In this Issue

Table of Contents

Articles

The Writing Teacher Who Writes: Creative Writing, Ancient Rhetoric, and Composition Instruction

Mary Hedengren
pp. 191-206
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Teaching the Short-Story Cycle, Teaching American Literature

Jennifer J. Smith
pp. 207-227
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Making Ends Meet: Literature Pedagogy, Faculty–Graduate Student Teamwork, and Undergraduate Literacy

Andrew Weeks, Kelsey Forkner, Susan George, Josette Lorig
pp. 229-250
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The Words Students Need and How They Can Learn Them: Teaching Literary Vocabulary in the Twenty-First Century

Patrick C. Fleming
pp. 251-271
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Frameworks for Failure

Daniel M. Gross, Jonathan Alexander
pp. 273-295
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Roundtable

Teaching the Long Poem by Nineteenth-Century British Women Writers

Teaching the Long Poem by Nineteenth-Century British Women Writers: Introduction

Donelle Ruwe
pp. 297-300
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Charlotte Smith’s Beachy Head and the Lyric Mode

Donelle Ruwe
pp. 300-307
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A Novel Approach to Teaching a Long Poem: Ellen Fitzarthur

Stephen Behrendt
pp. 308-314
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Letitia Landon’s “The Fairy of the Fountains” and Gothic Narrative

Kari Lokke
pp. 315-322
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Teaching Amy Levy’s “Xantippe”

Linda K. Hughes
pp. 323-332
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“Let Me Count the Ways”: Teaching the Many-Faceted Aurora Leigh

Florence S. Boos
pp. 333-345
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From the Classroom

Using Wikipedia to Teach Audience, Genre, and Collaboration

Alan Bilansky
pp. 347-355
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Monstrosity and the Majority: Defamiliarizing Race in the University Classroom

Clayton Zuba
pp. 356-367
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Paradoxes in the Classroom: When Strategies for Empowerment Also Constrain

Lisa Propst, Jade Kierbow Loicano
pp. 368-375
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Contributors

pp. 377-379
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