1. Teaching with Anthologies
  2. Paul Lauter
  3. pp. 329-339
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  1. Generational Canons
  2. Jeffrey Insko
  3. pp. 341-358
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  1. Graduate Education As Education: The Pedagogical Arts of Institutional Critique
  2. Virginia Crisco, Chris W. Gallagher, Deborah Minter, Katie Hupp Stahlnecker, John Talbird
  3. pp. 359-376
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  1. A Rhetoric/Pedagogy of Silences: Sub-version in Paul Kameen's Writing/Teaching
  2. Byron Hawk
  3. pp. 377-397
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  1. A Method for Teaching Invention in the Gateway Literature Class
  2. Joanna Wolfe
  3. pp. 399-425
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  1. Argument, Evidence, and Engagement: Training Students As Critical Investigators and Interpreters of Rhetoric and Culture
  2. Allyson D. Polsky
  3. pp. 427-430
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  1. Teaching Craft, Teaching Criticism: The Creative Writer in the Literature Class
  2. Gerry LaFemina
  3. pp. 431-435
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  1. Community or Contact Zone? Deconstructing an Honors Classroom
  2. Phyllis Surrency Dallas, Mary R. Marwitz
  3. pp. 435-439
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  1. Teaching Ambiguity
  2. Herbert F. Tucker
  3. pp. 441-450
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  1. Theory without Method, Criticism without Voice
  2. Marshall Brown
  3. pp. 451-457
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  1. Historicizing Theory
  2. Elizabeth Kowaleski-Wallace
  3. pp. 458-462
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  1. Shooting Niagara
  2. Donald G. Marshall
  3. pp. 463-467
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  1. Responses from the Editors of The Norton Anthology of Theory and Criticism
  2. William E. Cain, Laurie Finke, Barbara Johnson, Vincent B. Leitch, John McGowan, Jeffrey Williams
  3. pp. 468-477
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  1. What Enrages Us, What Sustains Us: Reflective Narratives by Women Teachers at Midlife
  2. Terry Martin
  3. pp. 479-482
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  1. Index to Volume 3
  2. pp. 487-490
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  1. The Assembly for Expanded Perspectives on Learning Invites Proposals for Interactive Workshops for its Summer 2004 Conference
  2. pp. 491-492
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  1. Editors' Introduction
  2. Jennifer L. Holberg, Marcy Taylor
  3. pp. 325-327
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  1. Contributors
  2. pp. 483-486
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