"The coifed, crisply articulate, somewhat pontificating shell had to dissolve so my students could get to the real stuff: truth. Like Calliope in Jeffrey Eugenides's Middlesex, I was not aligned with my inner being. I needed to transform.
I became a quirky, sometimes dishelved, yet authentic instructor, and I did it in order to stir the axis of student ideas and curiosities so that they too could transform. Although our struggles are not necessarily the same as those of Calliope, my students and I are like Calliope in that we are all somewhere in the "middle" of our interiors and striving to fully evolve.
I now demand that my teaching be more reality-driven, predicated on qualitative and quantitative modalities. My class culture is more receptive to broad ideas and commentaries; multimodal media is used; and an action-oriented approach to problems is enforced. I expect authenticity, evolution, and edification."
Beckfield College, Florence, Kentucky
3 years of teaching
Assessing Writing: A Critical Sourcebook
Editor(s): Brian Huot, Peggy O’Neill
A collection of essays that can help both practicing professionals and graduate students understand the theory and practice of writing assessment.
Professing and Pedagogy: Learning the Teaching of English
Author(s): Shari J. Stenberg
The recent pedagogical “boom” in English studies and the seeming omnipresence of the term pedagogy have not been matched by a correspondingly radical shift in how we prepare professors of English. Instead, Shari J. Stenberg argues, “professing” remains primarily defined by conceptions of research.