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In this Issue

Table of Contents

  1. The Two Nations
  2. George Lewis Levine
  3. pp. 7-19
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  1. Hidden Intellectualism
  2. Gerald Graff
  3. pp. 21-36
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  1. "Writing Across the Curriculum" and the Paradoxes of Institutional Initiatives
  2. Deborah H. Holdstein
  3. pp. 37-52
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  1. Contingencies and Intersections: The Formation of Pedagogical Canons
  2. Susan V. Gallagher
  3. pp. 53-67
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  1. Curriculum, Pedagogy, and Teacherly Ethos
  2. Marshall W. Gregory
  3. pp. 69-89
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  1. How It Is: Teaching Women's Poetry in British Romanticism Classes
  2. Harriet Kramer Linkin
  3. pp. 91-115
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  1. The Materiality of Language and the Pedagogy of Exchange
  2. David Bleich
  3. pp. 117-141
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  1. "Reading Fiction/Teaching Fiction": A Pedagogical Experiment
  2. Jerome J. McGann, John Griffith, Jennifer Kremer, Rebecca L. Kroeger, Brooks Moriarty, Jason Pikler, Bennett Simpson, Kate Stephenson
  3. pp. 143-165
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  1. When No Answer Might Be the Best Answer
  2. Kristie S. Fleckenstein
  3. pp. 169-173
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  1. Cutting Class in the Multi-Cultural Literature Classroom
  2. Vivyan Campbell Adair, Sandra L. Dahlberg
  3. pp. 173-175
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  1. Academic Communications and the Graduate Student
  2. John Swales, Christine B. Feak
  3. pp. 176-178
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  1. English-Language Creative Writing in Hong Kong: Colonial Stereotype and Process
  2. Shirley Lim
  3. pp. 178-184
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  1. A Flare from the Margins: The Place of Professional Writing in English Departments
  2. Kathryn Rentz
  3. pp. 185-190
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  1. Increasing the Deadness
  2. Roger Sale
  3. pp. 195-196
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  1. Placing the Canon: Literary History and the Longman Anthology of British Literature
  3. pp. 197-201
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  1. Norton and Longman Travel Separate Roads
  2. Karen Saupe
  3. pp. 201-207
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  1. The Mirror and the Window: Reflections on Anthology Construction
  2. David Damrosch
  3. pp. 207-214
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  1. Knowing Your Audience and the Limits of Critique
  2. Kirk Branch
  3. pp. 215-224
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  1. Courage in the Heart
  2. Susan A. Schiller
  3. pp. 225-229
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  1. Editors' Introduction
  2. Jennifer L. Holberg, Marcy Taylor
  3. pp. 1-5
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  1. From the Classroom Editor's Introduction
  2. Elizabeth Blackburn-Brockman
  3. pp. 167-168
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  1. Book Review Editor's Introduction
  2. Christine Chaney
  3. pp. 191-194
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  1. Contributors
  3. pp. 231-234
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