Most faculty members of college and university English departments would acknowledge frequent interdepartmental tensions between faculty members who specialize in literature and those who specialize in composition. Yet many literature faculty regularly teach composition and/or have administrative responsibilities in writing programs and writing centers.
Teaching Composition/Teaching Literature: Crossing Great Divides is an anthology of articles by faculty who reject the low status commonly assigned to composition and articulate ways to combine literature and composition as teachers and scholars. Ultimately, these essays signal possible ways to repair the rift between the divisions.
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 2003. 170 pp.
Contents: Michelle M. Tokarczyk/Irene Papoulis: Introduction – Marilyn Rye: Using Composition Strategies in the Literature
Classroom to Develop «Critical» Readers and «Critical Relativism» – Evelyn Pezzulich: Shifting Paradigms: The Reemergence
of Literary Texts in Composition Classrooms – Steven Frye/Eric Carl Link: Academic Writing and the Humanities: An Option for
Literature-Trained Ph.D.s – Lynn Z. Bloom: Coming of Age in a Field That Had No Name – Carol Poston: Teaching Across the
Boundaries: Discovery in Literature and Research-Writing Classrooms – James N. Mancall: Up the Down Staircase: Literature
Ph.D.s Working in The Divide – Martha F. Bowden: Teacher and Scholar: Reconciling Literature and Composition – Joanne Farrell:
Scholarship or Service: Negotiating the «Great Divide» – Joanne M. Podis/Leonard A. Podis: Beyond Fear and (Self-)Loathing
in the Composition-Literature Wars: Contextualizing the Politics of Writing Assignments in English Studies – Judith Burdan/Julie
Ann Hagemann: Good Fences Don’t Always Make Good Neighbors: Using Rhetorical Reading to Bridge the Gap Between Literature
and Writing – Peter Elbow: The Cultures of Literature and Composition: What Could Each Learn from the Other?