a difficult text.

This article contends that the pedagogical discourse of “integrative learning” fails to promote cross-disciplinary learning on university campuses, taking as a case study a recent controversy over the proposed renaming of a university dormitory named after famed anti-abolitionist Stephen Douglas.

Review Article| April 01 2013 “We therefore ben tawht of that was write tho”: Teaching Gower in the Classroom Approaches to Teaching the Poetry of John Gower. Edited by R. F. Yeager and Brian W. Gastle. New York: Modern Language Association, 2011. Conrad van Dijk Conrad van Dijk Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 383–385. https://doi.org/10.1215/15314200-1958530 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 Conrad van Dijk; “We therefore ben tawht of that was write tho”: Teaching Gower in the Classroom. Pedagogy 1 April 2013; 13 (2): 383–385. doi: https://doi.org/10.1215/15314200-1958530 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2013 Teachable Henryson, Accessible Middle Scots Robert Henryson: The Complete Works. Edited by Parkinson, David J.. TEAMS Middle English Texts Series. Kalamazoo, MI: Medieval Institute Publications, 2010. Julie Orlemanski Julie Orlemanski Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 387–390. https://doi.org/10.1215/15314200-1958539 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Julie Orlemanski; Teachable Henryson, Accessible Middle Scots. Pedagogy 1 April 2013; 13 (2): 387–390. doi: https://doi.org/10.1215/15314200-1958539 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Innocent III’s 1215 decree requiring an annual confession of all Christians spurred the development of religious instructional works, some of the first texts written for nonnoble audiences and arguably the ancestors of working-class literature. This article explains the historical and cultural contexts that gave rise to these texts and the rich pedagogical opportunities they provide.

In modern usage, living “off the grid” means living totally independently, without the modern conveniences of publicly supplied gas, electricity, and water; it also refers to people who strive to remain unrecorded in governmental, financial, and medical documents. More generally, to live off the grid is to live against the grain of society, ideologically at odds with the mainstream. As we have put the idea to use for this guestedited issue, “Teaching Medieval Literature off the Grid,” instructors who incorporate noncanonical texts into their classrooms resemble the above definitions in several respects. For one thing, to teach “off the grid” is almost always to teach selfsufficiently — to locate the texts you think are important and figure out for yourself why they are important, to provide or create your own introductory notes, glosses, and other relevant contextualizing material for your students. It is to build a lesson literally from the ground up. You are certainly off the beaten path, without much assistance or advice from textbooks, teachers’ manuals, online resources, or other scholars’ work; there is little, if anything, to vouch for or justify your lesson plan. To put it simply, and most generally, to teach off the grid is to teach outside the comfort zone of the canon, without the builtin validations and pedagogies that literary tradition provides. The challenges of teaching off the grid are many, but this issue of Pedagogy argues that the rewards are great. Noncanonical texts can shed light on perspectives different from those represented by the culturally authoritative texts of the canon, often can serve the useful purpose of defamiliarizing traditional readings, and

Review Article| April 01 2013 John Lydgate’s “Noble Devices” John Lydgate: Mummings and Entertainments. Edited by Sponsler, Claire. TEAMS Middle English Text Series. Kalamazoo, MI: Medieval Institute Publications, 2010. Corey Sparks Corey Sparks Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 395–397. https://doi.org/10.1215/15314200-1958557 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 Corey Sparks; John Lydgate’s “Noble Devices”. Pedagogy 1 April 2013; 13 (2): 395–397. doi: https://doi.org/10.1215/15314200-1958557 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2013 De-centering Chaucer, Emphasizing His Contemporaries A Companion to Chaucer and His Contemporaries: Texts and Contexts. Edited by Laurel Amtower and Jacqueline Vanhoutte. Peterborough, ON: Broadview Press, 2009. Nathanial B. Smith Nathanial B. Smith Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 391–393. https://doi.org/10.1215/15314200-1958548 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Nathanial B. Smith; De-centering Chaucer, Emphasizing His Contemporaries. Pedagogy 1 April 2013; 13 (2): 391–393. doi: https://doi.org/10.1215/15314200-1958548 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.