2001 CCCC Outstanding Book AwardThe vast majority of academic books are written from the scholar s position, even those that primarily concern teaching. Writing/Teaching, on the other hand, is a book about teaching written from the position of the teacher. As the title suggests, Kameen s book is split into two halves yet both, in different ways and through different discourses, are derived from his work in the classroom, and his own struggle with issues and problems all teachers of writing must face.The first half is a series of essays originating from a graduate seminar Kameen team-taught with professor and poet Toi Derricotte in 1994. Included are essays Kameen wrote, a selection of pieces written by other members of the group, and a reflective postscript. These essays combine personal narrative, reflective meditation, and critical inquiry all used as discourse to depict and examine the process of teaching.The second half of the book contains essays on Plato s dialogues primarily Phaedrus and Protagoras as a means to interrogate the position of teacher through the lens of the most famous of Western pedagogues Socrates. Here, Socrates is used as a tool to examine and critique both Kameen s own teacherly identity and, in a wider sense, the set of cultural forces that pre-figure the available positions for both teacher and student in contemporary education.What unites both halves is the way Kameen approaches each the personal and the scholarly from his position as teacher. The texts presented provide the occasion for a complex and nuanced meditation on the classroom as a legitimate arena for the production of knowledge and research. Sure to be timely and controversial, Writing/Teaching will enter into the debate on whether to reconfigure the relationship between research and teaching currently taking place among teachers of composition, cultural studies, and rhetoric. Compelling reading for teachers or those contemplating a career in the profession.

This book describes in detail successful writing-across-the-curriculum programs at fourteen colleges and universities in the United States. Each chapter is written by a team of participating instructors, many representing disciplines other than English.

Just before the roundtable began, in Seattle, my friend John Trimbur asked me something about foundationalism. When I asked did he mean Ford, Carnegie, or Rockefeller, John said, patiently, that I really ought to read more of the current literature on discourse communities. I responded, a bit defensively, that I had tried but couldn't get past the counter-hegemonic language. When Min Lu heard that, she raised her eyebrows, Pat Bizzell looked suspicious, Lil Brannon said Really? and Joe Harris wondered, no doubt, what I was doing on the panel in the first place. I explained that I really couldn't read some of that stuff any more than I could write or speak it, and if that meant the revolution would have to go on without me, that was OK. These words among friends were not, in any way, angry-and probably didn't even happen, though they seemed to.

The language of speculation journals and the teaching of English journals and the arts and humanities journals and the quantitative disciplines.

Writing should be the business of the entire school community. This was the principle behind Michigan Tech's influential writing-across-the-curriculum program, which from 1977 to 1984 involved 250 faculty from virtually every discipline in fourteen intensive writing workshops. What have been its measurable effects on both faculty and students? What are the implications for other teaching communities? What are the implications for individuals within and without English and humanities departments? Young and Fulwiler bring together eighteen essays from participants and program staff that address these questions from different perspectives and with a variety of evaluative techniques.