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This book addresses the urgent need for rigorous and creative examination of how new theoretical principles, sociocultural investments, and pedagogical technologies inform classroom teaching. Written by current and former graduate and faculty instructors of English at the University of Texas at Austin--a department that has been centrally involved in national controversies over literary multiculturalism, the politics of writing instruction, and the development of academic computer technology--this collection constitutes a uniquely situated engagement with the most pressing contemporary questions in English studies.

After historical and theoretical contextualizing by its coeditors, Situating College English is organized in to three sections that provide conceptual analyses, practical strategies, and empirical data derived from representative classroom experiences and addressed to a range of pedagogical issues.