Guides to assist students in evaluating and revising or rewriting their written works are presented and discussed. (HTH)

Suggests a method for teaching students how to mark up literary texts, as well as other texts in order to develop an intimate acquaintance with literature. (DD)

Contends that the dissertation is becoming a genre; illustrates through three recent examples that dissertations that are accepted by graduate schools although they are clearly fictions can serve a valuable purpose. (DD)

Suggests that "inappropriate" uses of language should be defined as those uses that contribute to misinterpretation, obscurity, and deception. (DD)

Draws from the theories of James Kinneavy to define technical writing, organize the technical writing course, and provide analytic depth to the course. (DD)

Identifies several words and phrases pervasive in the everyday speech of literary critics and teachers, interprets them, analyzes the pattern they form, and draws conclusions from their patterns of significance. (DD)

Believes that a historiographic inquiry into Meridel Le Sueur's work as a teacher of writing can extend conversations about textual property that are taking place in English studies today. Concludes that "Worker Writers" stands as Le Sueur's call to working-class women and men to strengthen their communal ties, to make their lives more visible…

Explores some queer and performative objections, challenges, and counterproposals to the identity-based pedagogies still dominating composition studies and closely related fields, bringing to the foreground pedagogies that take the instability of identity as a starting point and move toward even greater deconstruction. Proposes a tentative…

Focuses on the way sexual excesses inscribed in eighteenth- and nineteenth-century Oriental discourses served to open up "queer" spaces in Romantic literature, while analyzing the degree to which the master narrative of British colonial domination was in part dependent on narratives of the sexual degeneracy of the Other. Focuses on…

Investigates questions of what the New London Group calls "multiliteracies." Looks carefully at various texts associated with the television show "Felicity" and considers what they have to say about contemporary popular literacies. Considers how "Felicity" acts as a kind of core sample, extracted from the broader soil…

Describes the author's personal family struggle with entering the field of English. Notes how it is becoming increasingly difficult for today's students to be able to make choices among instrumentalist and intellectual paradigms of education and work. Concludes by voicing a hope that educators can invent new rules for "academic" writing in this…

Examines how all pedagogies, including feminist pedagogy, are driven by psychic interplays of desire and power between students and teachers. Describes how psychoanalytic thinking, along with notions of voice, enable feminist teachers to come to terms with the roles of power and authority. (HB)

Discusses the thinking of the Greek Sophist philosophers, particularly Gorgias and Protagoras, and their importance and relevance for contemporary English instructors. Considers the problem of language as signs of reality in the context of Sophist philosophy. (HB)

Describes Kenneth Burke's theory of the relationship between discourse and reality in the context of the Sophist philosophers. Defines and discusses the Greek concept of "kairos" as context and shows its presence in Burke's philosophy of language. (HB)

Provides discussion and critical analysis of the film "School Daze," directed by Spike Lee. Describes how the film was used to attempt to raise student awareness of linguistic variation. Presents details of classroom exercises designed to achieve this objective. (HB)