INTRODUCTION: THE TEACHER, THE STUDY, THE STUDENTS
The idea for this book originated on the evening of September 11, 1989, when I attended the first meeting of the doctoral seminar in English education at New York University, the first course I had taken since receiving my master’s degree in 1968. As I left the class that night, I felt excited to be a student again after 15 years as a teacher of developmental writing at the City University of New York. The requirements for the course seemed simple enough: Read a book a week and respond by writing a learning log, or journal, to be shared with the professor and a student partner. The reading list looked demanding but the learning logs would not be graded.