ABSTRACT

Pedagogy is the art of teaching. Scholarship is the systematized knowledge of a learned person and the ability to create and acquire such knowledge. Accepting the validity of the first premise of this book, that we in composition studies have learned something about pedagogy in the last thirty years, then what we have learned has something to do with enhancing this relationship between pedagogy and scholarship. In that light I want to assert that this enhancement does not, as many scholars fear,

threaten or diminish scholarship. I am not less of a scholar because I know something about the art of teaching. This assertion is an important foundation for the second premise of this book, that some of what compositionists have learned about enhancing the relationship between pedagogy and scholarship can be of value to scholars in other disciplines as they practice the art of teaching. My contribution to this collection is to offer a blueprint for setting up a collaborative classroom based largely on peer response to writing and to show that, through the calculated agencies of community and collaboration, my students acquire high-quality academic knowledge. I also illustrate how attention to community and collaboration as a teaching strategy applies to teaching in many disciplines.