In this Issue

Table of Contents

Commentary

Feces on the Philosophy of History! A Manifesto of the MLA Subconference

Bennett Carpenter, Laura Goldblatt, Lenora Hanson, Anna Vitale, Karim Wissa, Andrew Yale
pp. 381-393
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Articles

“Moves” toward Rhetorical Civility

Craig Rood
pp. 395-415
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Taking the Text on a Road Trip: Conducting a Literary Field Study

Paul D. Reich, Emily Russell
pp. 417-433
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Innovative Frameworks and Tested Lore for Teaching Creative Writing to Undergraduates in the Twenty-First Century

Kate Kostelnik
pp. 435-454
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Establishing Dialogue between Theory and Composition Classrooms: A New Approach to Judith Butler’s Gender Trouble via “Moves [and Movers] That Matter” in Academic Writing

K. Shannon Howard
pp. 455-473
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Food for Critical Thought: Teaching the Science Fiction of Margaret Atwood

Sean Murray
pp. 475-498
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Literary Discipline in the Margins: How Students Read Comments on Literature Papers

Lisa Schreibersdorf
pp. 499-530
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From the Classroom

Resistance Revisited: Resolving Gender Trouble in the First-Year Writing Classroom

Julie Prebel
pp. 531-539
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You Don’t Need Ovaries to Enjoy Madame Bovary! Or, Why Flaubert’s Novel Works in the Critical Reading Classroom

Megan S. Lloyd
pp. 540-551
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Reviews

A Cognitive Route to Social Justice: Mark Bracher’s Radical Pedagogies

Eric Leake
pp. 553-559
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The Multimodal Turn in Higher Education: On Teaching, Assessing, Valuing Multiliteracies

Lauri Bohanan Goodling
pp. 561-568
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What We Value but Cannot Name

Gretchen L. Dietz
pp. 569-575
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Contributors

pp. 577-579
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Index to Volume 14

pp. 581-583
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