Fall 2004
About Lore

Lore is a journal for adjunct and graduate student teachers of writing published three times a year and edited by TAs, adjuncts, and assistant professors.
welcome to a new forum for discussing pedagogy and professional matters.

informal discussions of everyday teaching issues
In this issue: Creative Writing and the Teaching of Composition. Instructors who want to make writing the primary focus of the readings and assignments in their composition classes are faced with several key questions in their attempt to devote more time and attention to student papers: How can instructors make workshops and peer review matter to their students? How can workshops improve student writing in more meaningful ways? How can creative writing and composition better connect and influence the writing and reading of student texts?

an archived listserv on professional issues
In this issue: An Interview with Ira Shor. Ira Shor is one of the leading scholars in composition studies and a staunch advocate for the rights of adjuncts. He is the author of Empowering Education: Critical Teaching for Social Change (1992) and When Students Have Power: Negotiating Authority in Critical Pedagogy (1996) and the co-editor, with Caroline Pari, of Critical Literacy in Action (1999) and Education Is Politics: Critical Teaching across Differences-Postsecondary (2000).

brief essays on various aspects of teaching and composition
In this issue: Academic Blogging. In the past few years, blogging has become something of a national pastime, and academics are becoming a core group using blogs for personal and professional reasons. Yet even though many people embrace blogging, many others have no idea what it is or why anyone would do it. In this issue of Lore, we explore the role that blogging plays for academics both in and out of the classroom.

stories and practical advice on job seeking and balancing work and life
In this issue: Developing a Teaching Philosophy. Almost everyone who chooses to teach composition does so because of a drive to teach, whether that drive comes from enjoyment, a sense of purpose, or something else. Even when we love teaching, we often face a challenge when trying to describe the foundation of not only why we teach but also how we teach. For many job applicants, one of the most stressful documents to create is the teaching philosophy. In this issue of Lore, we examine how to create a document that articulates principles that have often remained unspoken, ideas that also represent core beliefs that shape one of our primary identities: composition instructor.