This article explores the transition from a world where the final destination of thought was assumed to be paper to a world where that destination is now assumed to be the screen. How can we best teach students to read and write in the Age of Distraction? Strategies for cultivating the habits of creative and curious minds are discussed.

This article looks to a future where multimedia composing is the norm. While this paradigmatic shift in the cultural locus of literate activity will require the university to change, it also provides a rich opportunity for pedagogical innovation.

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The author proposes a different way to phrase the problems that public colleges and universities face in the current economy. He argues that it is now crucial to the long–term financial well–being of public institutions of higher education to improve the working conditions of instructors in writing programs, precisely because of the relationship between those programs and the students who are the universities’ major stakeholders and future donors.

Deborah Brandt, Ellen Cushman, Anne Ruggles Gere, Anne Herrington, Richard E. Miller, Victor Villanueva, Min-Zhan Lu, Gesa Kirsch, The Politics of the Personal: Storying Our Lives against the Grain. Symposium Collective, College English, Vol. 64, No. 1 (Sep., 2001), pp. 41-62

This symposium presents a written dialogue of scholars expressing not only excitement but also frustration over the ways in which current work in composition and literacy studies has explored the politics of the personal.

Commentary| April 01 2001 A Writing Program's Assets Reconsidered: Getting beyond Impassioned Teachers and Enslaved Workers Richard E. Miller Richard E. Miller Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 241–250. https://doi.org/10.1215/15314200-1-2-241 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Richard E. Miller; A Writing Program's Assets Reconsidered: Getting beyond Impassioned Teachers and Enslaved Workers. Pedagogy 1 April 2001; 1 (2): 241–250. doi: https://doi.org/10.1215/15314200-1-2-241 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Reflects on Paulo Freire’s place in pedagogical history and why his representation of the power of teaching holds such an appeal for so many educators. Considers why it is that the image of the teacher as liberator of the oppressed, upon which Freire’s pedagogy relies so heavily, has had such a perduring appeal.

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