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In this Issue

Table of Contents

  1. Editors' Introduction: "Our Work"
  2. Jennifer L. Holberg, Marcy Taylor
  3. pp. 1-9
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Articles

  1. Returning to Community and Praxis: A Circuitous Journey through Pedagogy and Literary Studies
  2. Martin Bickman
  3. pp. 11-23
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  1. Disappearing Acts: The Problem of the Student in Composition Studies
  2. Mariolina Rizzi Salvatori, Patricia Donahue
  3. pp. 25-33
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  1. The Demands of the Day
  2. Colin Jager
  3. pp. 35-53
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  1. Globalism and Multimodality in a Digitized World: Computers and Composition Studies
  2. Gail E. Hawisher, Cynthia L. Selfe, Gorjana Kisa, Shafinaz Ahmed
  3. pp. 55-68
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  1. Can We Teach a Transnational Queer Studies?
  2. Donald E. Hall
  3. pp. 69-78
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  1. Lore, Practice, and Social Identity in Creative Writing Pedagogy: Speaking with a Yellow Voice?
  2. Shirley Geok-lin Lim
  3. pp. 79-93
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  1. Threat Level
  2. Michael Bérubé
  3. pp. 95-105
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  1. Contexts for Canons
  2. Paul Lauter
  3. pp. 107-116
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  1. The Figure of Writing and the Future of English Studies
  2. Marc Bousquet
  3. pp. 117-129
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  1. Bringing Our Brains to the Humanities: Increasing the Value of Our Classes while Supporting Our Futures
  2. Sheila T. Cavanagh
  3. pp. 131-142
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  1. The Coming Apocalypse
  2. Richard E. Miller
  3. pp. 143-151
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  1. Why Assessment?
  2. Gerald Graff
  3. pp. 153-165
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  1. Performing Discussion: The Dream of a Common Language in the Literature Classroom
  2. Harriet Kramer Linkin
  3. pp. 167-174
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  1. What's the Trouble with Knowing Students?: Only Time Will Tell
  2. Julie Lindquist
  3. pp. 175-182
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  1. Paradigms, Conversation, Prayer: Liberal Arts in Christian Colleges
  2. Donald G. Marshall
  3. pp. 183-200
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  1. English Studies and Intellectual Property: Copyright, Creativity, and the Commons
  2. Dànielle Nicole DeVoss
  3. pp. 201-215
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  1. Teaching Narrative as Rhetoric: The Example of Time's Arrow
  2. James Phelan
  3. pp. 217-228
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  1. The English Curriculum after the Fall
  2. Robert Scholes
  3. pp. 229-240
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  1. Taking Stock: A Decade of From the Classroom
  2. Elizabeth Brockman
  3. pp. 241-256
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  1. Who We Are, Why We Care
  2. Mark C. Long
  3. pp. 257-262
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Contributors

  1. Contributors
  3. pp. 263-267
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