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  • Contributors

Thomas Allbaugh is assistant professor of English at Azusa Pacific University in Southern California, where he coordinates faculty for the freshman writing seminar and teaches undergraduate courses in composition theory and pedagogy, rhetorical theory, and creative nonfiction.

Lawrence Baines is professor of education at the University of Toledo. His most recent books are How to Get a Life: Empowering Wisdom for the Heart and Soul (2003) and Teaching Adolescents to Write: The Unsubtle Art of Naked Teaching (2003).

Donna Barnard teaches English composition and literature at Orange Coast College in Costa Mesa, California. Her specialties include children’s literature and film and developmental writing. She has published a reader for developing writers titled Sparks: A Reader to Energize Writing (2003).

Laura Callanan is assistant professor of English at Duquesne University. She is currently completing her manuscript, “Deciphering Race: White Anxiety, Racial Conflict, and the Turn to the Aesthetic in Mid-Victorian English Prose.” Her teaching interests include Victorian narrative, plague narratives, trauma, and the Gothic.

Mark Gaipa is a preceptor in the Expository Writing Program at Harvard University, where he has taught writing and literature for many years and is currently developing an online database of instructional materials. His scholarship includes essays on James Joyce, Virginia Woolf, Donald Davidson, and Martin Luther King.

Joseph Harris directs the Duke University Writing Program. Some of his recent writing on the intellectual work of teaching includes A Teaching Subject: Composition Since 1966 (1997), “Meet the New Boss, Same as the Old Boss” (in College Composition and Communication, 2000), and “Revision as a Critical Practice” (in College English, 2003). He is currently at work on a book for first-year students titled “Rewriting: How to Do Things with Texts.”

Rochelle Harris is a doctoral candidate in rhetoric and composition at the University of Nebraska–Lincoln, where she teaches courses in composition, literacy, and creative nonfiction. Her work has appeared in the journals Writing Instructor and symplok and the collection The Subject Is Story. Her current research includes rhetorical theory, literacy, critical pedagogy, creative nonfiction, and the essay.

Dustin Hopkins is adjunct professor at Orange Coast College in Costa Mesa, California. He currently teaches English 100: Writing Composition (the class in which he uses Adios, Strunk and White) and English 101: Critical Thinking through Non-fiction. He is also a doctoral candidate at Claremont Graduate University, with an emphasis on nineteenth-century American literature. An essay focusing on Henry Timrod, the Civil War poet, has been accepted for publication in the Dictionary of Southern Literature (2005).

Madeleine Kahn has been teaching literature at Mills College since 1989. She is the author of Narrative Transvestism: Rhetoric and Gender in the Eighteenth-Century English Novel (1991) and of articles on eighteenthcentury working-class poets, the gothic, pedagogy, and pornography. This article is a section of her book, Who Owns the Great Books? Teaching and Learning at a Women’s College, which is forthcoming.

Gerald Nelms, former interim director of Communication across the Curriculum (CAC) and director of writing studies at Southern Illinois University Carbondale (SIUC), is an active learning enthusiast. He helped develop and tutored in a first-year, problem-based learning curriculum at SIUC. Most of his published work has focused on the history of composition theory and practice and has appeared in Rhetoric Review, Rhetoric Society Quarterly, and Written Communication. He recently added nearly one hundred new pages to the CAC website at SIUC (http://www.siu.edu/departments/cac). Nelms is currently collaborating with Ronda Leathers Dively on a study of the transfer of composition knowledge from the first-year composition course to writingintensive courses in the majors.

Patricia Lambert Stock is professor of writing, rhetoric, and American cultures, professor of English, and adjunct professor of education at Michigan State University. Currently president of the National Council of Teachers of English, she is the author of numerous articles on literacy learning and use, teacher research, and the scholarship of teaching. She is the author of The Dialogic Curriculum: Teaching and Learning in a Multicultural Society (1995) and edited the collections fforum: Essays on Theory and Practice in the Teaching of Writing (1983) and Moving a Mountain: Transforming the Role of Contingent Faculty in...

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 505-507
Launched on MUSE
2004-10-01
Open Access
No
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