Amy Criniti Phillips | Five Hundred Pages and a Topic of Her Own: Successfully Designing an Advanced Writing Course on 19th Century British Women Novelists
Ultimately, the students became the very audience that they were addressing in their final papers—an academic research community interested in 19th century fiction and gender issues: they formed their own “expert” and ideal community that shared common research goals and interests while each contributing a unique perspective on 19th century British women and on the individual process of advanced composition.
Ann K. Hoff | Googling Allusions: Teaching Eliot to the Net Generation
It is problematic to assert that a text as palimpsestic and metonymic as Eliot's Waste Land is a “stable” text. Eliot's poem clearly engages in a conversation about destabilization, and his allusions are multiple and shifting more often than they are stable or certain.
Amy Lynch-Biniek | Filling in the Blanks: They Say, I Say, and the Persistence of Formalism
I see the continued popularity of Graff and Birkenstein's text as a manifestation of a troublesome persistence of formalism, an approach to teaching that can certainly be useful, but which, if allowed to dominate composition teaching, can reduce the complex, intellectual process of academic writing to mechanical acts.
Michael West | Advising Undergraduates Considering Graduate Work in English
After ten years I composed a fifty-page document entitled “Advice to Students Considering Graduate Work in English.” Drawing on the case histories of about 30 Pitt applicants plus my experience counseling many others who never applied, it explains as clearly and specifically as possible just how the process for selecting future generations of college English professors works.
Kevin Brown | What Can They Do with an English Major?: Showing Students the Breadth of the Discipline through the Introductory Course to the Discipline and Advising
It is our job to show them the wealth of opportunities that exist for English majors and to help them know themselves, as well. However, that involves getting to know our students and our colleagues in ways that go beyond the bare minimum.
Kathleen McEvoy| Everything Changes and Nothing Changes: Life After Tenure
Once I had tenure, I did not feel different. My relationship with the college did not change. Everything seemed the same as it always had. At least, that's what I thought—for about four months. Or, more precisely, until my first academic year as a tenured faculty member began.
Colin Irvine / Making Lemonade: An Assistant English Professor's Perspective on the Profession
Book Review Essay
Diana Manister | Review of History Matters: Contemporary Poetry on the Margins of American Culture by Ira Sadoff
Suanna H. Davis | Review of The Living Classroom: Teaching and Collective Consciousness by Christopher M. Bache
Mark S. Graybill | Review of Multicultural Hybridity: Transforming American Literary Scholarship and Pedagogy by Laurie Grobman
Vanessa Cozza | Review of Living Autobiographically: How We Create Identity in Narrative by Paul John Eakin
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