The “Influence” model of introductory literature class focuses on a single central text, the works that influenced its composition, and works that developed from it, encouraging students to make connections among texts. Such a course model repositions power in the classroom by offering students the opportunity to participate in list creation.

Although there is a sizable body of medieval Hebrew poetry, that poetry is almost never included in courses on medieval literature. This neglect creates a misleading picture of the European Middle Ages. This essay attempts to show why and then to demonstrate how this poetry can be included.

(2000). Planning graduate programs in rhetoric in departments of English. Rhetoric Review: Vol. 18, No. 2, pp. 390-402.

This article describes an assessment carried out in collaboration with the administrators of a large freshman English course. The assessment team worked with instructors to identify course goals and to design tasks that the instructors felt would fairly assess the extent to which the students achieved the goals. Students who did and did not take the course were both pre- and posttested on five central goals: critical reading, argument identification, differentiation of summary and paraphrase, understanding of key terms used in the course, and practical strategies for writing academic papers. Results of the assessment failed to indicate any substantial improvement on any of the five course goals for students who took the course. These results contrasted with positive outcomes obtained by the same assessment team with introductory history and statistics courses. The article concludes with reflections on why instructors may fail to recognize that their courses are not working.

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Experts on style agree that writers frequently have trouble using the unattended anaphoric this clearly. Few, however, have proposed explicit guidelines for sorting appropriate from inappropriate uses. This article examines the limitations of a recent classification proposed by Moskovit (1983), and then suggests an alternate classification relying on concepts from functional grammar. In particular, Moskovit's distinction between demarcational, syntactic, and semantic reference is found not to predict actual readers' judgments. In its place, the authors suggest a classification based on the functional notions of topic and focus. The unattended this is shown to be English's economical routine for moving the focus of a discourse from nominal topics to clausal predications relating those topics. Before deciding to employ this routine, however, writers are warned to evaluate its consequences on clarity and rhetoric.

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