It is difficult to sustain a writing project during an academic term. Hence the interval between semesters is the time when ideas and outlines and notes find their way into written form. I also find myself, during my idle time between semesters, preoccupied with ongoing editorial tasks.
Working scholars are often asked to review and offer comments on manuscripts under consideration for publication. Most recently, I have served a a reviewer for PMLA: Publications of the Modern Language Association; Paideuma: Studies in American and British Modernist Poetry; Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture; JAC: A Journal of Composition Theory; 5) IJE: Indian Journal of Ecocriticism; 6) ISLE: Interdisciplinary Studies in Literature and Environment, and Indiana University Press.
In 2004 I was appointed associate editor of the journal Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture. This profession-wide journal—the winner of the 2001 Best New Journal Award from the Council of Editors of Learned Journals—was founded to reverse the longstanding marginalization of teaching and the scholarship produced around it and instead to assert the centrality of teaching to the work of scholars and professionals across the field of English studies. As associate editor, I am responsible for the book review section in our three issues published each year. I read a range of new books relevant to the readers of our journal and then recruit reviewers, solicit reviews, edit individual and roundtable reviews, and serve as a liaison with book publishers. Currently, I am completing an introductory essay for a special issue of Pedagogy I have been invited to guest edit dedicated to the small college English department. The issue will foreground the ways the small college department continues to generate its own conditions for innovative pedagogy, curriculum development, and the integration of the professional activities of reading, writing and teaching.