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Volume 4, Issue 3
Fall 2004
Issue Cover
ISSN 1531-4200
EISSN 1533-6255
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Editors' Introduction
Jennifer L. Holberg; Marcy Taylor
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Commentaries

Thinking Like a Program
Joseph Harris
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Articles

Respond Now! E-mail, Acceleration, and a Pedagogy of Patience
Jeffrey Andrew Weinstock
View articletitled, Respond Now! E-mail, Acceleration, and a Pedagogy of Patience
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Defining Expertise in the Interdisciplinary Classroom
Laura Callanan
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Encouraging Emergent Moments: The Personal, Critical, and Rhetorical in the Writing Classroom
Rochelle Harris
View articletitled, Encouraging Emergent Moments: The Personal, Critical, and Rhetorical in the Writing Classroom
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From the Classroom

Breaking into the Conversation: How Students Can Acquire Authority for Their Writing
Mark Gaipa
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“Why Are We Reading a Handbook on Rape?” Young Women Transform a Classic
Madeleine Kahn
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Reviews

Forum
Teaching Like You Mean It
Lawrence Baines
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Roundtable: Minding American Education: Reclaimin the Tradition of Active Learning
Active Learning: Some Questions for Literary Studies
Thomas Allbaugh
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Can Transcendentalist Romanticism Save Education? In Search of an Active Learning Countertradition
Gerald Nelms
View articletitled, Can Transcendentalist Romanticism Save Education? In Search of an Active Learning Countertradition
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Roundtable: Adios, Strunk and White: A Handbook for the New Academic Essay
A Dose of Adios
Donna Barnard
View articletitled, A Dose of <em>Adios</em>
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An Unorthodox Approach to Learning the Art of Writing
Dustin Hopkins
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This Is Wondrous Strange
Leigh Ann Weatherford
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Roundtable: The Literature Workshop: Teaching Texts and Their Readers
Enacting the Scholarship of Teaching
Patricia Lambert Stock
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Contributors

Contributors
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Call for Submissions

Call for Submissions
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