Contributors
- Contributors
Hannah M. Ashley teaches composition and rhetoric at West Chester University. Her areas of specialization include community-based writing and literacy, critical pedagogy, qualitative research, and research in discourse and voicing.
Nicole Cooley is assistant professor of English and creative writing at Queens College, City University of New York, where she teaches poetry writing, fiction writing, and twentieth-century literature. Her first book of poetry, Resurrection, won the 1995 Walt Whitman Award from the Academy of American Poets and was published in 1996, and her novel, Judy Garland, Ginger Love, appeared in 1998.
Patricia Donahue is associate professor of English at Lafayette College, where she also serves as director of the College Writing Program. She is coeditor of Reclaiming Pedagogy and has published in College English, CCCC, the Journal of Advanced Composition, and Reader. Most recently, she served as guest editor for a special issue of Reader on popular representations of teachers and teaching.
Gregory Eiselein is associate professor and director of graduate studies in English at Kansas State University, where he teaches American literature. He is author of Literature and Humanitarian Reform in the Civil War Era (1996) and editor of Emma Lazarus: Selected Poems and Other Writings (2002), among other books. With Anne K. Phillips, he is editing Louisa May Alcott’s Little Women for the Norton Critical Edition series.
Amy Goodburn is associate professor of English and women’s studies at the University of Nebraska at Lincoln, where she teaches composition, literacy studies, and English education and coordinates the composition program. She also co-coordinates UNL’s Peer Review of Teaching Project and has been inducted into UNL’s Academy of Distinguished Teachers. Her collection Composition, Pedagogy, and the Scholarship of Teaching, edited with Deborah Minter, appeared in 2002. [End Page 141]
Nancy Joseph is assistant professor of English at Oakland University, where she coordinates the English Secondary Education Program and teaches methods courses for English majors. She also teaches advanced writing and conducts writing-across-the-curriculum seminars for faculty. Her work focuses on teacher and parent-teacher interaction. She is author of Research Writing Using Traditional and Electronic Sources (1999).
Donna J. Kain is a faculty member in the Technical Communication Department at Clarkson University. She has taught first-year and advanced composition and is now teaching rhetoric and technical communication. Her areas of research include public policy, genre theory, and the role of narrative in public discourse.
Sheree Meyer is professor of English at California State University, Sacramento, where she teaches composition, Renaissance literature, and literary theory. Motivated by a question she once overheard at an interview, “So what di3erence does theory make in the classroom?” she has published articles on literary theory and pedagogy in College English and College Literature, presented papers on the topic at Modern Language Association and National Council of Teachers of English conventions, and created a graduate seminar titled “Theories of Teaching Literature,” which she teaches regularly.
Richard C. Raymond is professor and chair of rhetoric at the University of Arkansas at Little Rock, where he teaches composition, technical communication, composition theory, the history of rhetoric, and persuasive writing. He also directs the Little Rock Writing Project. He has published recently in the Lamar Journal of the Humanities, Composition Forum, and Writing Program Administration.
Mark Schaub is assistant professor of writing at Grand Valley State University, where he teaches academic, professional, and creative writing. He has also served as director of the Writing Program at the American University in Cairo. [End Page 142]
Gail Stygall is associate professor of English language and literature at the University of Washington, where she directs the Expository Writing Program and teaches writing, rhetorical theory, and critical discourse theory and analysis. She writes on legal discourse, writing-program administration and professional issues, and language in composition classrooms. She is editor, with Ellen Barton, of Discourse Studies in Composition (2002).
Sandra Young is assistant professor of English at Sacred Heart University, where she directs the Freshman Communications Program and teaches literature and creative writing. [End Page 143]
