restricted access   Volume 12, Issue 1, Winter 2012

Table of Contents

Editors’ Introduction

pp. 1-3


Going Public: From the Perspective of the Classroom

pp. 5-18


Students Study Up the University: Perspectives Gained in Student Research on the University as Institution

pp. 19-43

Writing Time: Composing in an Accelerated World

pp. 45-67

Productive Paradoxes: Vernacular Use in the Teaching of Composition and Literature

pp. 69-95

Reprivileging Reading: The Negotiation of Uncertainty

pp. 97-120

Critical Editing and Close Reading in the Undergraduate Classroom

pp. 121-138

The Twain Shall Meet: Rethinking the Introduction to Graduate Studies Course as Interdisciplinary Pedagogy

pp. 139-160

From the Classroom

Investigating College Campus Conflicts: Possibilities for Tapping into Genuine Student Interest

pp. 161-167

Painting as a Reading Practice

pp. 168-175


The Student Text as Center

pp. 177-185

If I Don’t Know What I’m Teaching, How Can I Make the Best of It?

pp. 187-191

The Canon and the Cutting Edge: On Teaching the Graphic Novel

pp. 193-199


pp. 201-203