In this Book

summary
Bloom gathers twenty of her most recent essays (some previously unpublished) on critical issues in teaching writing. She addresses matters of philosophy and pedagogy, class and marginality and gender, and textual terror transformed to textual power. Yet the body of her work and this representative collection of it remains centered, coherent, and personal. This work focuses on the creative dynamics that arise from the interrelation of writing, teaching writing, and ways of reading—and the scholarship and administrative issues engendered by it. To regard composition studies as a creative art is to engage in a process of intellectual or aesthetic free play, and then to translate the results of this play into serious work that yet retains the freedom and playfulness of its origins. The book is fueled by a mixture of faith in the fields that compose composition studies, hope that efforts of composition teachers can make a difference, and a sense of community in its broadest meaning. Included are Bloom's well-known essays "Teaching College English as a Woman," "Freshman Composition as a Middle Class Enterprise," and many more recent works, equally provocative and insightful.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. Contents
  2. pp. vii-viii
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  1. Acknowledgments
  2. pp. ix-x
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  1. Introduction: Composition Studies as a Creative Art
  2. pp. 1-12
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  1. I. Teaching Writing and Teaching Writing Teachers
  2. p. 13
  1. 1. Finding a Family, Finding a Voice: A Writing Teacher Teaches Writing Teachers
  2. pp. 15-24
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  1. 2. Teaching My Class
  2. pp. 25-32
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  1. 3. Freshman Composition as a Middle-Class Enterprise
  2. pp. 33-53
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  1. 4. Textual Terror, Textual Power: Teaching Literature Through Writing Literature
  2. pp. 54-63
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  1. 5. American Autobiography and the Politics of Genre
  2. pp. 64-75
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  1. II. Teaching and Writing Creative Nonfiction
  2. p. 77
  1. 6. Teaching College English as a Woman
  2. pp. 79-87
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  1. 7. Creative Nonfiction, Is There Any Other Kind?
  2. pp. 88-103
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  1. 8. Reading, Writing, Teaching Essays as Jazz
  2. pp. 104-117
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  1. 9. Why Don’t We Write What We Teach? And Publish It?
  2. pp. 118-129
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  1. 10. Subverting the Academic Masterplot
  2. pp. 130-140
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  1. III. Creative Scholarship and Publication in Composition Studies
  2. p. 141
  1. 11. Coming of Age in the Field That Had No Name
  2. pp. 143-157
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  1. 12. Anxious Writers in Context
  2. pp. 158-183
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  1. 13. “I Write for Myself and Strangers”: Private Diaries as Public Documents
  2. pp. 171-185
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  1. 14. Making Essay Connections: Editing Readers for First-Year Writers
  2. pp. 186-197
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  1. 15. The Importance of External Reviews in Composition Studies
  2. pp. 198-206
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  1. IV. Writing Program Administration as a Creative Enterprise
  2. p. 207
  1. 16. I Want a Writing Director
  2. pp. 209-211
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  1. 17. Why I (Used to) Hate to Give Grades
  2. pp. 212-222
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  1. 18. Initiation Rites, Initiation Rights
  2. pp. 223-228
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  1. 19. Making a Difference: Writing Program Administration as a Creative Process
  2. pp. 229-237
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  1. 20. Bloom’s Laws
  2. pp. 238-240
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  1. Afterword: Free Play: A Prologue to Work in Progress
  2. pp. 241-247
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  1. Works Cited
  2. pp. 248-259
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  1. Index
  2. pp. 260-267
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Additional Information

ISBN
9780874213638
Related ISBN
9780874212464
MARC Record
OCLC
42329372
Launched on MUSE
2012-01-01
Language
English
Open Access
Yes
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