ABSTRACT
True, in recent years, the literary canon has expanded. Much composition scholarship is, in fact, grounded in pedagogy. To much of the academy, teaching is merely the practice of disseminating or applying previously established knowledge. It is also traditional for the academy to define scholarship in terms of written artifacts alone. Nevertheless, there are several ways the people can become more informed about Pam as a teacher. In comparing composition scholarship with scholarship in literary studies, the author have mostly called attention to their differences. For one thing, both fields have turned in their research to social constructionist epistemologies. In conducting such research, each field is brooding about the powers and the limits of theory, wondering how to define it and how to deploy it. Both fields are keenly aware, too, that they must come to terms with new social forces: the ever-expanding information highway and the ever-increasing charges that English departments are rife with political correctness.
