1. Student Perspectives on Faith in the Classroom: Religious Discourses and Rhetorical Possibilities
  2. Heather Thomson-Bunn
  3. pp. 373-396
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  1. "Not the Stereotypical View of the South": An Oral History Service-Learning Project in a Southern Women's Literature Course
  2. Casey Kayser
  3. pp. 397-422
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  1. Toward the Soul of a Transformational Praxis: Close Reading and the Liberationist Possibilities of Prison Education
  2. Rachel Boccio
  3. pp. 423-448
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  1. "Differing Voices Join to Form Sweet Music": Dante Translations in the Classroom and Beyond
  2. Akash Kumar
  3. pp. 457-464
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  1. "In My End Is My Beginning": Teaching Dante Retrospectively
  2. Peter S. Hawkins
  3. pp. 465-474
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  1. Teaching Brunetto Latini with Cacciaguida: A Vertical Reading of Inferno and Paradiso 15
  2. Monica Keane
  3. pp. 475-484
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  1. Just Look through the Eagle's Eye: Teaching Justice and Vision in Cantos 19 of the Divine Comedy
  2. Jessica Hooten Wilson
  3. pp. 485-493
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  1. Birds of Paradise and Other Transitional Phenomena: A Vertical Reading of Cantos 23
  2. So Young Park
  3. pp. 495-502
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  1. Teaching the Antepenultimate Cantos of the Divine Comedy: The Dilemma of Not Moving
  2. Margaret Hughes
  3. pp. 503-512
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  1. What Would Lady Mary Do?: Teaching the Twentieth-Century Novel in the Era of Downton Abbey
  2. Erica Gene Delsandro
  3. pp. 513-523
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  1. Why Front?: Thoughts on the Importance of "Nonstandard" English in the Shakespeare Classroom
  2. Kyle Grady
  3. pp. 533-540
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  1. Beyond Pacifism: Teaching World War I Literature from Left to Right
  2. Joyce Wexler
  3. pp. 541-547
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  1. Teaching What We Do in Literary Studies
  2. Paul T. Corrigan
  3. pp. 549-556
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  1. From the Parlor to the Classroom: An Undergraduate Perspective
  2. Jamie K. Paton
  3. pp. 557-562
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  1. Beginning Where the Students Are Beginning
  2. Nancy L. Chick
  3. pp. 563-569
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  1. Introduction: Why Teach Dante Vertically
  2. Brenda Deen Schildgen
  3. pp. 449-456
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  1. Contributors
  2. pp. 571-574
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