Research Article| October 01 2005 Teaching Wuthering Heights and Jane Eyre in a Variety of Courses Mary Bradley McElligott Mary Bradley McElligott Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 451–456. https://doi.org/10.1215/15314200-5-3-451 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Bradley McElligott; Teaching Wuthering Heights and Jane Eyre in a Variety of Courses. Pedagogy 1 October 2005; 5 (3): 451–456. doi: https://doi.org/10.1215/15314200-5-3-451 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Teaching the Brontës Today: Notes from a Roundtable You do not currently have access to this content.

Review Article| October 01 2005 A Fine Balance: Connecting Undergraduate Teaching and Research Shelley King Shelley King Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 495–500. https://doi.org/10.1215/15314200-5-3-495 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Shelley King; A Fine Balance: Connecting Undergraduate Teaching and Research. Pedagogy 1 October 2005; 5 (3): 495–500. doi: https://doi.org/10.1215/15314200-5-3-495 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Making of the Modern Child: Children’s Literature and Childhood in the Late Eighteenth Century You do not currently have access to this content.

Research Article| October 01 2005 Teaching Jane Eyre and Wuthering Heights in a Survey of the Nineteenth-Century English Novel Kathleen Conway Kathleen Conway Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 447–451. https://doi.org/10.1215/15314200-5-3-447 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kathleen Conway; Teaching Jane Eyre and Wuthering Heights in a Survey of the Nineteenth-Century English Novel. Pedagogy 1 October 2005; 5 (3): 447–451. doi: https://doi.org/10.1215/15314200-5-3-447 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 2005 Walk Two More Moons: A Quest for Application, Translation, and Participation Tony Tendero Tony Tendero Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 488–494. https://doi.org/10.1215/15314200-5-3-488 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Tony Tendero; Walk Two More Moons: A Quest for Application, Translation, and Participation. Pedagogy 1 October 2005; 5 (3): 488–494. doi: https://doi.org/10.1215/15314200-5-3-488 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Relevance of English: Teaching That Matters in Students’ Lives You do not currently have access to this content.

Review Article| April 01 2005 “Layers and Layers” of Teaching Writers' Workshop: A Response to Katie Wood Ray's The Writing Workshop W. Douglas Baker W. Douglas Baker Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 348–352. https://doi.org/10.1215/15314200-5-2-348 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation W. Douglas Baker; “Layers and Layers” of Teaching Writers' Workshop: A Response to Katie Wood Ray's The Writing Workshop. Pedagogy 1 April 2005; 5 (2): 348–352. doi: https://doi.org/10.1215/15314200-5-2-348 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Writing Workshop: Working Through the Hard Parts (and They’re All Hard Parts) You do not currently have access to this content.

Review Article| January 01 2005 Queering Our Classrooms Nikolai Endres Nikolai Endres Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 131–139. https://doi.org/10.1215/15314200-5-1-131 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Nikolai Endres; Queering Our Classrooms. Pedagogy 1 January 2005; 5 (1): 131–139. doi: https://doi.org/10.1215/15314200-5-1-131 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies, and Cultural Politics You do not currently have access to this content.

Research Article| January 01 2005 The Teacher as Hostess: Celebrating the Ordinary in Creative Nonfiction Workshops Mary Elizabeth Pope Mary Elizabeth Pope Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 105–107. https://doi.org/10.1215/15314200-5-1-105 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Elizabeth Pope; The Teacher as Hostess: Celebrating the Ordinary in Creative Nonfiction Workshops. Pedagogy 1 January 2005; 5 (1): 105–107. doi: https://doi.org/10.1215/15314200-5-1-105 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2005 Changing the Contexts for Documenting Our Teaching Jane Mathison Fife Jane Mathison Fife Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 157–162. https://doi.org/10.1215/15314200-5-1-157 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jane Mathison Fife; Changing the Contexts for Documenting Our Teaching. Pedagogy 1 January 2005; 5 (1): 157–162. doi: https://doi.org/10.1215/15314200-5-1-157 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: Composition, Pedagogy, and the Scholarship of Teachingg You do not currently have access to this content.

Research Article| January 01 2005 Dealing with Online Selves: Ethos Issues in Computer-Assisted Teaching and Learning Mary Lenard Mary Lenard Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 77–96. https://doi.org/10.1215/15314200-5-1-77 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Lenard; Dealing with Online Selves: Ethos Issues in Computer-Assisted Teaching and Learning. Pedagogy 1 January 2005; 5 (1): 77–96. doi: https://doi.org/10.1215/15314200-5-1-77 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Review Article| January 01 2005 Identity, Politics, and Socratic Dialogues John C. Hawley John C. Hawley Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 140–144. https://doi.org/10.1215/15314200-5-1-140 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John C. Hawley; Identity, Politics, and Socratic Dialogues. Pedagogy 1 January 2005; 5 (1): 140–144. doi: https://doi.org/10.1215/15314200-5-1-140 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies, and Cultural Politics You do not currently have access to this content.

Review Article| October 01 2004 Teaching Like You Mean It Lawrence Baines Lawrence Baines Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 461–468. https://doi.org/10.1215/15314200-4-3-461 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Lawrence Baines; Teaching Like You Mean It. Pedagogy 1 October 2004; 4 (3): 461–468. doi: https://doi.org/10.1215/15314200-4-3-461 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Forum You do not currently have access to this content.

Review Article| April 01 2004 Letting Our Students' Voices “Out at Last” Jane Greer Jane Greer Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 331–336. https://doi.org/10.1215/15314200-4-2-331 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jane Greer; Letting Our Students' Voices “Out at Last”. Pedagogy 1 April 2004; 4 (2): 331–336. doi: https://doi.org/10.1215/15314200-4-2-331 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: The Pedagogical Wallpaper: Teaching Charlotte Perkins Gilman’s “The Yellow Wall-Paper.” You do not currently have access to this content.

Review Article| April 01 2004 The Pedagogical Possibilities of Covering Gilman's Wallpaper Karla J. Murphy Karla J. Murphy Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 337–343. https://doi.org/10.1215/15314200-4-2-337 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Karla J. Murphy; The Pedagogical Possibilities of Covering Gilman's Wallpaper. Pedagogy 1 April 2004; 4 (2): 337–343. doi: https://doi.org/10.1215/15314200-4-2-337 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: The Pedagogical Wallpaper: Teaching Charlotte Perkins Gilman’s “The Yellow Wall-Paper.” You do not currently have access to this content.

Review Article| April 01 2004 Teaching by the Book: Authors Who Mentor My Teaching Donna Kienzler Donna Kienzler Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 323–330. https://doi.org/10.1215/15314200-4-2-323 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Donna Kienzler; Teaching by the Book: Authors Who Mentor My Teaching. Pedagogy 1 April 2004; 4 (2): 323–330. doi: https://doi.org/10.1215/15314200-4-2-323 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Forum You do not currently have access to this content.

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

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

Research Article| April 01 2004 The Transitional Space of Hidden Writing: A Resource for Teaching Critical Insight and Concern Mary M. Salibrici; Mary M. Salibrici Search for other works by this author on: This Site Google Richard C. Salter Richard C. Salter Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 215–240. https://doi.org/10.1215/15314200-4-2-215 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary M. Salibrici, Richard C. Salter; The Transitional Space of Hidden Writing: A Resource for Teaching Critical Insight and Concern. Pedagogy 1 April 2004; 4 (2): 215–240. doi: https://doi.org/10.1215/15314200-4-2-215 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Review Article| January 01 2004 Moving from the Margins Martin Bickman Martin Bickman Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 141–150. https://doi.org/10.1215/15314200-4-1-141 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Martin Bickman; Moving from the Margins. Pedagogy 1 January 2004; 4 (1): 141–150. doi: https://doi.org/10.1215/15314200-4-1-141 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: Teaching Literature You do not currently have access to this content.

Review Article| January 01 2004 Not Your Father's Literature Classroom Beth Kalikoff Beth Kalikoff Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 150–154. https://doi.org/10.1215/15314200-4-1-150 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Beth Kalikoff; Not Your Father's Literature Classroom. Pedagogy 1 January 2004; 4 (1): 150–154. doi: https://doi.org/10.1215/15314200-4-1-150 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: Teaching Literature You do not currently have access to this content.

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

Review Article| January 01 2004 Sweet Dreams Christine Chaney Christine Chaney Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 155–162. https://doi.org/10.1215/15314200-4-1-155 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Christine Chaney; Sweet Dreams. Pedagogy 1 January 2004; 4 (1): 155–162. doi: https://doi.org/10.1215/15314200-4-1-155 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: Teaching Literature You do not currently have access to this content.

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

Commentary| October 01 2003 Teaching with Anthologies Paul Lauter Paul Lauter Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 329–340. https://doi.org/10.1215/15314200-3-3-329 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Paul Lauter; Teaching with Anthologies. Pedagogy 1 October 2003; 3 (3): 329–340. doi: https://doi.org/10.1215/15314200-3-3-329 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Review Article| October 01 2003 Teaching Ambiguity Herbert F. Tucker Herbert F. Tucker Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 441–450. https://doi.org/10.1215/15314200-3-3-441 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Herbert F. Tucker; Teaching Ambiguity. Pedagogy 1 October 2003; 3 (3): 441–450. doi: https://doi.org/10.1215/15314200-3-3-441 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2003 A Rhetoric/Pedagogy of Silences: Sub-version in Paul Kameen's Writing/Teaching Byron Hawk Byron Hawk Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 377–398. https://doi.org/10.1215/15314200-3-3-377 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Byron Hawk; A Rhetoric/Pedagogy of Silences: Sub-version in Paul Kameen's Writing/Teaching. Pedagogy 1 October 2003; 3 (3): 377–398. doi: https://doi.org/10.1215/15314200-3-3-377 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2003 Teaching Craft, Teaching Criticism: The Creative Writer in the Literature Class Gerry LaFemina Gerry LaFemina Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 431–435. https://doi.org/10.1215/15314200-3-3-431 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Gerry LaFemina; Teaching Craft, Teaching Criticism: The Creative Writer in the Literature Class. Pedagogy 1 October 2003; 3 (3): 431–435. doi: https://doi.org/10.1215/15314200-3-3-431 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| April 01 2003 “Clowdily Enwrapped in Allegorical Deuices”: The Joys and Perils of Teaching Spenser's Epic Sheila T. Cavanagh Sheila T. Cavanagh Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 171–177. https://doi.org/10.1215/15314200-3-2-171 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Sheila T. Cavanagh; “Clowdily Enwrapped in Allegorical Deuices”: The Joys and Perils of Teaching Spenser's Epic. Pedagogy 1 April 2003; 3 (2): 171–177. doi: https://doi.org/10.1215/15314200-3-2-171 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Symposium You do not currently have access to this content.

Review Article| April 01 2003 Literature, Lives, and Teachers John Allen John Allen Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 304–311. https://doi.org/10.1215/15314200-3-2-304 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John Allen; Literature, Lives, and Teachers. Pedagogy 1 April 2003; 3 (2): 304–311. doi: https://doi.org/10.1215/15314200-3-2-304 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English You do not currently have access to this content.

Research Article| April 01 2003 Simple, Surprising, Useful? Three Questions for Judging Teaching Methods William Palmer William Palmer Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 285–287. https://doi.org/10.1215/15314200-3-2-285 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation William Palmer; Simple, Surprising, Useful? Three Questions for Judging Teaching Methods. Pedagogy 1 April 2003; 3 (2): 285–287. doi: https://doi.org/10.1215/15314200-3-2-285 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Review Article| April 01 2003 Practicing What We Teach: A Response-Based, Cultural Studies Approach to Reviewing Literature and Lives Jeraldine Kraver Jeraldine Kraver Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 295–303. https://doi.org/10.1215/15314200-3-2-295 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jeraldine Kraver; Practicing What We Teach: A Response-Based, Cultural Studies Approach to Reviewing Literature and Lives. Pedagogy 1 April 2003; 3 (2): 295–303. doi: https://doi.org/10.1215/15314200-3-2-295 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English You do not currently have access to this content.

Research Article| April 01 2003 Teaching Spenser As Fantasy Literature; or, How to Lure Unsuspecting Undergraduates into a Spenser Course Susannah Brietz Monta Susannah Brietz Monta Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 191–196. https://doi.org/10.1215/15314200-3-2-191 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Susannah Brietz Monta; Teaching Spenser As Fantasy Literature; or, How to Lure Unsuspecting Undergraduates into a Spenser Course. Pedagogy 1 April 2003; 3 (2): 191–196. doi: https://doi.org/10.1215/15314200-3-2-191 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2003 Associate Editor's Introduction George Drake George Drake Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 293–294. https://doi.org/10.1215/15314200-3-2-293 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation George Drake; Associate Editor's Introduction. Pedagogy 1 April 2003; 3 (2): 293–294. doi: https://doi.org/10.1215/15314200-3-2-293 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English You do not currently have access to this content.

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 "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.

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.

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 “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.

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 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 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.