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  • 1. Editors' Introduction: "Our Work"—Jennifer L. Holberg and Marcy Taylor

    2. Returning to Community and Praxis: A Circuitous Journey through Pedagogy and Literary Studies—Martin Bickman

    3. Disappearing Acts: The Problem of the Student in Composition Studies—Mariolina Rizzi Salvatori and Patricia Donahue

    4. The Demands of the Day—Colin Jager

    5. Globalism and Multimodality in a Digitized World: Computers and Composition Studies—Gail E. Hawisher, Cynthia L. Selfe, Gorjana Kisa, and Shafinaz Ahmed

    6. Can We Teach a Transnational Queer Studies?—Donald E. Hall

    7. Lore, Practice, and Social Identity in Creative Writing Pedagogy: Speaking with a Yellow Voice?—Shirley Geok-lin Lim

    8. Threat Level—Michael Bérubé

    9. Contexts for Canons—Paul Lauter

    10. The Figure of Writing and the Future of English Studies—Marc Bousquet

    11. Bringing Our Brains to the Humanities: Increasing the Value of Our Classes while Supporting Our Futures—Sheila T. Cavanagh

    12. The Coming Apocalypse—Richard E. Miller

    13. Why Assessment?—Gerald Graff

    14. Performing Discussion: The Dream of a Common Language in the Literature Classroom—Harriet Kramer Linkin

    15. What's the Trouble with Knowing Students? Only Time Will Tell—Julie Lindquist

    16. Paradigms, Conversation, Prayer: Liberal Arts in Christian Colleges—Donald G. Marshall

    17. English Studies and Intellectual Property: Copyright, Creativity, and the Commons—Dànielle Nicole DeVoss

    18. Teaching Narrative as Rhetoric: The Example of Time's Arrow—James Phelan

    19. The English Curriculum after the Fall—Robert Scholes

    20. Taking Stock: A Decade of From the Classroom—Elizabeth Brockman

    21. Who We Are, Why We Care—Mark C. Long

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  • Description

    This issue considers the sustainability of English studies and of the humanities as a whole in the context of shrinking budgets and job opportunities and of shifting resources. Exploring topics from academic freedom and globalization to digitization, diversity, and the value of a humanities-based education, “To Delight and Instruct” reexamines the work of the English professor and calls for a reassessment of the priorities and means that undergird it.

    Contributors examine the faculty’s fundamental responsibilities to classroom teaching, the university, and the community. Attending to the relationship between changing technologies and literacy in a global environment, the issue not only argues for a reassertion and reimagining of the humanities in the contemporary university but, perhaps as important, helps articulate a way forward.

    Contributors: Michael Bérubé, Martin Bickman, Marc Bousquet, Elizabeth Brockman, Sheila T. Cavanagh, Danielle Nicole DeVoss, Patricia Donahue, Gerald Graff, Donald E. Hall, Gail E. Hawisher, Jennifer L. Holberg, Colin Jager, Paul Lauter, Shirley Geok-lin Lim, Julie Lindquist, Harriet Kramer Linkin, Mark C. Long, Donald G. Marshall, Richard E. Miller, James Phelan, Mariolina Rizzi Salvatori, Robert Scholes, Cynthia L. Selfe, Marcy Taylor

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