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The editor of College English interviews the noted Nepali American fiction writer Samrat Upadhyay, specifically analyzing with him issues of translation that he has faced in his own work and that he has found in the prose of other Asian and Asian American authors who, like him, primarily address an Anglo-American audience.

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First published in 1985, David Bartholomae’s “Inventing the University” has become perhaps the most often cited and discussed essay in composition studies. On the occasion of its twenty-fifth anniversary, the editor of College English interviews Bartholomae about the essay’s background, subsequent reception, and continued impact.

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Research Article| October 01 2001 Preparing Graduate Students to Teach Literature: Composition Studies as a Possible Foundation John Schilb John Schilb Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 507–526. https://doi.org/10.1215/15314200-1-3-507 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John Schilb; Preparing Graduate Students to Teach Literature: Composition Studies as a Possible Foundation. Pedagogy 1 October 2001; 1 (3): 507–526. doi: https://doi.org/10.1215/15314200-1-3-507 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.

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Effective citizens do more than interpret the world around them - they change it. In Between the Lines, John Schilb shows the role composition could play in enabling students to intervene in civic affairs by suggesting ways they can create their own discourses. When instructors understand and put into practice the latest in theory, they can help students learn how to read and write the lines to initiate change. In addition to looking at the line between the academy and the world at large, Schilb examines traditional barriers within English Departments. He argues that many of them have used theory to reinforce a separation of composition studies and literary studies in both theory and instruction. The book offers a thorough, accessible review of recent developments in both composition and literary theory as well as a fruitful comparison of their respective uses and understandings. The chapters in Part One discuss how composition studies and literary studies have differed in their interpretations of the term rhetoric. Part Two examines the ways in which each has handled the ideas of postmodernism. In Part Three, Schilb compares their new shared interest in personal writing, their different attitudes toward collaboration, and issues that arise when literary theories travel into composition. With this book, readers will benefit from an enriched understanding of the theoretical perspectives, institutional conditions, and pedagogical strategies involved in teaching English.

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(1991). What's at stake in the conflict between “theory”; and “practice”; in composition? Rhetoric Review: Vol. 10, No. 1, pp. 91-97.

Andrea A. Lunsford, Helene Moglen, and James Slevin, eds., The Future of Doctoral Studies in English. New York: Modern Language Association, 1989. xii + 179 pages. Patrick Brantlinger, Crusoe's Footprints: Cultural Studies in Britain and America. New York: Routledge, 1990. xi + 212 pages. Bernard Bergonzi, Exploding English: Criticism, Theory, Culture. New York: Oxford University Press, 1990. viii + 240 pages. Reed Way Dasenbrock, ed. Redrawing the Lines: Analytic Philosophy, Deconstruction, and Literary Theory. Minneapolis: University of Minnesota Press, 1989. 263 pages. John D. Schaeffer, Sensus Communis: Vico, Rhetoric, and the Limits of Relativism. Durham, NC: Duke University Press, 1990. 181 pages. $25.75. Donald A. Daiker and Max Morenberg, eds. The Writing Teacher as Researcher: Essays in the Theory and Practice of Class‐Based Research. Portsmouth, NH: Boynton/Cook Publishers, 1990. xi + 357 pages. $19.50. Alice Glarden Brand, The Psychology of Writing: The Affective Experience. Foreword by Peter Elbow. New York: Greenwood Press, 1989. 259 pages.

Conversations on the WrittenWord: Essays on Language and Literacy, Jay L. Robinson John Schilb Expressive Discourse, Jeannette Harris Douglas Hesse The Rhetorical Tradition: Readings from Classical Times to the Present, Patricia Bizzell and Bruce Herzberg Theresa Enos Classical Rhetoric for the Modern Student, 3rd ed., Edward P. J. Corbett Cheryl Glenn Singular Texts/Plural Authors: Perspectives on Collaborative Writing, Andrea Lunsford and Lisa Ede John Trimbur Learning to Write in Our Nation’s Schools: Instruction and Achievement in 1988 at Grades 4, 8, and 12, Arthur N. Applebee et al. Paul W. Rea The Future of Doctoral Studies in English, Andrea Lunsford, Helen Moglen, and James F. Slevin Joseph J. Comprone

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Edward M. White, Developing Successful College Writing Programs. Foreword by Richard Lloyd‐Jones. San Francisco: Jossey‐Bass, 1989. xxii + 232 pages. Louise Wetherbee Phelps, Composition as a Human Science: Contributions to the Self‐Understanding of a Discipline. New York: Oxford University Press, 1988. xiii + 268 pages. Louise Z. Smith, ed., Audits of Meaning: A Festschrift in Honor of Ann E. Berthoff. Portsmouth, NH: Boynton/Cook, Heinemann, 1988. Foreword by Paulo Freire. xv + 264 pages. Jasper Neel, Plato, Derrlda, and Writing. Carbondale: Southern Illinois University Press, 1988. 252 pages. Brian Vickers, In Defence of Rhetoric. Oxford: Clarendon Press, Oxford University Press, 1988. xi + 508 pages.

(1987). A perspective on Eagleton's revival of rhetoric. Rhetoric Review: Vol. 6, No. 1, pp. 22-31.