This prototypical disability studies course raises unusual issues of ethics and engagement because of its focus on sensitive, sometimes taboo matters of bodies and minds by autobiographers, physicians, theorists, and artists. These works enhance awareness of disability and human rights and help inculcate an ethic of care, concern, and social activism. The University of Connecticut has made human rights a university priority, enrolling eighty to one hundred students annually in its human rights minor, one of the largest in the country; a human rights major was inaugurated in 2012-13.

This symposium explores the role(s) College English has (or has not) had in the scholarly work of four scholars. Lynn Bloom explores the many ways College English influenced her work and the work of others throughout their scholarly lives. Edward M. White examines four articles he has published in College English and draws connections between these and the development of college English over the past fifty years. Jessica Enoch studies College English as an archive whose meaning is developed both on and off its pages. And, finally, Byron Hawk troubles the ideas raised in previous essays, drawing attention to how a flagship journal such as College English can operate within the broader network of scholars in the field. Taken together, these perspectives draw attention to how College English connects to the field at large and how authors and readers may see the potential role(s) the journal plays in scholarly publishing in English studies today.

The author surveys various characteristics of contemporary food writing, identifying not only technical features but ways in which such texts shape and invite certain kinds of reader response.

Research Article| April 01 2004 Compression: When Less Says More Lynn Z. Bloom Lynn Z. Bloom Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 300–304. https://doi.org/10.1215/15314200-4-2-300 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Lynn Z. Bloom; Compression: When Less Says More. Pedagogy 1 April 2004; 4 (2): 300–304. doi: https://doi.org/10.1215/15314200-4-2-300 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: From the Classroom You do not currently have access to this content.

Offers a presentation of creative nonfiction addressing the author’s personal family experiences. Addresses ethical issues involved in creative nonfiction. Describes how she decided to narrate her history and contemplates in depth the artistic choices she made.

This work focuses on the creative dynamics that arise from the interrelation of writing, teaching writing, and ways of reading—and the scholarship and administrative issues engendered by it. To regard composition studies as a creative art is to engage in a process of intellectual or aesthetic free play, and then to translate the results of this play into serious work that yet retains the freedom and playfulness of its origins. The book is fueled by a mixture of faith in the fields that compose composition studies, hope that efforts of composition teachers can make a difference, and a sense of community in its broadest meaning.

Explores the relation of essays to canon theory, explains why the only essay canon to be publicly identified in the 20th century is a powerful teaching canon. Shows “where essays live,” how they arrive in the teaching canon, and why they stay there. Examines how essays are taught. Looks at the future of the essay canon.

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Winifred Bryan Homer, Rhetoric in the Classical Tradition. New York: St. Martin's Press, 1988. xvii + 462 pages. Ira Shor, ed., Freire for the Classroom: A Sourcebook for Liberatory Teaching. Portsmouth, NH: Boynton/Cook, Heinemann, 1987. Afterword by Paulo Freire. 237 pages. Erika Lindemann, Longman Bibliography of Composition and Rhetoric: 1984–1985. Longman, 1987. xviii + 318 pages. Longman Bibliography of Composition and Rhetoric: 1986. Longman, 1988. xv + 249 pages. Richard M. Coe, Toward a Grammar of Passages. CCCC Studies in Writing and Rhetoric. Carbondale: Southern Illinois University Press, 1988. 123 pages.

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Once I took a course in aesthetics: Three hours credit If I could learn What a poem was.

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