In this article, the author presents his considerations and antecedents (theoretical and practical) that lead to the development of a nondemagogic classroom practice. He expounds on the impact of queer theory, queer pedagogy, and nondemagogic pedagogy, and encourages educators to consider best classroom practices using these ideas.

This essay describes a method of teaching a very challenging anthology piece: Laura Kipnis's "Love's Labors" (chapter 1 of her 2003 "Against Love: A Polemic"). The method, although designed for a critical thinking course, should also provide resources for those who teach Kipnis's work in writing courses. Using…

For my purposes, I approach writing assessment as more than just grading or responding to a set of student papers within a classroom context. Instead, I look at writing assessment as a complex act that links to teaching and learning, that affects the educational environment and students, that acknowledges the consequences of the assessment, and…

The pedagogical principle of experiential learning embodied in the oral interpretation of literature through Readers' Theater provides an avenue to accomplish a seemingly daunting task. Students' participation in reading, interpreting, discussing, writing, assessing, and performing their own creative responses to a literary work promotes a…

"Primary research counts, but we don't teach it." This was the sentiment, if these were not the actual words, of Lynee Lewis Gaillet in her critique of the traditional composition curriculum at the spring 2011 annual meeting of the College English Association in St. Petersburg. Gaillet proposes an alternative to furthering students' sometimes…

A teacher of creative writing discusses some of the problems students encounter in writing fiction and suggests the teacher's role is to provide a stimulating climate. (RB)

Examines the results of a team teaching approach used in a freshman English literature course at Rutgers College. (RB)

Argues that writing teachers must assist students to be more sensitive to the finer points of writing and to the power of language to move and persuade. (HOD)

Describes how the author changed his pedagogical stance to address students' interests and concerns in a college composition course. Argues that this approach helps explore students' educational values and improves the quality of their writing. (MM)

Describes the author's use of John Milton's "Paradise Lost" in a college freshman composition course. Argues that focusing on significant works of imaginative literature can revitalize and reinvigorate freshman writing courses. (MM)

Describes how "jigsawing," a teaching method using two types of group inquiry in sequence, is uniquely suited to the classroom analysis of literature with multiple perspectives. Outlines the procedure with examples from lessons on Judith Guest's "Ordinary People." (MM)

Reports the results of a survey on the use of teacher produced writing in the composition class. Discusses the reasons why teachers do or do not use their own writing models. (MM)

Describes students' assumptions about the nature of literature and presents teaching strategies to counter these assumptions and engage students in creative and analytical writing appropriate to a range of literature courses. (MM)

Suggests that the Tarot deck can serve as a mechanism for generating many coherent stories and that the basic elements of narrative are inherent in and arise from the structure of a Tarot reading. (HOD)

Offers ten practical suggestions for ways two-year college English teachers can understand and work with the nontraditional student. (HOD)