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Volume 13, Issue 1, Winter 2013

Table of Contents

Editors' Introduction

pp. 1-2

Commentary

English Program Assessment and the Institutional Context

pp. 3-7

Articles

Liminal Spaces and Research Identity: The Construction of Introductory Composition Students as Researchers

pp. 9-41

Cluster on Multidisciplinary Approaches to Teaching Dante’s Commedia

Introduction

pp. 43-47

Medieval Rhetoric and the Commedia

pp. 49-57

Using Dante to Teach the Middle Ages: Examples from Medieval Southern Italian History

pp. 59-65

Teaching the Divine Comedy's Understanding of Philosophy

pp. 67-76

Suffering in Hell: The Psychology of Emotions in Dante's Inferno

pp. 77-85

The Triple Cord: Teaching Dante's Divine Comedy and Creativity

pp. 87-95

Dante in the Italian Renaissance of Art

pp. 97-104

Teaching Dante as a Visionary Prophet

pp. 105-113

Virtual Cities: GIS as a Tool for the Analysis of Dante's Commedia

pp. 115-123

Lighting Their Own Path: Student-Created Wikis in the Commedia Classroom

pp. 125-132

Introducing Undergraduates to Books in the Age of Dante — in Twenty Minutes or Less

pp. 133-144

From the Classroom

Teaching Literature like a Foreign Language; or, What I Learned When I Switched Departments

pp. 145-148

Pedagogical Approaches to Diversity in the English Classroom: A Case Study of Global Feminist Literature

pp. 149-157

Discourses on the Vietnam War: Teaching from Many Perspectives

pp. 158-170

Reviews

Occupy U: The Timely Call of Henry A. Giroux's On Critical Pedagogy

pp. 171-178

Everything Old Is New Again

pp. 179-187

Notes from Post-9/11 Classrooms: Parsing Representation and Reality

pp. 189-197

Contributors

pp. 199-202

Research Areas

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