Executive Summary

Proposal and Rationale

I. Proposal1

II.Benefits and Needs3

III.Purpose and Rationale5

Program Design and Requirements

IV.Courses11

V.Determining Individual Patterns of Course Enrollment20

VI.Candidacy Portfolio24

VII.Research Skills Requirement25

VIII.Comprehensive Examination Portfolio28

IX.Dissertations in TWARC30

Faculty Evaluations and Program Implementation

X.Faculty and Program Self-evaluation Roundtable33

XI.Program Implementation Plan35

XII.Distribution of Resources: Budget36

Admissions Policy37

Financial Aid40

Bibliographies44

XIII.Teaching45

XIV.Border Crossing and Cultural/Multicultural Studies48

XV.Collaborations53

XVI.General Bibliography56

Appendix A: Syllabi

Appendix B: TWARC Faculty and Vitas

Appendix C: Other Related Programs

Appendix D: Related Interdisciplinary Courses Teaching the Writing and Reading of Cultures

Executive Summary of a Proposal for the English Doctoral Programs

Teaching the Writing and Reading of Cultures (TWARC) is a proposed doctoral program that will serve the needs of English teachers at two-year and four-year colleges and universities who seek to understand the interrelations among teaching, writing, reading, and cultures.

TWARC accomplishes six main program goals:
€places teaching at the heart of its mission;
€articulates an interdisciplinary and historical understanding of new forms of knowledge in English;
€facilitates multicultural and cross-cultural understanding;
€presents new understandings about the synthesis of reading and writing of literary and non literary texts and other cultural representations;
€responds to the impact of the telecommunications revolution on education by providing new opportunities for interactive learning, community making, and the accessing of information;
€engages teachers and students in shared intellectual projects.
Each of these goals rests upon a common ground: the program seeks to promote human understanding by synthesizing teaching, reading, and writing about our socially diverse and historically different cultures.

Benefits to IUP
€a new, state of the art doctoral program
€the creation of three inter-related doctoral programs that will be a model of creative, scholarly design
€a model for the implementation of cost-effective doctoral programs
€a doctoral program in the emerging fields of cultural studies, multiculturalism and telecommunications
€a more productive use of current English faculty expertise
€the developing of new models of faculty evaluation

Benefits to English Department
€each of the three doctoral programs contributes to the strength of each of the other programs
€a more collaborative environment for graduate study and teaching
€all three doctoral programs share from a common pool of courses
€faculty teach students from all three programs
€more graduate student choices
€cost-effective utilization of current English Department assets
€the TWARC program is predicated on a stasis doctoral growth model
€teaching assignments do not change significantly; doctoral enhancement not at all

Costs of Implementing TWARC
€two new courses (one beginning in 1999; the other in 2000)
€secretarial assistance (1/2 time secretary beginning in 2000)
€release time for director (1 course release in 1999; 2 courses in 2000)

Faculty
Dr. Susan Marguerite Comfort, Dr. David B. Downing, Dr. Maurice Kilwein Guevara, Dr. C. Mark Hurlbert, Dr. Donald A. McAndrew, Dr. Gian S. Pagnucci, Dr. Thomas J. Slater, Dr. Roxann Wheeler
Proposal and Rationale

I. Proposal

We propose a new doctoral program in English called "Teaching the Writing and Reading of Cultures" (TWARC). Our underlying principle is that there will now be three interdependent programs, each drawing on a shared pool of all the Doctoral English courses:

€Literature and Criticism, LC.
€Rhetoric and Linguistics, RL
€Teaching the Writing and Reading of Cultures, TWARC,

Each program will have its own candidacy exam, comprehensive exam, research requirements, dissertation procedures, Director, and program committee. At the same time, each program will draw on the pool of all doctoral English courses. Each program will design its own list of core, required courses and elective courses. According to this principle, courses will, therefore, be shared by each program when they appear jointly in each program's list of required courses. So, too, faculty who regularly teach these graduate courses may now teach students from across programs. A key feature of this realignment is that it will in no way affect current faculty teaching assignments: those who teach a given course now, will continue to teach that course under the new program design. Course scheduling will involve some collaboration between the three directors of the programs, but since most of this revision is organized around our current course offerings, this should not be a difficult task.

Our stimulus for the realignment is that the profession has changed since the two original programs were devised. A good analogy is the emergence of biophysics: at one time, the recognized, but separate fields of biology and physics maintained their own independent status. However, with the proliferation of new scientific knowledge, some scientists began to cross borders as they drew on knowledge from both fields, until the new field of biophysics emerged. Significantly, the prior integrity of the original fields of biology and physics did not disappear, but rather the new field emerged and gained its own integrated body of knowledge precisely from its selective borrowing from the two original disciplines. Fundamentally, TWARC emerges from a similar selective borrowing from the two related fields of RL and LC. With the emergence of cultural studies, multicultural concerns, creative writing programs, and the impact of the electronics revolution on education in the humanities, there is a need for a discipline and program that honors such border crossings. Our design, while respecting the original plans for our current two programs, builds by articulating the new directions and interconnectedness of the disciplines. Unlike traditional doctoral programs which work independently of each other, in this new model, each program partakes and contributes to the strength of each of the other programs. Because of this reciprocity, each program is now strengthened through these interdependent links. These revisions provide us a vision for doctoral work in English departments for the 21st century.

Under the new arrangement proposed here, each of the three programs will allow students to focus in the area of their choice, while making possible the opportunity for new kinds of integration and collaboration among the programs. In particular, the TWARC option will allow students to focus their graduate work in the emerging cross-disciplinary areas of cultural and multicultural studies, hypertext/electronic teaching environments, literacy, critical theory, and pedagogy as it relates to all of these concerns. Those students who wish to focus on a more specific literary area, may choose the LC program; those working in the areas of composition, linguistics, and TESOL, may choose the RL program. But because of the mutual reciprocity between the programs, students in any one program will have access to course work in all of the programs. In fact, no student will be able to complete work in any one program without taking courses that overlap and intersect with core courses from other programs. Each of the program cores share at least one or more courses with the other programs. Such cross-overs between the programs will be a benefit of the new design.

With respect to faculty, each doctoral program faculty member will maintain membership with only one of the three program committees, each of which will be responsible for designing and implementing their individual programs, procedures, and exams. Current course teaching assignments will remain the same: that is, those currently teaching specific doctoral courses will continue to teach those specific courses. Likewise, in the case of any major course revision, all such decisions will involve all those faculty who currently teach those specific courses. This means, for example, if a major course revision is made to a course such as EN 751: The History and Theory of Criticism, which is a core course in both LC and TWARC, the initial committee work will be done by members of both programs who normally teach this course, and final approval for the course changes will involve votes by all the relevant program committees. In the case of new course proposals, they will be negotiated by all appropriate faculty. Again, this kind of reciprocity between the programs should strengthen them all.

In what follows, we will outline a proposal for the new TWARC program. We are assuming, at this stage, that LC and RL will remain as they now stand ( though we realize that RL is currently undergoing revision. We have already adopted some of the proposed RL revisions, such as the course, EN XXX: Literacy and Technology. The final version of our TWARC program will, however, adapt to the changes in the final version of the RL program). The only new courses we propose to complete the reading/writing balance in the TWARC program is the addition of EN XXX: Creative Writing and, after the program is fully implemented, EN XXX: Special Topics in TWARC.

Note on Program Continuity:
Since TWARC integrates many of the features of the two existing English graduate programs, LC and RL, we are able to maximize resources and to create a productive, highly collaborative scholarly environment. To ensure that the new TWARC program has a great degree of consistency with the other programs and lives up to their standards, we have modeled our program proposal on the other programs' existing handbooks. We have borrowed material where necessary to ensure program continuity, especially with regard to procedures such as admissions, financial aid, and eligibility requirements. II. Benefits and Needs

The new Doctoral Programs in English will benefit students and faculty in those programs, as well as serve specific needs in the profession. Moreover, the IUP community will benefit both by the national attention drawn to this innovative new program and by a more cost-effective use of current resources, getting 50% more for a very small increase in support.

Benefits for Students
Students will benefit because of the increase in options now available in English doctoral study. Many current and past students in LC have taken a course or two in the RL program, such as Teaching Writing or Rhetorical Traditions, but some of them have lamented that LC does not allow for more such synthesizing of the two programs. Likewise students in RL have often taken History and Theory of Criticism and Literary Theory for the Teacher and Scholarly Writer and have expressed to the teachers of these courses that they wish they could combine more of the courses in the two programs, but the current design of RL prohibits this possibility. Moreover, students recognize that the crossovers and links between the two programs provide strong rationales for many who hope to combine the teaching of literature and writing, the most common case in college English departments. The new Doctoral Programs in English provide, therefore, all the benefits of the two original programs, plus additional possibilities offered by the new TWARC option.

Benefits for Faculty
Faculty will benefit from this new arrangement as it provides opportunities for new kinds of doctoral study by tapping into strengths of current faculty members whose cross-disciplinary and multicultural work will now be better served by the realignment of programs. Faculty will also benefit from the creation of new kinds of collaborative work and the stimulation that this entails, increasing scholarly productivity. Finally, TWARC faculty, as teachers, will benefit from the built-in roundtable evaluation process which provides rich opportunities for both peer and self evaluation of faculty teaching. (See Faculty and Program Evaluation below.)

Benefits for IUP
IUP will benefit for several reasons, primary of which is that the new Doctoral Programs in English offer more options and utilize more of the currently available assets of the English Department, and it does so with little or no additional funding. In short, it's a better use of our current resources: it's a cost-effective program revision in keeping with the new challenges facing the university. Secondly, the innovative nature of this new design will bring considerable attention to IUP for its foresight in program development because TWARC includes as hallmarks such innovations as community action, artistic collaborative projects, a general project orientation, electronic environments, and formal ongoing faculty and program self-evaluation. Because of the interaction among the graduate English programs, IUP will offer a distinctive educational opportunity for students, one which develops the interdisciplinary promise of the undergraduate liberal studies program into its graduate complement. The combination of RL, TWARC, and LC comments positively on IUP's commitment to supporting developing the excellence of our teaching faculty. Moreover, in these days of "student-centered" education, IUP will be able to further substantiate its claim to be sensitive to occupational trends affecting our students. Indeed, the proposed three graduate programs will reflect the balance of innovation and conservation characteristic of leaders. It will gain national recognition not just for the Department of English but also for the university as a whole.

Benefits to the Profession
Finally, the new Doctoral Programs in English design will benefit the profession of English because we will graduate Ph.D.s with a more integrated study of reading and writing and with a more fully realized focus on teaching in today's English departments. In fact, a survey of recent job listings in the profession reveals the need for such a program: the October 1995 Modern Language Association Job List supports a market-driven rationale for implementing the TWARC program for our students. This fall MLA survey is the largest single annual listing of jobs in English Studies in the United States. There were a total of 467 listed. Over half (252) of the jobs asked for two or more areas of expertise, these multiple areas only available in the TWARC curriculum. In other words, TWARC enables students to demonstrate a profile that genuinely incorporates the cross-disciplinary expertise called for in half of all jobs in English.

III. Purpose and Rationale

The purpose of TWARC is to provide an integrated program that meets the needs of English instructors in secondary schools and at two-year and four-year colleges and universities who seek an organic understanding of the interrelations among teaching, writing, reading, and culture. TWARC is a doctoral program that:

1.Places teaching at the heart of its mission;
2.Articulates an interdisciplinary and historical understanding of new forms of knowledge in English;
3.Facilitates multicultural and cross-cultural understanding and provides the resources to enhance the teaching of people from diverse backgrounds;
4.Presents new understandings about the synthesis of reading and writing of literary and non literary texts and other cultural representations;
5.Acknowledges the impact of the telecommunications revolution on all levels of education as it provides new opportunities for interactive learning, community making, and the accessing of information;
6.Takes as a foundation principle the need for collaboration among teachers, students, and teachers and students and thus the fostering of learning communities built around shared intellectual projects.

Each of these six features rests upon a common ground: the program seeks to promote human understanding by synthesizing teaching, reading, and writing about our socially diverse and historically different cultures.

Teaching
In recent years, teaching has become a subject of national controversy. Social crises become teaching crises as schools and universities face challenges that they are failing in their mission to adequately prepare students for our complex worlds. In this contentious climate, universities have been pressured to focus more on teaching, less on research. But it is the very division between teaching and research that has come under increased scrutiny, especially in English departments. Indeed, over the last decade there has emerged in the profession a wide-spread belief that the traditional models of scholarship and publication no longer serve very well to promote the serious exchange of ideas related to new ideas about teaching practices. Moreover, the division of English departments into literature and composition programs has generally meant that those concerned with teaching have been primarily the composition instructors, while theory has been claimed by literature programs. But after more than two decades of intense theoretical debate among literary as well as composition scholars, we find a more general resurgence of interest in teaching. This recent refocusing of debate around teaching has been called the "pedagogical turn," and in Changing Classroom Practices (Downing) we find a more detailed explanation of this phenomenon.

The basic premise is that the old models for teaching as the transmission of cultural value (as in what is often called the "banking" model of education) have given way to broader questions relating education, knowledge, pedagogy, and literacy to the very creation and construction of social as well as personal relations. "Pedagogy" can then no longer be confined to the classroom, the curriculum, the university, the school: it refers to all those ways we become acculturated. In short, culture is the discourse that educates, one remarkably important instance of which occurs in our own classrooms. From this vantage point, the relations between writers or speakers and readers or listeners are appropriate subjects for scholarly investigations. Secondly, the very division between "research" and "teaching" that fairly dominates work in higher education now comes under intense pressure. That is, in most graduate programs, research has been privileged while teaching has not. Many teachers have therefore sought to find new ways to promote, circulate, and revalue the whole arena of our professional lives as teachers. Thus, we find such things as the rise of teacher research in the classroom, the promotion of the teacher/scholar model, and the dramatic increase in professional presentations on pedagogy.

TWARC thus begins with the acknowledgment that pedagogy is a form of social and cultural transaction. As Donald Morton and Mas'ud Zavarzadeh have argued, we must therefore understand pedagogy not strictly, "as classroom practices or instructional methods as such, but as the act of producing and disseminating knowledges in culture, a process of which classroom practices are only one instance" (1991, vii). Whereas most doctoral programs are based on bodies of knowledge derived from exclusively research models, TWARC acknowledges the primacy of the teacher/scholar model in the lives of most professors. Moreover, by placing such a broad based conception of teaching and pedagogy, the teacher/scholar model, at the heart of the program, TWARC provides a program specifically devised to revitalize teaching in our contemporary multicultural worlds.

New Forms of Knowledge
English studies has changed dramatically in recent years. In fact, the National Council of Teachers of English has recently instituted a very successful book series entitled "Refiguring English Studies." As articulated in our introductory remarks, with the emergence of cultural studies, multicultural concerns, creative writing programs, and the impact of the electronics revolution on education in the humanities, there is a need for border crossings. In this regard, TWARC is connected to current and developing intellectual concerns about the kinds of interconnected, cross­disciplinary and innovative possibilities for conducting our work as English teacher/scholars. Such work brings teachers and students together to the borders of disciplines, (specifically, composition and literature, but also to related fields in the humanities and social sciences such as history, sociology, ecology, anthropology, philosophy, religious studies, psychology, etc.), and through their research skills requirement options or through electives, they will be encouraged to take courses from the other departments at IUP. TWARC will enable students to explore what Mary Louise Pratt has called the cross-disciplinary and cross-cultural "contact zones" where the articulation of new kinds of shared intellectual projects are possible.

TWARC faculty have already begun that exploration. For instance, Donald McAndrew has a forthcoming article in College Composition and Communication, "Ecofeminism and the Teaching of Literacy," in which he combines ecology, feminism, and recent literacy theory. Mark Hurlbert has a forthcoming article in Works and Days, "To Make A Home: The Role of Listening in Cultural Studies," in which he and his co­writer, Dr. Michael Blitz, of John Jay College, CUNY, apply poetics to the social critique of cultural studies. Roxann Wheeler has published an essay, "'My Savage,' 'My Man:' Racial Multiplicity in Robinson Crusoe," (in ELH), that draws on the reconfiguration of historical knowledge and interpretation in the understanding of literary and cultural texts. David Downing has recently published an essay, "The Political Consequences of Pragmatism, or Cultural Pragmatics for a Cybernetic Revolution," in the book Rhetoric, Pragmatism, Sophistry which explores the consequences for teaching and research of these new forms of knowledge as they have emerged from the tradition of American pragmatism and have impact upon the telecommunications revolution. Gian Pagnucci has published two articles, "Narrative Learning: What Happens When High School Students Become Storytellers?" and "The Never Making Sense Story: Reassessing the Value of Narrative," which look at the ways science students use narratives and creative writing to understand research in exercise physiology, genetics, animal science, and chemistry. Susan Comfort presented an article, "First World Garden/Third World Plantation: Rewriting Ecology and Development in the Caribbean" at the Caribbean Writers Summer Institute that combines the study of environmental and development issues in the Caribbean. Maurice Kilwein Guevara has published an essay, "That's Only Half the Story--Using Literature in the Education of Health Professionals" in The Journal of Clinical Pharmacy and Therapeutics that posits a wider role for literature beyond the humanities so that health professional might become more empathic and, it is hoped, more effective healers. Such border crossing work has been significant, for example, because it points to the fact that the theoretical underpinnings of TWARC are fully established in the work of the TWARC faculty. This work, however, will flourish and develop in new and significant ways in the TWARC program environment.

Although the program focuses on the emergence of these new kinds of border crossings in the contemporary moment, the program insists on an historical understanding of the present and its relations to past cultures and histories. Indeed, two of the core courses have a broad historical perspective in their content (EN 731: Rhetorical Traditions and EN 751: The History and Theory of Criticism), and historical awareness has its place in all the core courses. In other words, all the courses emphasize the theoretical and practical importance of developing historical perspectives. The fact that we can articulate "new" forms of knowledge requires an understanding of the older, historical models upon which they are derived.

Multicultural Understanding and Teaching
TWARC begins with the assumption that cultures are both inherited and constructed. That is, cultures are at once conservative and creative. In this regard, TWARC includes intellectual study of the ways in which cultures are transmitted, changed, and created. To do this work, TWARC takes as its domain the composing and interpreting of texts as the producing of culture.

In order to pursue these intellectual concerns, students in the TWARC program will study how rhetorical traditions in the United States influence the teaching of composition and literature. They will examine how cultural factors such as history, politics, ideology, gender, race, social class, and ethnicity affect the composing process. And they will learn ways of conceiving composing, reading, and teaching as open, multicultural events of imagination and social innovation.

From this perspective, students come to see that the creation of divergent and alternative texts and discursive forms makes possible new, exciting and productive ways of composing, thinking, and doing intellectual, creative work. We see these possibilities in literary, cross­genre experiments, in the intercultural work of writers who cross national and cultural boundaries, in the fluid nature and group composition of electronic texts and exchanges, in the meeting of the visual and the written on the World Wide Web.

Since TWARC is about the articulating of the borders separating disciplines, it is also about the meeting and crossing of these borders. Since TWARC is about articulating cultural and ethnic boundaries, it is also about the resolution of the tensions these boundaries can cause, all the while respecting the creative possibilities of cultural and ethnic difference.

This has direct effect on the English classroom. For one thing, TWARC calls on teachers to develop innovative ways of attending to students. Moreover, the United States' changing demographics mean that students now come to the English classroom from various racial and ethnic backgrounds. We must continue to explore the possibilities this diversity offers. Our students bring with them various educational and cultural experiences. The homogeneous classroom, in many respects, no longer exists.

Synthesis of Reading and Writing
In the late nineteenth century, the Modern Language Association (MLA) was founded as the principle scholarly organization to serve the professional needs of a new group of academics who had affiliated themselves with English Departments which had begun to establish themselves in universities during the late nineteenth century. According to Donald Stewart and Robert Conners, the National Council of Teachers of English (NCTE) came into being in the early twentieth century in response to the MLA's perceived scholarly bias that favored literature and neglected both teaching and composition. Since that time, English departments have remained bifurcated into the two fields--literature and composition. The model was based on the premise that reading (literature) and writing (composition) were relatively discrete and separate activities.

But in recent years, scholars from both organizations are crossing research and pedagogical borders. For example, within the past decade, we see panels at the MLA Annual Convention on composition, pedagogy, rhetorical theory, and the MLA recently instituted a series of books on composition theory. From the other direction, we see panels at the Annual NCTE Convention and the College Composition and Communications Conference (CCCC) on the connection of literary theory to composition theory, the importance of multicultural study of literature to pedagogy, and literary and theoretical forms of research.

Consequently, recent theorizing about the intimate relations between reading (traditionally the province of literature programs) and writing (traditionally the province of composition programs), defines the need for TWARC. Susan Miller, a well-known composition and cultural studies scholar, explains these relations among writing, reading and culture in her most recent book, Written Worlds: Reading and Writing Culture. (See also Richard Holeton's Encountering Cultures: Reading and Writing). In short, the need for a program focusing on the study of the relations between reading and writing as cultural processes is necessitated by theoretical developments in cultural studies and composition and by pedagogical developments in electronic environments that make it unfeasible to keep reading and writing as separate studies.

Telecommunications
TWARC will set up and maintain electronic environments linked to other programs at other universities, but, more importantly, to all kinds of emerging electronic environments that provide resources and opportunities for national and international collaborative project participation in teaching, research, and related areas of concern. One of the key features of the TWARC electronic environment is that it will provide IUP students the chance to participate in online exchanges with faculty and students and various kinds of interactive learning possibilities that greatly expand the resources of the program and the university. We will establish direct links with E-Works at the University of Illinois at Chicago (one of the first virtual English departments), Megabyte U (at Texas Tech University), the Association for Computers and Writing, CrossRoads (the primary American studies web site), Lingua MOO (an interactive, ongoing MOO devoted to issues of rhetoric, cultural studies, and pedagogy at the University of Texas at Dallas), the CTheory web site at Carnegie Mellon University, and many other sites and listservs. One project currently underway, the TicToc Project (Teaching in Cyberspace Through Online Courses), while based at the University of Illinois at Chicago will involve exchanges with IUP and lead to online and print publications in Works and Days. TWARC faculty have already begun to develop some of this work. David Downing has created and conducted an online electronic environment linking an existing graduate class at IUP with another seminar at Miami University of Ohio; the new series of Works and Days has devoted itself to exploring the consequences for the humanities of the shift from print to electronic environments.

Shared Intellectual Projects
Another unique feature of the TWARC program is that all program members will continuously be involved in one or more scholarly, collaborative projects reflecting the interests of the program. These projects will consist of groups of faculty and students engaging in research and publication as peer scholars and researchers. One educational goal here will be to give students the chance to closely participate with scholars in shared intellectual projects the scope of which, especially in their electronic manifestations, is new to the field of English. These projects will link TWARC faculty and students with other researchers around the country as they reconfigure the nature of scholarship in English.

The initial project will be a special issue of Works and Days devoted to the task of the theoretical and practical issues emerging from the work of the TWARC program. The advertising, promotion, and distribution of the journal is international in scope, and this project will thus enable a further combining of resources for teaching, publication, and collaboration in regards to developing the new program.

TWARC faculty have already begun shared intellectual projects. For instance, David Downing and Mark Hurlbert participated in the email discussion group that generated, online, a special Issue of Works and Days entitled Cultural Studies and Composition: Conversations in Honor of James Berlin. This collaboration brought students and friends of the late James Berlin together to explore his rhetorical scholarship and to set future directions for future research. This project led to the making of this issue of Works and Days, and also to a panel, chaired by Mark Hurlbert, at the Conference on College Composition and Communication in which several of James Berlin's graduate students spoke about his work. Such collaborative work has been significant, for example, because it points to the fact that the theoretical underpinnings of TWARC are fully established in the work of the TWARC faculty. This work, however, will flourish and develop in new and significant ways in the TWARC program environment as TWARC faculty and students work with other existing faculty and student collaboratives around the nation.

Program Design and Requirements

IV. Courses

Course Work Requirement
The unique feature of TWARC is that it draws on already existing courses in LC and RL, but this new selection of courses features just those that specifically cross borders between teaching, writing, reading, and culture. The eight core courses are required of all TWARC students. Three of the core courses are drawn from RL, four from LC, and one new core course. While each of the courses has its own focus, each one also incorporates many of the six TWARC principles. By the third year of TWARC's operation, we also propose one other new elective course, Topics in TWARC. In the course justifications that follow, we will emphasize how each core course involves teaching, writing, reading, and culture.

Core Courses
Students will take all of the following courses:

EN 730:Teaching Writing

EN 731:Rhetorical Traditions (this course will be renamed "Multicultural Rhetorics" in the RL

EN 751:History and Theory of Criticism

EN 752:Literary Theory for the Teacher and Scholarly Writer

EN 760:Teaching College Literature

EN XXX: Creative Writing

EN XXX: Literacy and Technology

Core Options
Students will select one of the following eight courses:

EN 765:Topics in Literature as Genre: Film
EN 766:Topics in Comparative Literature
EN 771:Topics in Postmodern Literature
EN 772:Topics in Women's Literature
EN 773:Topics in American or British Minority Literature
EN 783:Seminar: Literary Theory Applied to a Major American Author or
Theme
EN 784:Seminar: Literary Theory Applied to a Major British Author or Theme
EN 785:Seminar: Comparative Literary Theory Applied to Traditional and Special Literature

Elective Courses
Students will select two courses from among the following:

EN 715:Qualitative Research Methods

EN 732:Advanced Seminar in Composition Theory

EN 736:Reading Theory

EN 742:Cross-Cultural Communication

EN 765:Topics in Literature as Genre: Film

EN 766:Topics in Comparative Literature

EN 771:Topics in Postmodern Literature

EN 772:Topics in Women's Literature

EN 773:Topics in American or British Minority Literature

EN 783:Seminar: Literary Theory Applied to a Major American Author or Theme

EN 784:Seminar: Literary Theory Applied to a Major British Author or Theme

EN 785:Seminar: Comparative Literary Theory Applied to Traditional and Special Literatures

EN XXX: Topics in TWARC
This course would feature a range of topics for study developed by TWARC faculty. By the third year of TWARC, this course would be offered once during the academic year and once during the summer. Possible topics which might be covered in this course include:
€Cultural Studies, Postmodernism, and Cyberspace
€Cultural Architecture and Pedagogy
€The Virtual Department
€Teaching in Cyberpunk Cultures
€Comparative Feminisms
€Postcolonial Theory and Culture
€The Writing and Teaching of Culture: Race, Class, Gender
€Narrative Inquiry
€Creativity and Imagination and Culture
€Multicultural Histories of Rhetoric
€Teaching Creative Writing
€Ethnopoetics and Narratives of the Self and Other
€Performing and Documenting Cultures


Rationale for Core Course Selection
The TWARC core courses were chosen for precise theoretical and professional reasons. First, TWARC emphasizes teaching, so students take three courses focused on teaching: EN 730: Teaching Writing, EN 752: Literary Theory for the Teacher and Scholarly Writer, and EN 760: Teaching College Literature. EN 730: Teaching Writing presents the most important and researched theories and methods for the teaching of composition. EN 752: Literary Theory for the Teacher and Scholarly Writer, presents innovative ways for both doing scholarly work in English and connecting this work to pedagogy. EN 760: Teaching College Literature presents the significant theories and models for teaching college literature.

Second, TWARC emphasizes history, so the TWARC core courses includes the two courses directly involved with the history of criticism and rhetoric and how the revision of these traditions influences teaching and professional work. EN 731: Rhetorical Traditions provides a multicultural perspective on diverse rhetorical traditions and teaching writing in respect to them, and is often seen by both RL and LC students as a good companion course to EN 751: History and Theory of Criticism. EN 751 provides an historical perspective on the emergence of the literate, writing culture in ancient Greece, and an overview of the development of theories of writing and reading in the European/American tradition beginning with the Sophists, Plato, and Aristotle.

Third, TWARC emphasizes the impact of the emerging technologies on the humanities; so EN XXX: Literacy and Technology, which is currently under development by the RL program, will provide opportunity to explore important dimension of the contemporary shift from textual to electronic forms of writing and communication.

Fourth, TWARC will need to add a new course, EN XXX: Creative Writing, because of the importance, both theoretically and practically, of creative writing to the linking of writing and reading courses in order to point the way toward discursive experiments that inform emerging work in literary and composition studies.

And fifth, the TWARC core courses include one course directly involved in the study of specific literary texts and their theories. Here, students choose from: EN 765: Topics in Literature as Genre: Film, EN 766: Topics in Comparative Literature, EN 771: Topics in Postmodern Literature, EN 772: Topics in Women's Literature, EN 773: Topics in American or British Minority Literature, EN 783: Seminar: Literary Theory Applied to a Major American Author or Theme, EN 784: Seminar: Literary Theory Applied to a Major British Author or Theme, EN 785: Seminar: Comparative Literary Theory Applied to Traditional and Special Literature: Cultural Studies, Postmodernism, and Cyberspace.

The eight core courses, 3 RL, 4 LC and 1 new TWARC course, account for eight of twelve courses a TWARC student will take. Additionally, students will take two electives from the recommended group listed above and described below. The elective group provides that students will take two courses involving the application and study of diverse theoretical models to their teaching and scholarly work. Finally, students will take two courses or their equivalent from the Research Skills Requirement options, ranging from traditional research methodology to the unique community action and artistic collaborative projects.

With this agenda of courses, TWARC faculty can effectively establish the character and credentials of a recognizable TWARC graduate student, one whose expertise is at the center of the dramatic changes that are now reforming the nature of English studies in the United States and around the world.

Course Justifications
This sections briefly describes the courses for the TWARC program.

Core Courses
Students will take all of these courses.

EN 730:Teaching Writing
This course explores theories and pedagogies for teaching writing in colleges and schools. It examines a current instructional theory and then specific pedagogical strategies related to that theory. Specifically it examines the theory and pedagogy of whole language, peer response groups, one-to-one conferences, portfolio assessment, and teacher research. In each case, the course stresses the interaction of reading and writing as a whole and the cultural derivation of writing and its teaching practices, showing the state-of-the-art classroom as a place of whole literacy taught by liberatory strategies that empower students and create confident and questioning voices.

EN 731:Rhetorical Traditions
This course explores composing from various cultural perspectives. This multicultural study of the teaching of writing is presented in conjunction with the inherited rhetorical systems as developed in the history of Western rhetoric beginning in ancient Greece. Key questions the course addresses are: (1) how can the teaching of writing in the United States respond to the various rhetorical traditions and positions our students inhabit and (2) what kinds of innovations in composing and textual experiments are made available through border crossings among different rhetorical traditions, such as European American, Asian American, African American, etc?

EN 751:History and Theory of Criticism
This course explores the consequences for contemporary English teachers of three cultural revolutions: the shift from orality to literacy in ancient Greece that established the conditions for Western Metaphysics and Aristotelian formalism, the Romantic revolution (1770-1830) that established the terms for contemporary aesthetics and literary criteria, and the contemporary shift from print to electronic environments. A key concern is how history has been displaced from assessments of literary value and aesthetic judgment. One of the consequences of the history explored in this class is the establishment of the conditions for banking models of education since they depend upon the objectification of bodies of knowledge.

EN 752:Literary Theory for the Teacher and Scholarly Writer
This course provides a survey of contemporary theoretical concerns in literary and cultural studies with a special emphasis on their practical application to teaching and classroom practice. Students seek to articulate understandings of the contemporary crisis in literary and cultural studies, and to develop the practical means of incorporating contemporary theoretical concerns into the classroom. The shifts from literary to cultural studies, from print to electronic environments, and from modern to postmodern forms of writing and reading become central to the course work.

EN 760:Teaching College Literature
This course explores how a working knowledge of contemporary literary theory and current research in the teaching of literature transforms the teaching of literature at the college level. Students study the process of becoming philosophical and theoretical about the practices of teaching literature and the process of acting practically with philosophy and theory. In addition, students examine the political, economic, gender and multicultural issues influencing the teaching of literature and investigate how teaching practices reify or revise the culture in which we live. More than any examination of current texts and theories, this class offers a set of improvisations in the making of theory and the practice of teaching literature. Students observe college literature teachers, explore the philosophy and methods of classroom discussion and collaborative learning, study how teaching is designed, documented and evaluated, examine literature course syllabi and textbooks, and study the uses of journals, media, and popular culture in literature classes.

EN XXX: Creative Writing
This course devotes itself to the practice of making imaginative (or creative or literary) texts. Since part of the implementation of this course is a seminar (or workshop) approach, students will regularly exercise faculties of critical reading, analysis, and interpretation. In the attention the course gives to the rhetorical and literary traditions that necessarily inform the creation and reception of almost any written or performative text, students will gain a greater understanding of the nexuses between writing and reading. Also, the works created and analyzed in this course foster discussions surrounding cultural understanding and imaginative representations through language. Also, exercises in the creation of hypertexts allow students to gain knowledge of the impact the telecommunications revolution is having on literature.

EN XXX: Literacy and Technology
The course explores the connections between technology and literacy in two main ways. First, the course examines current writing and research in the field to gain a broad picture of how the intersections of technology and literacy are viewed within the academy and beyond. Second, the course experiments with new technologies to gain a real sense of their limitations and potentialities. The range of new technologies currently available are discussed: computer conferences, word processing, desktop publishing, hypermedia, multimedia, listservs, electronic mail, World Wide Web Pages, and computer networks such as the Internet. By the end of the course, students should have both a theoretical and a practical understanding of the inescapable links between technology and literacy in our multicultural worlds.

Core Options
Students will select one of the following eight courses:

EN 765:Topics in Literature as Genre: Film
This course is designed to introduce students to an understanding of how film communicates and many of the relationships between film and literature. The most important point presented is that film and literature are distinct arts and a film adaptation of a literary work is not simply an illustrated version of that text. It is a work of art in its own right, good or bad, and needs to be assessed on its own terms. This course helps students understand what those terms are and how to use them to expand their own research, writing, and teaching. (Film courses taught under this number might vary in focus to look at different issues, eras, or genres. But they will always include instruction on how films communicate so that students can become comfortable with recognizing cinematic techniques and using correct terminology, which will help them expand their use of film in teaching and writing.)

EN 766:Comparative Literature
This is the only course in literature that foregrounds a global perspective. It is an important course for TWARC students in that it trains them in comparativist modes of analysis. Comparative Literature regularly investigates cultural, historical, and artistic border crossings, while at the same time recognizing national and ethnic diversities. It also problematizes issues of interpretive authority, as well as theorizing the limitations and value of interlingual translation.

EN 771:Topics in Postmodern Literature
This course Investigates the postmodern reaction to the modern literary tradition and the experimentation it engendered. It focuses on how postmodern critics and writers have responded to modernist manifestations of character, narrative, and theme, and it explores the critical, pedagogical, and philosophical implications and assumptions of postmodern literature, while assessing its role in contemporary culture and thought.

EN 772:Topics in Women's Literature
This course examines issues raised in a variety of texts by and about women. It may delineate a specific time period to study or an issue. In particular, it analyzes power relations between men and women, among women, and the way that national, age, religious, sexual, and other differences figure in these texts. This course focuses on issues of cultural privilege and the politics of writing and reading literature by and about women.

EN 773:Topics in American or British Minority Literature
This course examines the literature of one or more American or British minorities (for example, Native Americans, immigrants, African-Americans, Chicanos). The focus and subject matter of the course will be chosen by the faculty member and announced in advance.

EN 783:Seminar: Literary Theory Applied to a Major American Author or Theme
This course allows for advanced, independent work in a seminar format. The course will emphasize the production of a research paper of publishable quality and the application of theory to specific texts and to the teaching of them. Specific content for the course, a major author or specific theme in American Literature, will be chosen by the instructor.

EN 784:Seminar: Literary Theory Applied to a Major British Author or Theme
EN 784. Through the intensive study of one kind of cultural or literary theory and a select body of literature, students are encouraged to learn what a specific theory has to offer the study of literature and to deal with the challenge that historical and literary texts present contemporary theory. Such a productive dialectic reveals the limits of studying either theory or literature in isolation.

EN 785:Comparative Literary Theory Applied to Traditional and Special Literatures
This course explores and applies literary theory, criticism, and the theories and methods of comparative literature to traditional and special literatures as well as to teaching and writing about them. Students may expect to investigate, from various critical perspectives, conflicting social and literary values. The specific course content is chosen by the instructor and announced in advance.

Elective Courses

EN XXX: Topics in TWARC
This course includes the following topics:
€Cultural Studies, Postmodernism, and Cyberspace
€Cultural Architecture and Pedagogy
€The Virtual Department
€Teaching in Cyberpunk Cultures
€Comparative Feminisms
€Postcolonial Theory and Culture
€The Writing and Teaching of Culture: Race, Class, Gender
€Narrative Inquiry
€Creativity and Imagination and Culture
€Multicultural Histories of Rhetoric
€Teaching Creative Writing
€Ethnopoetics and Narratives of the Self and Other
€Performing and Documenting Cultures

EN 732:Advanced Seminar in Composition Theory
This special topics course is an advanced seminar, exploring a single topic in depth. Topics, announced in advance, include such areas as the teaching of style, the evaluation of composition instruction, the development of the writing process in children, writing across the curriculum, discourse analysis, technical/professional writing, and computers in composition.

EN 736:Reading Theory
This course examines the psycholinguistic and ethnographic research on the fluent reading process of native and non-native college readers, relevant to the teaching of writing and reading for academic and literary purposes.

EN 742:Cross-Cultural Communication
This course investigates cultural behaviors, assumptions, values, and conflicts surrounding communication across cultures in the context of teaching English as a second or foreign language at all levels.

For the remaining elective courses, see the course justifications above:

EN 765:Topics in Literature as Genre: Film

EN 766:Topics in Comparative Literature

EN 771:Topics in Postmodern Literature

EN 772:Topics in Women's Literature

EN 773:Topics in American or British Minority Literature

EN 783:Seminar: Literary Theory Applied to a Major American Author or Theme

EN 784:Seminar: Literary Theory Applied to a Major British Author or Theme

EN 785:Seminar: Comparative Literary Theory Applied to Traditional and Special
Literatures

Independent Study
Independent Study will not be a required part of the TWARC program. In exceptional cases, Independent Study will be granted. However, students will only be able to take a maximum of two 3 s.h. independent study courses as part of the 30 s.h. coursework requirement. Doctoral students are advised to schedule independent study after one semester or summer of full-time residence. The content and appropriateness of each independent study should meet the criteria which will be defined in the program's "Independent Study Policies and Procedures" (available from the Director of TWARC). V. Determining Individual Patterns of Course Enrollment

The TWARC program will offer a number of courses each semester during the calendar year in order to permit normal progress toward the degree for students pursuing different emphases in the program and electing different patterns of residency. Since TWARC draws on courses already offered in RL and LC, the following plan shows the usual distribution by semester/session of such course offerings that will be available to TWARC students (each course is 3 s.h.):

Distribution of Courses

First Year, Summer, First Session
EN 731Rhetorical Traditions
EN 732Advanced Seminar in Composition Theory
EN XXXLiteracy and Technology
EN 751The History and Theory of Criticism
EN 766Topics in Comparative Literature
EN 772Topics in Women's Literature
EN 784Seminar: Literary Theory Applied to British Author or Theme

First Year, Summer, Second Session
EN 730Teaching Writing
En 732Advanced Seminar in Composition Theory
EN 736Reading Theory and the College English Teacher
EN 742Cross-Cultural Communication
EN 752Literary Theory for the Teacher and Scholarly Writer
EN 760Teaching College Literature
EN 783Seminar: Literary Theory Applied to American Author or Theme
EN 785Seminar: Comparative Literary Theory Applied to Traditional and Special Literatures

First Year, Fall Semester
EN 731Rhetorical Traditions
EN 732Advanced Seminar in Composition Theory
EN 742Cross-Cultural Communication
EN XXXLiteracy and Technology
EN 751The History and Theory of Criticism
EN 760Teaching College Literature
EN 765Topics in Literature as Genre: Film
EN 771Topics in Postmodern Literature
EN 784Seminar: Literary Theory Applied to British Author or Theme

First Year, Spring Semester
EN 730Teaching Writing
EN 732Advanced Seminar in Composition Theory
EN 736Reading Theory and the College English Teacher
EN 752Literary Theory for the Teacher and Scholarly Writer
EN 773Topics in American or British Minority Literature
EN 783Seminar: Literary Theory Applied to American Author or Theme
EN 785Seminar: Comparative Literary Theory Applied to Traditional and Special Literatures

Second Year, Summer, First Session
EN 731Rhetorical Traditions
EN 732Advanced Seminar in Composition Theory
EN XXXLiteracy and Technology
EN 751The History and Theory of Criticism
EN 765Topics in Literature as Genre
EN 771Topics in Postmodern Literature
EN 784Seminar: Literary Theory Applied to British Author or Theme

Second Year, Summer, Second Session
EN 730Teaching Writing
EN 732Advanced Seminar in Composition Theory
EN 736Reading Theory and the College English Teacher
EN 742Cross Cultural Communication
EN 752Literary Theory for the Teacher & Scholarly Writer
EN 760Teaching College Literature
EN XXXCreative Writing
EN 773Topics in American or British Minority Literature
EN 783Seminar: Lit. Theory Applied to American Author or Theme
EN 785Seminar: Comparative Literary Theory Applied to Traditional and Special Literatures

Second Year, Fall Semester
EN 731Rhetorical Traditions
EN 742Cross-Cultural Communication
EN XXXLiteracy and Technology
EN 751The History and Theory of Criticism
EN 760Teaching College Literature
EN 766Topics in Comparative Literature
EN 772Topics in Women's Literature
EN 784Seminar: Literary Theory Applied to British Author or Theme

Second Year, Spring Semester
EN 730Teaching Writing
EN 732Advanced Seminar in Composition Theory
EN 736Reading Theory and the College English Teacher
EN 752Literary Theory for the Teacher & Scholarly Writer
EN XXXCreative Writing
EN 783Seminar: Lit. Theory Applied to American Author or Theme
EN 785Seminar: Comparative Literary Theory Applied to Traditional and Special Literatures

Prior to advisement on campus with the program director, students should examine the schedule of courses in the TWARC Program Newsletter (published April 1, August 1, and November 1) along with the separately mailed schedule from the Graduate School in order to determine the best individual pattern of enrollment based on:

(a) the options to fulfill the residency requirement
(b) fulfillment of course requirements
(c) professional emphases
(d) course load per semester.

The flexibility of the program allows several variations of course combinations for different professional emphases.

The two tables below illustrate possible paths through the TWARC degree program. The first is for a standard academic year, and the second provides a model of progress through summer school. While TWARC allows a great deal of flexibility in progressing towards the degree, the two samples included represent the most typical student progress.

Typical Academic Year TWARC Student
This table is for students enrolled in the program during the regular academic year.

Semester	Typical Courses
Fall #1	EN 731Rhetorical Traditions* EN XXX Literacy and Technology* EN 751 History and Theory of Criticism*
Spring #1	EN 730Teaching Writing* EN 752 Literary Theory for Teacher & Scholarly Writer** EN 773 Topics in American or British Minority Literature*
Fall #2	EN 760Teaching College Literature* EN 772 Topics in Women's Literature# Research Skills One#
Spring #2	EN 732Advanced Seminar in Composition Theory# EN XXX Creative Writing* Research Skills Two#

* = core course** = core option# = elective

Typical Summers-Only TWARC Student
This table is for students enrolled in the program during the summers.
.

Year/Session	Typical Courses
1/1	EN 731Rhetorical Traditions* EN 751 History and Theory of Criticism*
E	EN 730Teaching Writing* EN 752 Literary Theory for Teacher & Scholarly Writer*
2/1	EN XXXLiteracy and Technology* EN 771 Topics in Postmodern Literature**
2/2	EN 760Teaching College Literature* EN XXX Creative Writing*
3/1	EN 715Qualitative Research Methods# Research Skills One#
3/2	EN 765Topics in Literature as Genre: Film# Research Skills Two#

* = core course** = core option# = elective

VI. Candidacy Portfolio

Admission to Candidacy
A candidate will be eligible to apply for admission to candidacy in the TWARC Program when 9 15 semester hours of graduate credit have been earned. To be admitted to candidacy, the applicant must have completed the Graduate School's admission requirements and must meet specific program requirements. Enrollment in coursework beyond the master's degree does not automatically constitute either admission to the Ph.D. program or to candidacy. All TWARC students must submit a Candidacy Portfolio as described below. All six items will be used in the candidacy decision. In some cases, the committee may decide to require the optional candidacy examination or interview the applicant in order to further evaluate candidacy.

Candidacy Portfolio
After the completion of 9-15 hours, the student will submit a Candidacy Portfolio to the Chair of the Candidacy Committee. The Candidacy Portfolio should contain the following in order:
1.The student's best piece of writing done in a course at IUP
2.An additional piece of evidence of the quality of the students work chosen by the student
3.3-5 Faculty Evaluation forms filled out at the end of the students' first 5 courses
4.A Description of Progress to the Degree in which the student describes how she will complete the remaining requirements of her program cast in the form of a time line
5.A current IUP transcript demonstrating at least a 3.5 GPA
6.A Graduate School Candidacy Approval Form

Residency Requirement
The TWARC Graduate Program is committed primarily to serving professionals who are employed or who have strong promise of employment. This commitment means that course offerings are arranged to accommodate teaching schedules of secondary, and two-year and four-year college teachers. With this flexibility of scheduling, graduate students can pursue their studies without interrupting their careers, or they can take advantage of sabbaticals for concentrated and rapid progress toward the degree.

The Residency Requirement may be satisfied in either of two ways:
A.Academic Year or Semester-Plus-Summer: This requirement may be fulfilled by enrolling for a minimum of nine credits for each of two consecutive semesters or for one semester and a summer, provided there is no interruption.
B.Summers Only: This requirement may be fulfilled by (1) enrolling for twelve credits during each of two consecutive summers or (2) enrolling for a minimum of nine credits for each of two consecutive summers and six credit hours during the intervening academic year.
VII. Research Skills Requirement

Students must chose one of the following options to complete this requirement:

1.Electronics research project:

This could take numerous forms such as the creation of an interactive web sight organized around a particular research problem; participation in distance learning classes through MOOs such as Lingua MOO, Lambda MOO, and others; creation of hypertext databases in specific areas of research; creation of multimedia presentations on TWARC issues and problems, etc.

This option allows depth in further course work that will facilitate student research.

For those anticipating field-based research, EN 715, Qualitative Research, offers a review of research methods that focus on the construction of knowledge and culture through the use of language e.g. ethnographic, naturalistic, critical, subjective, and narrative methods. In addition, a second course that continues the tradition of the construction of knowledge and culture through language is available in the Anthropology, Criminology, and History departments.

This option would be appropriate for teachers who work, for instance, in an urban setting or in any context where they would be likely to encounter students who have English as their second language in their classrooms, and/or where their dissertation research is likely to involve linguistic issues.

The community action option allows doctoral students to use their expertise to serve the community and its needs, connecting the academic/university to the real world and everyday lives of people in the students' communities. For example, students with the expertise of a TWARC student might volunteer to write and desktop publish a newsletter for a community organization. Or a TWARC student might volunteer to consult with an adult literacy tutoring project to redesign their tutoring procedure to one with a cultural and adult focus instead of the phonics and child focus that predominates. Or a TWARC student might volunteer to give a series of inservice workshops to area secondary school teachers about recent theoretical understandings of literature and composition as both constructing culture and cultural constructions. In all cases, students would, first, submit a community action proposal describing the project to be undertaken and, finally, create a portfolio or documentary [see below] that demonstrates and interprets the personal as well as social/cultural value of the experience. This fulfills the research requirement because field experience in the community and later documenting that experience would be as preparatory to writing certain types of field based dissertations as course work in methodology. For example, the student who volunteered to produce a newsletter and brochures for an organization might then return to do a case study about writing in that organization for the dissertation.

This option entails the creation of artistic, collaborative projects. These include collaborations between the TWARC student and an artist from the broad range of recognized arts. The collaboration should result in the production of a work of art, a critical study, a pedagogical study, or a documentary. The collaboration need not necessarily be solely between artists working in different media, but may--for example--be a collaboration between a theorist and a poet, or between an anthropology student and a composition specialist, etc. This fulfills the research requirement because the collaborative artistic endeavor and later documenting of that experience would be preparatory to writing certain types of interdisciplinary dissertations. For example, the student who collaborated with a painter to produce a public installation might return to study audience responses to the installation as an example of the process of the cultural construction of meaning.

A student may demonstrate proficiency in one second/foreign language (other than English) which is relevant to the research to be conducted for the dissertation. Students are required to fulfill this option by one of two means:

a.Six (6) semester hours of graduate credits in the chosen language with a grade of "B" or better;

b.Examination in the chosen language by ETS, or the appropriate foreign language department at IUP. Students who elect the Foreign Language option must demonstrate that the language they choose will be used in their research for the dissertation. Students choosing this option who later fail to utilize the language in their research will be expected to complete one of the other options prior to receiving the approval of the Director of Graduate Studies in TWARC for the Research Topic Approval Form (dissertation proposal).

VIII. Comprehensive Examination Portfolio

The Comprehensive Examination Committee
Each student will choose a committee of three faculty (at least 2 must be TWARC faculty; the third may be from the English department or another department) to evaluate her portfolio. The Director of TWARC will be an additional member of each committee ex officio.

The Comprehensive Examination Portfolio
Each student must create a portfolio that consists of the following:

1.A 45-55 page Doctoral Comprehensive Essay that lays out the student's understanding of the major issues in TWARC in panoramic fashion, reaching across courses and sources;
2.Two revised course papers/projects with original course papers/projects with instructor's comments and grade attached behind each revision;
3.One of the following two options:

a.A written 6 hour examination on a focused area likely to be the source for the dissertation

• a journal article in a major national refereed journal
  
• a book chapter in a book published by a major publisher
  
• two presentations at national conferences with refereed sub
  
• one funded extramural grant proposal
  
• two articles in journals not in "a" above
  
• a contribution other than the above judged to be of equal merit by the Comprehensive Examination Committee e.g. a documentary film, a chapbook of poems, an office in a professional organization

Four copies of the portfolio should be readied for submission during week 4 of the fall and spring semester and week 2 of the first and second summer sessions. The Comprehensive Examination Committee may require an oral interview in addition to the portfolio.

The Comprehensive Examination Portfolio may be submitted after the completion of all program requirements except the dissertation. A GPA of 3.5 in doctoral coursework taken at IUP is necessary to be eligible for the comprehensive examination. Successful completion of the Comprehensive Examination Portfolio will entail competency well beyond the content of individual courses taken at IUP. Before submitting the portfolio the student will provide the Director of TWARC with an official transcript, showing the completion of all program requirements except the dissertation, including a minimum of 36 semester hours of coursework.

A student whose portfolio is found to be inadequate will be given one attempt to revise and resubmit. A student who fails one or more parts of the optional examination will be able to retake that part(s) no sooner than one month after the initial examination and no later than one year. A third and final chance to submit may be granted only with the approval of the candidate's advisory committee and the Graduate School. Unsatisfactory completion of the Comprehensive Examination Portfolio disqualifies the student from further progress toward the degree.

IX. Dissertations in TWARC

The Scope of TWARC Dissertations
In the TWARC Program, students will be able to create dissertations that, while theoretically possible now, are in many ways practically impossible. This is so because the TWARC Program by design combines courses from the RL and LC Programs that students are presently unable to take. This combination of courses, along with the two new TWARC courses and the preparation offered to students through such features as the shared intellectual projects and the community action or artistic collaborations, make possible dissertations that are new to the English Department doctoral programs.

For example, in a soon to be published book, Interpretive Ethnography: Ethnographic Practices for the 21st Century, Norman Denzin has a chapter entitled "The Lessons James Joyce Teaches Us [ethnographic researchers]." Denzin's combination of the literary with qualitative research reflects the combination of TWARC course work that students have never been able to take for programmatic reasons and scheduling conflicts. The TWARC program would allow the necessary course work in both literature and qualitative research. Students could study a major literary figure like Joyce in one of several LC courses and study ethnography in an RL course and courses in the Anthropology and Criminology departments.

In a similar vein, given the importance of the telecommunications revolution for work in literary, cultural, and rhetorical studies, TWARC students would be better prepared to write dissertations that explored the consequences for the teaching and research of hypertexts, World Wide Web applications, online computer conferences, and other emerging aspects of virtual reality. For example, students would be prepared to explore educational opportunities available through virtual classrooms for literary and cultural studies that link distant resources (both classrooms and bibliographic sources) through the internet and the World Wide Web. Or students could study the interactive learning environments available through MOOs (Multiple Object Orientation environments) where students and faculty interact online, and may even collaboratively compose in these environments.

The following two dissertations in progress represent the kind of work that TWARC students could engage in on the electronic frontier:

Lines for a Virtual Ty/opography, by Matthew G. Kirschenbaum, (University of Virginia)

"This dissertation, which is being written as a hypertext, explores the visible and visual convergence of information and aesthetics in both print and electronic medias. Topics under discussion include book artists such as Johanna Drucker and Steve McCaffery, the graphic design work of David Carson, multimedia collage, computer and virtual reality interface design, various information mapping technologies, and experiments with machine vision in artificial intelligence research. Aggressively interdisciplinary in its orientation, an important aspect of the dissertation is to develop networks of exchange between the humanities and the sciences. "(http://etext.lib.virginia.edu/ETD/directory/projects/kirschenbaum.html)

Memory Media and the Rhetoric of Invention, by Michele S. Shauf (University of Delaware):

"This CD-ROM, scripted on Macromedia Director for Macintosh, is a fully interactive, fully multi-media exploration of the implications of new technologies for humanities research and teaching. Using Gregory Ulmer's work as a point of departure, the project is conceived as an experiment in heuretics or invention, rather than a conventional hermeneutic or analytical project. As such, it draws on disparate models of invention, from early photography and American architecture to Judaic Midrash and classical rhetoric. Memory Media argues (as it demonstrates) that hypermedia technology can be most fruitfully applied to webs of unexpected connections and juxtapositions. In this respect, hypermedia will be an important companion to interdisciplinary work in the humanities." (http://etext.lib.virginia.edu/ETD/directory/projects/shauf.html)

Finally, TWARC will allow for the very kind of dissertation that one of our own TWARC program faculty members created elsewhere. Gian Pagnucci's dissertation, Cyberwriting: A Story of Teaching, Learning, and Co-Authoring, blends the genres of cyberpunk fiction, narrative, and case study research to explore the development of a teacher and his relationship to a creative writing student. Teaching writing and reading is a complex act. To explore this complexity, Pagnucci needed to create a dissertation that blended not only traditional academic composition research but also imaginative writing and literary journalism methods aimed at creating a deep, emotionally honest connection with the experience.

Dissertation Procedures
All students will complete a doctoral dissertation which investigates some original application of research or scholarship in teaching the writing and reading of culture. This process begins with the student selecting an advisor and two additional faculty members to make up the Dissertation Committee. Preparing the dissertation requires a close working relationship with the dissertation advisor who counsels the candidate and works closely with the Dissertation Committee. However, the candidate will bear the primary responsibility for the dissertation.

After comprehensives, the candidate will submit to the Dissertation Committee a research topic for approval and, usually at the same time, a formal dissertation proposal (the appropriate form, procedures, and "Thesis/Dissertation Manual" are available from the Director of TWARC or the Graduate School). Sample dissertation research proposals will be on file with the TWARC Director.

After the dissertation has been completed and defended orally at a Dissertation Review Meeting, the candidate will bring the four deposit copies of the dissertation, and four copies of the abstract to the Director of TWARC before submission to the Graduate School. Instructions about the final form of the dissertation, microfilming, and the binding of the dissertation will be available from the Director of TWARC and The Graduate School.

Scheduling Examinations and Dissertation Meetings
The Comprehensive Examination option, Dissertation Proposal Meeting, and Dissertation Review Meeting will be scheduled through the secretary in the Graduate Studies Office in the English Department after approval by the program Director. Such meetings will not be scheduled when the university is not in session. A student will provide to the program director a sufficient number of copies of relevant material for all committee members in advance of meetings. Copies of the Dissertation Proposal must be circulated at least two weeks prior to a Dissertation Proposal Meeting and copies of the final dissertation manuscript one month before the scheduled Dissertation Review Meeting.

The Comprehensive Examination option will be normally scheduled six times each year: during the fourth and twelfth week of the Fall and Spring semester, and twice in each graduate summer session (early and late). The schedule for comprehensive examinations will be published in the TWARC Program Newsletter in the previous semester.

Faculty Evaluations and Program Implementation

X. Faculty and Program Self-evaluation Roundtable

In addition to the required faculty and program evaluation required by the Collective Bargaining Agreement and the English department, TWARC will have constant structured evaluation of both its faculty, curriculum, and program. Following TWARC's emphasis on shared intellectual projects, the central principle of its self-evaluation will be collaboration among peer teachers and scholars. The devices for this evaluation will be:

€A monthly TWARC Program Committee Roundtable
€A monthly TWARC Scholarly Colloquium
€A yearly TWARC Summer Post-Doctoral Colloquium
€An ongoing TWARC teleconference

Program Committee Roundtable
The TWARC Program Committee Roundtable will be scheduled for 2 hours and will have 2 main parts:
€a business meeting to discuss issues in program administration and curriculum development
€reports from faculty Peer Pairs.

The faculty Peer Pairs are a collaborative method of opening discussion about the quality of both graduate and undergraduate teaching among the TWARC faculty. Each semester TWARC faculty will be divided into pairs who then regularly visit each other's classes, observe and take notes, and then meet over coffee or lunch to debrief about those classes and to discuss teaching generally. At the monthly TWARC Program Committee Roundtables, each pair will share summaries of their discussions of teaching so far that semester. At the end of each semester, each Peer Pair will write a one page summary of the major issues in teaching that were their most frequent foci. These summaries of major issues in teaching will be synthesized and redistributed to the new Peer Pairs at the beginning of the next semester to stimulate still further discussion of these issues in teaching already identified as important to TWARC faculty. A synthesis of several semesters' summaries of issues in teaching can be the source for a plan for ongoing faculty development for TWARC faculty.

Scholarly Colloquium
The TWARC Scholarly Colloquium will be scheduled for 1 hour and open to the English department at large and faculty and students in other departments. At these Colloquiums, one or more TWARC faculty will describe their current research or scholarly work to get feedback from colleagues and doctoral students. Advanced doctoral students who are nearing the completion of their dissertation will also be invited to present their research and scholarly work. The TWARC Scholarly Colloquium is seen as not only a stimulus to faculty research and scholarly work, but it will also serve as a stimulus to faculty intramural and extramural grant writing since the TWARC program will invite a staff person from the Office of Grants and Sponsored Research to attend the Colloquiums and will require all presenters to produce a one page Grant Possibilities statement as part of their presentation.

Summer Post-Doctoral Colloquium
The TWARC Summer Post-Doctoral Colloquium will be a week-long series of workshops and panel presentations presented by TWARC faculty and graduates, along with invited faculty from around the nation. Its purpose is to bring together graduates, students, and faculty to continue the discussion begun in the monthly TWARC Scholarly Colloquiums, supporting graduate and faculty scholarly collaborations and shared intellectual projects beyond the completion of the degree, stimulating still further inter-institutional grant proposals as TWARC faculty collaborate with their former students from around the country. The program and its administration will be done by TWARC post-doctoral students.

Teleconference
TWARC will also develop an online teleconference to support the work of the monthly colloquium and the summer colloquium.

XI. Program Implementation Plan

The TWARC program would be phased in during a four-year transitional period. During the first two years, the Doctoral Programs in English would begin promoting their new 3-program design, and TWARC would begin to get its first applicants so that students would be admitted during the 2nd year (Fall semester, 1998). Also there would at this stage be no Director, and faculty volunteers would advise new students. The Director would begin in the 3rd year (Fall semester, 1999) with one course release time each semester. After the third year (Fall semester, 2000), the goal is for all 3 programs to reach parity and equity. At this time, the TWARC Program Director would receive 2 courses release time each semester, equivalent to both LC and RL.

The following time line illustrates the plan for the phase-in of the TWARC program.

1996-1997
TWARC proposal passes through faculty and administrative approval.

1997-1998: First Year of TWARC
Fall: beginning of production of joint Doctoral Programs in English Handbook, beginning of joint advertising of new program structure, and seeking first TWARC admissions.

1998-1999: Second Year of TWARC
First cohort of TWARC students admitted, Fall, 1998.

1999-2000: Third Year of TWARC
Program Director begins with one course release time.
First cohort of TWARC students begin second year.
Second cohort of TWARC students admitted.

2000-2001: Fourth Year of TWARC
Program Director continues with two course release time.
Full parity and equity of all doctoral programs.
Part time secretarial help begins.
XII. Distribution of Resources: Budget

Under the current system, the RL and LC programs receive an equal annual budget, and these amounts are distributed independently of each other. In TWARC's first year, the current graduate directors and a representative of TWARC will coordinate the pooling of resources in the design and production of a new handbook, and new advertisements and promotions of the programs. During the first two years of the new design, RL and LC will continue to have independent budgets drawn from the remainder of the pooled resources after shared expenses have been met. In the third year, the split will be 40%, 40%, 20%. And in the fourth year TWARC will be fully implemented; so the budget will be divided equally into 33 1/3 % for each of the three programs.

This proposal has the advantage of facilitating the pooling of resources for shared expenses such as program books, advertisements, and promotions. That is, with the new Doctoral Programs in English, we propose to produce one program book that has complete information and course descriptions for all three programs. This should result in a substantial savings over the kinds of duplication now necessary when two separate program handbooks must be produced. Similarly, when advertising and promotion is shared by all three programs, this pooling of resources means that more material will reach more audiences, and thus strengthen all programs.

Distribution of Funds
The distribution of TAs and GAs, the library budget, and incidental expenses will be worked out by the current directors and a TWARC representative.

Admissions Policy

XIV. Admissions Policy and Practice

The TWARC Program will have rolling admissions throughout the year. The graduate application form, graduate assistantship application, and a graduate catalog will be available from: Director, Teaching the Writing and Reading of Cultures Program, 110 Leonard Hall, IUP, Indiana, PA 15705-1094, U.S.A. Applicants will be asked to send completed admissions material directly to The Graduate School. The Graduate School notifies applicants of the admissions decision based on the recommendation of the English Department's TWARC Program Admissions Committee. A graduate student is expected to assume full responsibility for knowing and fulfilling graduate program and university procedures and regulations.

A formal application to the TWARC doctoral program will include:

1.An official transcript of undergraduate coursework for which a bachelor's degree has been awarded with a minimum grade point average of 2.6 or the equivalent from an accredited institution of higher learning

2.An official transcript of graduate level coursework for which a master's degree in English or a related area has been awarded with a minimum grade point average of 3.5 or the equivalent from an accredited institution of higher learning

3.Three letters of recommendation from individuals qualified to assess the student's academic performance and potential for doctoral studies

4.The applicant's statement of goals

5.International applicants are required to submit scores from TOEFL, taken no more than one year prior to the expected date of enrollment. The Graduate School will not process applications lacking TOEFL scores. Information about this examination may be obtained by writing directly to: TOEFL, Educational Testing Service, Princeton, New Jersey 08540, U.S.A. The linguistic proficiency of an international student who received the M.A. outside the U.S. is assessed by examining all application material: the recommendations, the applicant's statement of goals, the presence of content courses in English on the transcript as well as the TOEFL scores. A total TOEFL score between 500 and 530 indicates to the program's admissions committee the likelihood that an applicant is not sufficiently proficient in English, especially in the area of reading and writing professional academic material. Students are advised to take the new written essay section of the TOEFL if available. If other factors warrant, the program can admit students with TOEFL total scores in the range 500-530 only on condition that they successfully complete the appropriate American Language Institute program at IUP before starting doctoral coursework. Of course, students may retake the TOEFL and reapply if they elect not to attend under the American Language Institute requirement. A separate application to IUP's American Language Institute is required. Applications to the ALI may be obtained by writing to:

Director

American Language Institute

Indiana University of Pennsylvania

212 Eicher Bldg.

Indiana, PA 15705-1094

U.S.A.

Candidates without the master's degree may consider the department's MA in English. The MA in English permits students to concentrate coursework on teaching English in schools and colleges, TESOL or literature. Students are not encouraged to complete both master's and doctoral study at IUP. Similarly, applicants who are not employed in teaching English are not encouraged to apply to the Ph.D. program for summers-only study.

The program deadline for receipt of all application materials is one month prior to the start of each semester. Applications received after the deadline are considered during the next semester.

Prior to each semester or summer session, newly admitted and continuing graduate students with pre-candidacy status plan coursework and the fulfillment of requirements for the degree with their advisor, the Director of TWARC.

Further Information for Minority Applicants
All American citizens of racial minority group heritage (African American, Hispanic American, Asian American, Native American) who are interested in academic-year admissions (as opposed to summers-only) are invited to apply for entrance to the Graduate Scholars Program. A minimum cumulative undergraduate grade point average of 2.6 (B-) is required; 3.0 (B) is preferred. An undergraduate degree from an accredited institution must be completed prior to the beginning of graduate work at IUP. It is wise to apply as early as possible in the year prior to the intended date of entry. Although many departments have a rolling admissions throughout the year, admission applications for the Graduate Scholars Program are only considered until all funds for the following year have been committed. (See "Financial Aid" section for further information).

Further Admissions Information for International Applicants
In addition to the academic prerequisites and procedures for admission given above, international students must complete an international student preliminary application form and present evidence to the Graduate School of having financial resources sufficient to meet the cost of living in Indiana, Pennsylvania, the cost of travel to and from the student's native country, and the cost of graduate education at IUP. Such evidence should be sent directly to: Dean, The Graduate School, 101 Stright Hall, IUP, Indiana, Pennsylvania 15705, U.S.A. The Graduate School gives notification to the University's Foreign Student Advisor of international student admissions; the Foreign Student Advisor mails general information about the University, issues certificates of eligibility such as I-20's, IAP-66's and such to admitted students. Questions about legal and visa matters should be addressed directly to:

Foreign Student Advisor

Indiana University of Pennsylvania

Indiana, Pennsylvania 15705

U.S.A.

Affirmative Action
Indiana University of Pennsylvania is committed to providing leadership in taking affirmative action to attain equal educational and employment rights for all persons, without regard to race, religion, national origin, ancestry, sex, physical handicap, or affectional or lifestyle preference. This policy is placed in this document in accordance with state and federal laws including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973 as well as federal and state executive orders. This policy extends to disabled veterans and veterans of the Vietnam era. Please direct inquiries concerning equal opportunity to:

Office of Provost

215A Sutton Hall

Indiana University of Pennsylvania

Indiana, PA 15705

U.S.A.

Financial Aid

Students have an opportunity to combine more than one of the following kinds of financial aid to increase their income while studying for the Ph.D.

Graduate Assistantships
Each year the TWARC Program in the English Department is allocated a limited number of Graduate Assistantships. Assistantship awards are made on a year-to-year basis and are based on academic achievement rather than financial need. A half-time assistantship (20 hours per week of duties) provides a full tuition waiver for a full year including the following summer as well as a stipend during the academic year. Quarter-time assistantships (10 hours per week of duties) provide half-tuition waiver and half stipend. In 1995-96, the stipend was $5,000 to $6,000. Information about the current value of the stipend is available from the director of graduate studies. Graduate assistants are assigned to as many as twenty hours per week of academic duties under the super-vision of TWARC faculty in the graduate program. Duties of the graduate assistant may include assisting on a research project, library research work, course assistance, or tutorial aid in the Writing Center or other related assignment. Graduate Assistants must be enrolled for a minimum of nine graduate credit hours each semester in the academic year during their appointment. Assistantships are not available during the summer. Assistantships are renewable for a second year if performance is satisfactory. Students should contact the Graduate School to apply for graduate assistantships. The Graduate School issues assistantship contracts, and the program Director makes assignments of Graduate Assistants to faculty members.

Teaching Associates
Advanced doctoral students may apply for positions as Teaching Associates in the English Department. A Teaching Associate may be given responsibility for teaching up to six credits of undergraduate courses per semester. For these teaching duties, the Teaching Associate received a salary no less than a minimum of one half the current Instructor (step A salary (currently, about $10,000). Teaching Associates are appointed on a year-to-year basis not to exceed two academic years. Applications are made through the Graduate School and nominations by the program Director in conjunction with the appropriate departmental entities.

Employment Programs
The student employment program provides an opportunity for graduate students to earn money to help finance educational expenses. There are two types of student employment programs at IUP:

Federal College Work-Study Program (CWSP)
University Employment Program (UE)

Both programs not only help defray the cost of education, but can add valuable practical experience accompanying the student's graduate education. Students may be employed for up to 20 hours per week when classes are in session and 40 hours per week during vacation periods. All students, including international students, are eligible for the UE program. There is no application required. Financial need is not a criterion. Eligibility for CWS is based on financial need as determined by the Pennsylvania State Grant and Federal Student Aid Application. This form is available in the Financial Aid Office.

Guaranteed Student Loan Program
Guaranteed Student Loan (GSL) applications may be obtained through private lending institutions such as banks and credit unions. A Pennsylvania State Grant/Federal Student Application must also be filed. Graduate students may request to borrow up to $7,500 per academic level with an aggregate maximum of $54,750 including any funds received as an undergraduate. A subsidized GSL requires no payment of principle or interest until six months after the student ceases half time attendance. Non-subsidized GSLs require the student to make quarterly interest payments while enrolled and during the grace period. Financial need as determined by the Pennsylvania State Grant/Federal Student Aid Application determines whether all or part of the GSL is eligible for interest subsidy. The current interest rate for new borrowers is 8%. Repayment of principle and interest begins six months after the student ceases half time attendance.

Supplemental Loans to Assist Students (SLSL) are available through private lending institutions such as banks and credit unions and are administered in conjunction with the federal government. A maximum of $4,000 per academic level may be borrowed as an undergraduate through SLS. The interest rate is variable with a current rate of 10.27%. Repayment of interest begins thirty days after the funds are received with principal deferred while the student is enrolled on at least a half time basis. Applications are available through your lender.

Pennsylvania Higher Education Assistance Agency Alternative Loan may assist students who are ineligible for GSL/SLS or who need additional financing to meet educational costs. A maximum of $10,000 per academic level may be borrowed by qualified applicants. The interest rate is variable with repayment of principal and interest beginning thirty days after the funds are received. For an application contact PHEAA at 1-800-692-7392 or write to:

PHEAA

P.O. Box 2165

Harrisburg, PA 17105-2165.

Graduate Scholars Program
All American citizens of racial minority group heritage (Black, Hispanic, Asian-American, American Indian) are invited to apply for entrance to the Graduate Scholars Program. A minimum cumulative undergraduate grade point average of 2.6 (B-) is required; 3.0 (B) is preferred. An undergraduate degree from an accredited institution must be completed prior to the beginning of graduate work at IUP. It is wise to apply as early as possible in the year prior to the intended date of entry. Although many departments have rolling admissions throughout the year, admission applications for the Graduate Scholars Program are only considered until all funds for the following year have been committed.

The Graduate Scholars Program is IUP's way of making sure that a significant portion of IUP's resource base is devoted to the education of qualified graduate students of minority heritage. More than sixty students across campus are currently enrolled in the Graduate Scholars Program. Each Scholar receives a graduate assistantship for the year of entry with guarantee of refunding for future years until the master's or doctoral degree is achieved, provided the Scholar completes at least nine graduate credits per semester with a cumulative grade point average of 3.5 (B+), and successfully performs his/her assistantship-related duties (approximately 20 hours per week of service). Scholars are funded individually by the Graduate School rather than through their departments, which means that they will retain their financial support even if they choose to change departments.

The financial aid provisions of the Graduate Scholar assistantships for doctoral students are as follows: (1) an academic year stipend of $5,600 for the year of entry, $5,840 for the second year, and $6,000 for the third year; (2) free tuition during the academic year; and (3) free tuition for both sessions the following summer. Tuition for up to five undergraduate courses is also waived for students who have not completed all the undergraduate prerequisites for the graduate degree of their choice prior to their admission into the Graduate School at IUP. Assistants work up to 20 hours per week during the academic year, but have no work assignments during the summer. The assistantship assignments are in their departments or other academic units and are designed to be a valuable part of their education. Many students find their assistantship assignments to be as valuable to their careers as their graduate degrees.

Graduate Scholars are invited to participate in the group activities of the program which occur at regular intervals. Advanced graduate students from the program serve as staff members and contact persons to aid in the social adjustment of the Scholars to IUP and the Indiana area. They have direct access to the Dean of the Graduate School and Research, as do all other members of the program. The full-time staff of the Learning Assistance Center offers academic enhancement services to all graduate students, and its director gives a special series of seminars for members of the Graduate Scholars Program. These seminars are created to meet the academic development needs expressed by the Scholars in a needs assessment questionnaire they complete prior to their arrival on campus. Additional information can be obtained from the Director of Graduate Scholars Program at the Graduate School.

Academic Calendar
This section gives details on the IUP school year.

Academic Year
The university follows a semester plan. Fall courses usually begin in early September and end the second or third week in December. The Spring Semester begins around the third week of January and ends during the second or third week of May.

Summer Sessions
Since many of our summer doctoral students are employed in teaching positions, the English graduate programs have arranged a summer schedule that begins later (June 8-25, approximately) and ends earlier (August 15, approximately) so that attendance at IUP will not interfere with other commitments. Thus we offer two 5-week intensive sessions (Session I and Session II) with a maximum enrollment of 2 courses (6 s.h.) per session.

The program Director will send the TWARC Newsletter, including course offerings and calendar of important dates in advance of each semester and summer, to all students who maintain current addresses at the Graduate office in the English Department. Students should also update their current addresses at both the Graduate School and the Registrar's Office if change occurs after application for admission.

Bibliographies

In this section we present four bibliographies. The first three of these cover publications and presentations by the TWARC faculty in the following areas: 1) Teaching, 2) Border Crossing and Multicultural and Cultural Studies, and 3) Collaborations.

€Teaching: this bibliography includes work that demonstrates the TWARC faculty's commitment to exploring, inventing, initiating and maintaining quality teaching.
€Border Crossing and Cultural/Multicultural Studies: this bibliography demonstrates the TWARC faculty's involvement in interdisciplinary cultural scholarship. This will be an enduring focus for work of the TWARC Program.
€Collaborations: this bibliography illustrates the TWARC faculty's commitment to and success in collaborating with each other, students, and others outside the IUP community. This ability and commitment will prove useful to the implementation and maintaining of the shared intellectual projects that will be initiated in the TWARC program. These projects will put faculty and students in shared and fair scholarly relationships.

These three bibliographies demonstrate that the TWARC faculty have already begun work appropriate to scholarly initiatives in the field of English studies. The TWARC program is, in other words, founded upon the conjunction of current faculty work and national and international scholarly interests.

As readers examine these bibliographies, they will see that the decision to include a citation for a particular faculty work in, say, the Teaching bibliography appears arbitrary when the work may very well be co­authored (therefore properly fitting in the Collaborations bibliography). The TWARC faculty determined in which bibliographies their publications and presentations should be cited, but as they did so they also recognized that the border crossing nature of their publications and presentations makes them fit more than one bibliographic area. This categorization problem is particularly acute because the TWARC faculty also decided not to repeat citations from bibliography to bibliography so as not to burden readers with repetitious bibliographic study.

The fourth bibliography is entitled General Bibliography. It offers readers a broad view of scholarship in English that sets the stage for the TWARC Program. This bibliography demonstrates that the TWARC faculty have already joined with those in English studies whose scholarship sets the stage for the emergence of programs such as TWARC, programs whose center of concern is teaching the intersection of composition and literary studies around issues of culture. In this regard, the general bibliography demonstrates how the TWARC faculty are acting both proactively and prudently in proposing TWARC. They are proposing a doctoral program of study that is based on both an emerging intellectual field of study but for which there is ample scholarly foundation.

XIV. Teaching

Since the focus on teaching and pedagogy is one of the central concerns of TWARC, it is vital that faculty have demonstrated a substantial record of publication in this area, thus demonstrating the close connection between teaching and research, and exemplifying the teacher/scholar model espoused by IUP.

Edited Volumes and Special Journal Editions

Cahalan James M. and David B. Downing, eds., Practicing Theory in Introductory College Literature Courses, 391 pp. Urbana: NCTE, 1991. (This collection, which includes a collaborative introduction and Selected Bibliography by the editors, provides models of the practical application of theory to the literary classroom.)

Downing, David B., ed. Changing Classroom Practices: Resources for Literary and Cultural Studies. Edited. 328 pp. Urbana: NCTE, 1994. (This collection includes a collaborative introduction, several collaborative essays, all focusing on innovative teaching practices.)

Downing, David B., ed. The Role of Theory in the Undergraduate Literature Classroom: Curriculum, Pedagogy, Politics, Works and Days 17, 1991. (This special issue published essays from the IUP conference in September, 1990 of the same title, and includes essays by graduate students and faculty.)

Hurlbert, C. Mark, and Samuel Totten, eds. Social Issues in the English Classroom. Urbana IL: NCTE, 1992. This book won a 1993 Richard Meade Award from the Conference on English Education of the National Council of Teachers of English.

Articles/Chapters

Downing, David B. and James J. Sosnoski. "Working with Narrative Zones in a Postdisciplinary Pedagogy," Narrative, (October, 1995): 271-86. (This essay describes the implementation of a key concept of "narrative zones" in teaching a graduate class.)

Downing, David B. "Ancients and Moderns: Literary Theory and the History of Criticism," in Teaching Contemporary Theory to Undergraduates, Ed. by William E. Cain and Dianne F. Sadoff, New York: MLA, 1995, pp. (This article explains the theoretical and practical experience of teaching a history of literary theory course to graduates and undergraduates.)

Downing, David B. and James J. Sosnoski. "A Multivalent Pedagogy for a Multicultural Time: A Diary of a Course," with James Sosnoski, Pre/Text: An Interdisciplinary Journal of Rhetoric, 14.3-4 (1993):307-340. (This dialogical essay reflects on the theory and practice of teaching writing in a multicultural classroom.)

Downing, David B."Contesting Theories and Contested Classrooms: Debating Pedagogy and Politics in the 90s," Works and Days 17, Spring, 1991, 7-14. (This introduction to the special issue provides an overview of the conflicting perspectives on teaching and politics.)

Hurlbert, C. Mark. "The Walls We Don't See: Towards Collectivist Pedagogies as Political Struggle." Practicing Theory in Introductory Literature Courses. Eds. James Cahalan and David Downing. Urbana, IL: NCTE, (1991). 131-148. In this article, Mark Hurlbert explored how teaching practices can have social efficacy.

McAndrew, Donald A., and C. Mark Hurlbert. "Teaching Intentional Errors in Standard English: A Way to 'big smart english." English Leadership Quarterly 15.2 (1993): 5-7. In this article, McAndrew and Hurlbert explored the relation between grammar instruction and democracy. The article won the article of the year award from the Conference on English Leadership of the National Council of Teachers of English.

Slater, Thomas J. "Teaching Vietnam: The Politics of Documentary." Inventing Vietnam: The War in Film and Television. Ed. Michael Anderegg. Philadelphia: Temple U P, 1991:269 90. Focusing on Vietnam documentaries, I discussed my classroom methods and several representative films.

Slater, Thomas J. "Why and How to Teach the Intro to Film Course Within English Departments: Some Notes From Personal Experience." Media Matters (Newsletter of the Assembly on Media Arts, National Council of Teachers of English) 5.1 (Winter 1993):2-6. This essay blends material from historical arguments and recent arguments from the MLA Introduction to Scholarship with my own experiences to explain why films should be considered as texts and taught within English departments.

Presentations

Downing, David and James J. "Teaching as Theorizing, and the Practices of Refutation as Power Mongering," CCCC, Nashville, March, 1994. David Downing also organized the session on "The Changing Conditions of Work in English Departments: Refiguring the Discipline." (In this session, we provided a model of how the practice of teaching itself can exemplify theoretical principles.)

Downing, David B. and James J. Sosnoski. "Adventures in Cyberspace: Blurring the Boundaries of Teaching and Research," MLA, Toronto, December, 1993. (In this presentation, we described how our experiments in teaching online courses, including a teleseminar linking our two universities, opened new possibilities for blending teaching and research.)

Downing, David B. and James J. Sosnoski. "Electronic Texts, Postmodern Contexts, and Multivalent Environments: Cycles and Nonlinear Teaching," with James Sosnoski, MMLA, Univ. of Minneapolis, November, 1993. (In this presentation, we described how teaching in electronic environments can be done so as to facilitate collaborative teaching and research projects.)

Downing, David B. and James J. Sosnoski. "The Social Consequences of Virtual Reality as a Contact Zone," Ninth Conference on Computers and Writing, Univ. of Michigan, May, 1993. Also, with James Sosnoski, we organized the session on "Collaborations in Cyberspace." (In these sessions, we prepared a computer presentation detailing our work linking computers, teleconferences, and online collaborative composing.)

Downing, David B. and James J. Sosnoski. "Professing Literature in 2015," CCCC, San Diego, March, 1993. (This session provided a futuristic view of how we imagined teaching might be in the electronic environments of the 21st century.)

Downing, David B. and James J. Sosnoski. "Teaching in Electronic Schools: The CYCLES Project," MMLA, St. Louis, November, 1992. (In this presentation, we described a new form of teaching/research which we have termed the "Cycles Project," a form of online collaboration that blends teaching and research.)

Downing, David B. "Building Alpha U," Teaching Theory to Undergraduates Conference, Iona College, April, 1992. (In this paper, I describe the practical and theoretical issues involved in building an electronic college.)

Cahalan, James M. and David B. Downing. Co-Chairs and organizers of a session, "Practicing Theory in Introductory Literature Classes," at the College Composition and Communications Conference, March, 1991. (This session provided a forum for contributors to our book on Practicing Theory to present their work on theorized teaching of literature.)

Downing, David B. Conference Director and Chair of Conference Committee for the conference "The Role of Theory in the Undergraduate Literature Classroom: Curriculum, Pedagogy, Politics," IUP, September, 1990. (This national conference brought more than 325 participants to IUP, and included many sessions involving collaborations between faculty and students, and led to several subsequent publications.)

Hurlbert, C. Mark. "Making a Difference: Teaching in a Dialogic Classroom." Paper solicited for inclusion in the education collection of the Josephson Institute for the Advancement of Ethics, Los Angeles, CA.

Hurlbert, C. Mark. Speaker. Meade Award Session: Social Issues in the English Classroom. NCTE. Pittsburgh, 21 Nov. 1993. In this address, Mark Hurlbert discussed the implications of this book for teaching.

Hurlbert, C. Mark. "Losing Composure." (With Michael Blitz). Losing Composure in Composition. CCCC. Boston, 21 Mar. 1991. This paper addresses the relationship of politics to theory in composition teaching.

Pagnucci, Gian S. and Dawn Abt-Perkins. "Narrative Learning: What Happens When High School Students Become Storytellers?" Louisville, KY: National Council of Teachers of English, 82nd Annual Convention. 20 Nov. 1992.

XV. Border Crossing and Cultural/Multicultural Studies

Edited Volumes and Special Journal Editions

Downing, David B., Keith Dorwick, and James J. Sosnoski. Cultural Studies and Composition: Conversations in Honor of James Berlin, Works and Days 25/26, forthcoming, Spring/Fall, 1996. (This special issue developed out of an extended online conversation between graduate students and faculty who had worked or studied with the late James Berlin. It includes an edited version of the online conversation, position papers, and responses, as well as individual essays.)

Downing, David B. and Charles J. Stivale, eds. CyberSpaces: Pedagogy and Performance on the Electronic Frontier, Works and Days 25/26, Spring/Fall, 1995. (This special issue explores the potential of teaching in cyberspace to open new possibilities for border crossing, multicultural studies, and postmodern research. It includes essays by graduate students and faculty.)

Downing, David B. and James J. Sosnoski, eds. The Geography of Cyberspace in Literary and Cultural Studies, Works and Days 23/24, Spring/Fall, 1994. (This special issue inaugurated the new series of Works and Days with its commitment to issues of teaching in electronic environments, and it includes essays by faculty and graduate students.)

Downing, David B. The Politics of Book Reviewing: A Forum, Works and Days 21, Spring, 1993. (This special issue included essays and responses by leading scholars concerned with the role of book reviewing in shaping various disciplinary and cross-disciplinary practices.)

Authoritarian Society, Works and Days 19, Spring, 1992. (This special issue explores the possibilities of anarchism in developing alternative forms of non-authoritarian societies.)

Downing, David B. and Susan Bavarian, eds. Image and Ideology in Modern/Postmodern Discourse. 349 pp. Albany: State U. of N.Y. Press, 1991. (This book, including the collaborative introduction, explores the cross-disciplinary connections between visual and verbal images, art and politics, and includes essays by anthropologists, sociologists, historians, and philosophers, as well as literary critics.)

Blitz, Michael, and C. Mark Hurlbert. "Cults of Culture." Cultural Studies in the English Classroom: Theory/Practice. Eds. James A. Berlin and Michael J. Vision. Portsmouth, NH: Benton/Cook Heileman, 1992. 5­23. In this article, Mark Hurlbert and Michael Blitz explore the cultural implications of the cultural studies movement.

Comfort, Susan M. "Exile, Nationalism, and Decolonizing History in George Lamming's Season of Adventure." World Literature Written in English. 34:2 (Spring 1996): 70-94. This article explores nationalism and history in the work of George Lamming, especially in his novel, Season of Adventure.

Comfort, Susan M. "Counter-Memory, Mourning and History in Toni Morrison's Beloved." Lit: Literature, Interpretation, Theory. 6:1-2 (Fall 1995): 121-133. This is an examination of mourning in the rewriting of the American slave past.

Downing, David B. and James J. Sosnoski. "Enthralling Terms," in Disciplining English, ed. David Shumway, U. of Virginia P, forthcoming, 1997 (24 pp., typescript). (This essay explores the role of terminology in disciplinizing any body of knowledge, and the alternatives available by developing what we call "working terms.')

Downing, David B. "Feeding on American Fiction," in Reconceptualizing American Literary/Cultural Studies, ed. William E. Cain. New York: Garland Publishing Co., 1996. pp. 129-42. (This essay examines Steven Mailloux's version of rhetorical hermeneutics and pragmatism as it affects our understanding of teaching and research in literary/cultural studies.)

Downing, David B. and James J. Sosnoski. "The Uncharted Pedagogy of Cultural Studies: A Cycles Project in Memory of James Berlin," in Cultural Studies and Composition: Conversations in Honor of James Berlin, Works and Days 27/28, forthcoming, 1996 (7 pp., typescript).

Downing, David B. "The Political Consequences of Pragmatism, or Cultural Pragmatics for a Cybernetic Revolution," in Rhetoric, Sophistry, Pragmatism, ed. Steven Mailloux, Cambridge: Cambridge UP, 1995, pp. 180-205. (This essay shows how John Dewey's ideas at the turn of the century relate to contemporary issues involving our shift to electronic environments in teaching and research.)

Downing, David B. "Habermas's Cultural Critique: Review of The New Conservatism," Studies in the Humanities, 1991, 82-85. (This review explores the consequences for cultural studies of the philosopher Jurgen Habermas's theories of communicative action and his critique of postmodernism.)

Hurlbert, C. Mark, and Michael Blitz. "Rumors of Change: The Classroom, Our Classrooms, and Big Business." Social Issues in the English Classroom. Eds. C. Mark Hurlbert and Samuel Totten. Urbana, IL: NCTE, 1992. 269-282. In this article, Mark Hurlbert and Michael Blitz investigate the business interests in American education.

Blitz, Michael, and C. Mark Hurlbert. "To Make A Home: The Role of Listening in Cultural Studies." Conversations for Jim Berlin. Spec. Issue of Works and Days (forthcoming, 1996). In this article, Mark Hurlbert and Michael Blitz investigate the value of poetics to cultural studies.

Hurlbert, C. Mark. "EN 731: Rhetorical Traditions." Composition Studies 23.2 (Fall 1995): 38 44. This issue of CS included select syllabi and accompanying critical explication to create a portrait of doctoral education in composition in America.

Hurlbert, C. Mark, and Michael Blitz. "The Institution('s) Lives!" Marxism and Rhetoric. Spec. issue of PRE/TEXT: A Journal of Rhetorical Theory. Eds. James A. Berlin and John Trimbur. 13.1-2 (1992): 59-78. This article explored the nature of the academic institution from the perspectives of rhetoric and cybernetic theory.

Hurlbert, C. Mark. "Towards an Poetics in the Age of Intersubjectivity." (With Tony Door and Michael Blitz). Oovrah 3 (1990): 16-18. In this article, Mark Hurlbert, with Door and Blitz, investigated a connection between poetics to philosophy.

Slater, Thomas J. "Gauging the Depths of the Film Illusion: Three Books on the American Silent Film." Studies in the Humanities 19.1 (Spring 1992):80-90. Originally a review essay, this turned into a psychoanalytical argument on spectatorship as well.

Slater, Thomas J. "Hollywood's Myth." Forthcoming in Aristeia, a journal of myth studies. This essay explains how Hollywood has created one of the most powerful myths ever by learning how to guide viewers' visions and endlessly repeat the same narrative structure. It also explores some alternatives to conventional Hollywood narrative.

Slater, Thomas J. "June Mathis: A Woman Who Spoke Through Silents." Griffithiana: A Journal of Film History 53 (March 1995). This essay sought to reclaim a position in film history for the most powerful woman in the industry during the 1920s, arguing that she was a woman of important ideas.

Slater, Thomas J. "New Directions in Film and Literary Research: A Dual Book Review." Forthcoming in Studies in the Humanities. A review of one book on silent film and one on marginalized women authors from 1918-1938 that argues for the importance of recovering these mostly forgotten texts and performance practices.

Wheeler, Roxann. " Limited Visions of Africa: Geographies of Savagery and Civility in Early Eighteenth-Century Narratives." Writes of Passage: Ambiguity and Contradiction in British Colonial and Post-Colonial Travel Writing. Eds. Jim Duncan and Derek Gregory. London: Routledge. Forthcoming. This essay works at the intersection of cultural geography and literary studies, two disciplines with frequently antithetical aims.

Presentations

Comfort, Susan M. "The Poetics of Postcolonial Ecology: Rewriting Nature and the Landscape in the Caribbean." Fifth Annual British Commonwealth and Postcolonial Studies Conference, Georgia Southern University, April 18-20, 1996. This paper attempts to bring together the concerns of postcolonial theory with current cultural work in the area of international environmental justice.

Comfort, Susan M. "Toward a Multicultural Pedagogy: Challenges and Reflections." English Association of Pennsylvania State Universities, Lock Haven University, October 19-21, 1995. This paper explores including multicultural perspectives in EN 121 Humanities Literature at IUP.

Comfort, Susan M. "Displacement and Cultural Identity in Jean Rhys's Wide Sargasso Sea." After Empire: Writing and the Choices of Displacement, University of Tulsa, March 24-27, 1994. This paper explores the transience of cultural identity in post-emancipation, nineteenth century Jamaica.

Comfort, Susan M. "'Looking for Something New': The Politics of Postcolonial Identity in Michelle Cliff's Abeng." South Central Modern Language Association, Austin, Texas, October 14-16, 1993. This paper analyzes the emergence of a political consciousness in a young creole girl growing up in Jamaica.

Comfort, Susan M. "Naming the Disappeared: Counter-Memory and Mourning in Toni Morrison's Beloved." Reclaiming New Worlds, A Multicultural Commemoration of the Quincentennial, An Interdisciplinary Conference, University of Texas at Austin, October 29-31, 1992. This paper examines Toni Morrison's rewriting of the slave past within the context of attempts by other marginalized groups in the U.S. to reclaim a past.

Downing, David B. "Pedagogy of Care: The Practice of Negating and the Disciplinary Repression of Eros," International Conference on Academic Knowledge and Political Power, University of Maryland, November, 1992. (This paper explores the connections between the disciplinary practices of arguing by negating and refuting in contrast to research conducted by seeking concurrence and involving and ethics of care.)

Downing, David B. and James J. Sosnoski. Co-Director of the Symposium, Problems of Affirmation in Cultural Theory (The PACT Project), a Society for Critical Exchange Project which involved several conference sessions (two at the 1990 MLA Convention in Chicago), a symposium in October, 1991 at Case Western Reserve University, and various subsequent publications.

Downing, David B. and James J. Sosnoski. "The Practice of Negation as an Obstacle to Critical Concurrence," presented at the PACT Symposium, Case Western Reserve University, October, 1991.

Downing, David B. "Image and Ideology: Oppositional Critical Practices and Postmodernism," invited lecture, New York University, March, 1990.

Hurlbert, C. Mark. Keynote Speaker and Conference Coordinator. (With Michael Blitz). "Cultural Studies and Writing: A Set of Constructive Possibilities." University of Missouri at Kansas City and Kansas University. Kansas City, 17 Sept. 1994. In this address, Hurlbert and Blitz explained relationships between composition and cultural studies.

Hurlbert, C. Mark. Keynote Speaker and Workshop Coordinator. (With Michael Blitz). "'Multiculturalism' and 'Cultural Studies': What Do They Mean in the Classroom?" University of Missouri at Kansas City. Kansas City, 25-27 Feb. 1994. In this address, Hurlbert and Blitz explained relationships between multiculturalism and cultural studies.

Hurlbert, C. Mark. "Utopia Notebook." (With Michael Blitz). PACT: Society for Critical Exchange's symposium on "Problems of Affirmation in Cultural Theory." Cleveland, Case Western Reserve University, Oct 4-6 1991. In this paper, Hurlbert and Blitz discussed problems of affirmation in contemporary utopian thought.

Slater, Thomas J. "Alla Nazimova: Forgotten Artist of the Silent Film." University Film and Video Assn. Conference. Keene, NH. Aug. 4, 1995. Explained Nazimova's place in film history and her use of melodrama to present a disturbing picture of the early '20s post war world.

Slater, Thomas J. "American Movies--American Marriages (Silent Film to 1945)." The Marriage Project Symposium. Indiana U. of Pa. Feb. 16, 1996. Explained the centrality of marriage to American film narrative and the marginalization of women's voices in relation to various time periods.

Slater, Thomas J. "Changing Images of Women in Relation to Consumer Culture in Classified (1925) and Get Your Man (1927)." Film/Literature Assn. Conference. Towson, MD. Nov. 5, 1994. An analysis of two working-girl comedies of the '20s to show changing attitudes towards consumerism.

XVI. Collaborations

Edited Volumes and Special Journal Issues

Hurlbert, C. Mark, ed. Theory & Pedagogy. Spec. issue of Works and Days: Essays in the Socio-Historical Dimension of Literature and the Arts 16 8.2 (1990). This journal included a student/faculty collective publication, plus individual graduate student essays from Miami University of Ohio.

Hurlbert, C. Mark and Michael Blitz, eds. Composition and Resistance. Portsmouth, NH: Benton/Cook Heileman, 1991. In the making of this volume, Mark Hurlbert co-edited and co-wrote with Michael Blitz. He also engaged in three years of roundtable meetings with the contributors to this book. The transcripts from these roundtables are printed in the volume.

Slater, Thomas J., ed. A Handbook of Soviet and East European Film and Filmmakers. Westport, CT: Greenwood P, 1991. For this analytical resource book, I served as editor and author of the introduction and essays on the film histories of the Soviet Union and Czechoslovakia. Coming at the end of Soviet domination, the book provided a look back at the achievements and hardships of film production under communism.

Slater, Thomas J. and Gregg Bachman, eds. They Spoke Through Silents: Critical Forces in American Silent Film. Forthcoming from Southern Illinois U P. This work will bring together some of the best international silent film scholars, highlighting their research on marginalized figures from the silent film era.

Articles/Chapters

Blitz, Michael, and C. Mark Hurlbert. "To Make A Home: The Role of Listening in Cultural Studies." Conversations for Jim Berlin. Spec. Issue of Works and Days (forthcoming, 1996). Mark Hurlbert contributed this article and took part in email, listserv discussion that is included in this journal, with doctoral students from Purdue University.

Downing, David B. and James J. Sosnoski. "As the Culture Turns: Postmodern Works and Days," with James Sosnoski, Works and Days 23/24. 12.1&2 (1994): 9-27. (Describes the theoretical and practical application of collaborative Cycles projects for teaching and research, and inaugurates the new series of Works and Days.

Downing, David B. and James J. Sosnoski. "The Protocol of Care in the Cycles Project," with James Sosnoski, The Journal of the Midwest Modern Language Association, 27.1 (Spring 1994): 75-84. (A dialogical essay, conducted online, about the protocol of care in teaching and research; also contains graphic elements such as cartoons and other figures.)

Downing, David B., Patricia Harkin, and James J. Sosnoski. "Configurations of Lore: The Changing Relations of Theory, Research, and Pedagogy," in Changing Classroom Practices, Ed. David B. Downing, NCTE, 1994, pp. 3-34. (Theorizes the importance of lore in the new relations of teaching and research.)

Downing, David B. "Response to 'Provocations on the Politics of Book Reviews,'" Works and Days 21, Spring, 1993, 27-34. (Response to numerous other colleagues in an extended discussion of the politics of book reviews.)

Hurlbert, C. Mark, and Ann Marie Bodnar. "Collective Pain: Literature, War, and Small Change." Changing Classroom Practices: Resources for Literary and Cultural Studies. Ed. David Downing. Urbana, IL: NCTE, 1994. 202-232. Mark Hurlbert co­wrote this article with an IUP undergraduate student.

Hurlbert, C. Mark and Michael Blitz. "Anarchy as a State of Health." Works and Days: Essays in the Socio-Historical Dimension of Literature and the Arts 19 10.1 (1992): 95­106. In this article, Hurlbert and Blitz worked together to explore the possibilities for democratic practices offered in contemporary anarchy theory.

McAndrew, Donald A., and C. Mark Hurlbert. Interview. ACUWPET Journal: A Publication of the Alliance of California and Western Pennsylvania English Teachers 3.3 (1994): 3-8. This interview was conducted by a graduate student from California University of Pennsylvania.

Ott, C. Ann, Elizabeth H. Boquet, and C. Mark Hurlbert. "Dinner in the Classroom Restaurant: Sharing a Graduate Seminar." Sharing Pedagogies: Students and Teachers Respond to English Curricula. Eds. John Tassoni and Gail Tayko. Portsmouth, NH: Benton/Cook Heileman, forthcoming. Mark Hurlbert co­wrote this article with two Rhetoric and Linguistics doctoral students.

Presentations

Hurlbert, C. Mark. "Writing the Classroom: The Politics of Teacher/Student Collaboration." Sharing the Story: Students Write With Teachers About Collaboration." NCTE. Chicago, IL. 23 Nov. 1996. Mark Hurlbert will give this presentation with two Rhetoric and Linguistics doctoral students, Elizabeth Boquet and Ann Ott.

Hurlbert, C. Mark. "We Didn't Write This Article To Get Our Graduate Students Fired, Part I." How To Teach Grammar/Whether To Teach Grammar. CCCC. Washington, D.C. 25 Mar. 1995. Mark Hurlbert proposed this CCCC panel which included two Rhetoric and Linguistics doctoral students, Carrie Myers and Annette Rosati.

Hurlbert, C. Mark. Presenter. "Theorizing and Handling Sexual Harassment." Postconvention Workshop. CCCC. San Diego, 3 Apr. 1993. Mark Hurlbert participated in this workshop with four Rhetoric and Linguistics doctoral students.

Hurlbert, C. Mark. Presenter. "Resisting Academic Sexual Harassment." Workshop. EAPSU. Bloomsburg, PA, 16 Oct. 1992. Mark Hurlbert participated in this workshop with four Rhetoric and Linguistics doctoral students.

Hurlbert, C. Mark. "We Get Mail: Documenting the Rhetoric of Our Academic Institutions." We Get Mail: Documenting the Rhetoric of Our Academic Institutions. CCCC. Cincinnati, 21 Mar. 1992. Mark Hurlbert proposed this panel and included a Rhetoric and Linguistics doctoral student, Mary Ballinger.

Hurlbert, C. Mark. Co­Chair (with Michael Blitz). Jim Berlin's Legacy: Cultural Studies Meets Composition in a Dialogue Across Differences. CCCC. Washington, D.C. 24 Mar. 1995. Mark Hurlbert co­chaired this panel of doctoral students form Purdue University.

Pagnucci, Gian S. "Writing Together in a Cyberpunk World: A Case Study of Teacher-Student Co-Authoring." Nashville, TN: Conference on College Composition and Communication, 45th Annual Convention. 18 Mar. 1993

Wheeler, Roxann and Susan M. Comfort, Co-Chairs. "Feminism in the Classroom." 1996 SSHE Women's Consortium Conference: "Other Voices, Other Choices," Edinboro University of Pennsylvania, October 9-12, 1996. Roxann Wheeler and Susan Comfort organized this roundtable to address the challenge of practicing a feminist pedagogy.

XVIII. General Bibliography

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