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Research in the Teaching of English, Vol. 39, No. 1, August 2004

Cover Art for Research in the Teaching of English, Vol. 39, No. 1, August 2004

Table of Contents


    Melanie Sperling and Anne DiPardo

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • Tributes to Stephen P. Witte

    Robert Bracewell, Deborah Brandt, Elaine Chin, John Daly, Linda Flower, Sarah Warshauer Freedman, Kris Gutierrez, Glynda Hull, Mike Rose, and Peter Sm

    Abstract: Last spring our profession lost one of its leading voices—Stephen P. Witte, Knight Professor of Rhetoric and Composition at Kent State University. Here, a few of his close friends and colleagues remember Steve and his many contributions to our field.

    Keywords: College

  • Bridging Methodological Gaps: Instructional and Institutional Effects of Tracking in Two English Classes

    Samantha Caughlan and Sean Kelly

    Abstract: Quantitative analyses using CLASS 3.0 software and qualitative discourse analyses were conducted of the instructional and institutional effects of tracking in high- and low-track American literature classes taught by the same teacher, a participant in a national study of the effects of dialogic classroom discourse patterns on student achievement.

    Keywords: College

  • Back to OZ? Rethinking the Literary in a Critical Study of Reading

    Deborah Hicks

    Abstract: Drawing on data gathered during a fourteen-month study of reading practices among poor and working-class girls, this essay explores the challenges of creating a responsive and critical reading pedagogy across boundaries of class.

    Keywords: College

  • AT LAST: The Trouble with English

    Allan Luke

    Abstract: So much has been made over the crisis in English literature as field, as corpus, and as canon in recent years, that some of it undoubtedly has spilled over into English education. This has been the case in predominantly English-speaking Anglo-American and Commonwealth nations, as well as in those postcolonial states where English remains the medium of instruction and lingua franca of economic and cultural elites. Yet to attribute the pressures for change in pedagogic practice to academic paradigm shift per se would prop up the shaky axiom that English education is forever caught in some kind of perverse evolutionary time-lag, parasitic of university literary studies. I, too, believe that English education has reached a crucial moment in its history, but that this moment is contingent upon the changing demographics, cultural knowledges, and practices of economic globalization.

    Keywords: College

  • Guest Reviewers

    Abstract: Abstract for this article is currently not available.

    Keywords: College

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