Contributors
- Contributors
Janet Alsup (PhD, University of Missouri – Columbia) is associate professor of English education at Purdue University and a former teacher of high school English. She currently teaches undergraduate and graduate courses in the teacher education program at Purdue. Her specialties are teacher education and professional identity development, the teaching of composition and literature in middle and high schools, critical pedagogy, young adult literature, and qualitative and narrative inquiry. She has coauthored a book titled But Will It Work with Real Students? Scenarios for Teaching Secondary English Language Arts (2003), and she regularly presents at the National Council of Teachers of English (NCTE) Convention. Her second book, Teacher Identity Discourses: Negotiating Personal and Professional Spaces, was published in 2006. She has won many teaching awards at Purdue, including the prestigious Charles B. Murphy Award for Outstanding Undergraduate Teaching in 2005.
Phyllis Benay is associate professor of interdisciplinary studies at Keene State College and directs the Center for Writing and the Calderwood Institute on the Teaching of Writing. Her research interests include writing and cognitive development.
Hal Blythe (hal.blythe@eku.edu) is a Foundation Professor of English and codirector of the Teaching and Learning Center at Eastern Kentucky University. He has coauthored (with Charlie Sweet) some five hundred publications, including nine books, over two hundred critical and pedagogical articles, and many pieces of fiction.
Shima Carter is a graduate student at Nova Southeastern University in Davie, Florida. Her research interests include composition theory and pedagogy. [End Page 399]
Tammy Conard-Salvo (MA, Texas Tech University) joined the Purdue Writing Lab in the fall of 2003 and serves as its associate director. She has taught both composition and literature in traditional and computer-based classrooms, and some of these courses have focused on identity and culture in the twenty-first century. She assists in the administration of the Writing Lab and teaches English 390A, the tutoring practicum for undergraduate peer tutors. This course addresses writing center tutoring theory and practice, as well as visual rhetoric, diversity, and strategies for working with ESL students and those with special needs. Conard-Salvo’s research involves the use of technology in writing centers, including mainstream applications of text-to-speech software and e-book technology in tutor training courses, and most recently she has been involved in usability research for the redesigned Purdue OWL Web site. In addition to her writing center work, she maintains a Web site where she posts her stories on issues relating to Asian American and Hapa culture and identity.
Jerry Farber is professor of English and comparative literature at San Diego State University. His books include A Field Guide to the Aesthetic Experience. He has published articles on a number of subjects, including literary theory, aesthetics, and teaching. His recent essay “What Is Literature? What Is Art? Integrating Essence and History” ( Journal of Aesthetic Education) proposes a means of establishing the identity of literature that takes full account of antiessentialist arguments on the subject.
Laura M. Grow is an adjunct instructor at Central Michigan University in Mount Pleasant, Michigan. In addition to teaching introductory and intermediate composition courses, she supervises secondary student teachers majoring in English. Her research interests are grounded in pedagogy; her work recently appeared in English Journal, and she helped write the second edition of English 101: First Year Composition, by Marcy Taylor and Elizabeth Brockman.
Matthew Heard is assistant professor at the University of North Texas, where he teaches courses in rhetorical theory and works with the university writing program. He has published on the topic of exploring postprocess discourse analysis in the context of modernist literature, and he is engaged in a larger project investigating the role of empathy in classical and modern rhetoric. [End Page 400]
Gregory Jay is professor of English and director of the Cultures and Communities Program at the University of Wisconsin – Milwaukee. He is author of American Literature and the Culture Wars as well as recent articles on race, film, and performance in Cinema Journal, Contemporary Literature, and Melus.
Joe Lockard is assistant professor of English at Arizona State University, where he teaches early American and African American literatures. His recent publications include Brave New Classrooms: Democratic Education and...
