No words of routine this song of mine,
but abruptly to question, to leap beyond yet nearer bring

—Walt Whitman

if change is certain, as say so many,
certainty is where there isn’t any

—A. R. Ammons

Teaching Philosophy
All of my courses involve students working together to become more reflective of their own and others' experiences and perspectives. Emphasis falls not only on what students read, but what students learn to do when they read, especially as they use reading as an occasion for writing. I believe that knowledge emerges in a process of invention and reinvention, a process that is restless, impatient, continuing, and hopeful.

Upcoming Courses and Teaching Activities

Summer 2006
I spent June and July in Juneau, Alaska, teaching on the faculty of the Bread Loaf School of English, where I taught two courses: Writing as a Critical Reader and Searching for Wildness: Readings in the Environmental Literature of North America. Since 1920 the Bread Loaf School of English has offered graduate courses in literature, the teaching of writing, creative writing, and theater arts to students from across the United States. For six weeks each summer Bread Loaf students, most of them secondary-school teachers, work toward an M.A. or M.Litt. at one of the five Bread Loaf Campuses: Alaska, New Mexico, North Carolina, Oxford (England), and the home campus located outside Middlebury at the foot of Bread Loaf Mountain in Vermont. For more information about the Bread Loaf School of English visit http://www.middlebury.edu/academics/blse/.

Fall 2006
English 341: Early American Literature

Spring 2007
English 200: Literary Analysis
English 270: Literature and the Environment

Selected Student Comments on My Teaching
Dr. Long's ability to stimulate and raise fundamental questions is very impressive. He knows how to engage and direct students to think clearly and effectively. His willingness to talk after class and respond to e-mails was very valuable. Dr. Long's tremendous and astonishing knowledge of literature (and life) is only surpassed by his ability to impart that knowledge. In short, his openness, knowledge and enthusiasm reveal an extraordinary man endowed with a gift for teaching.

I have never taken a course in literature prior to this one. It far exceeded my expectations. Mark Long's knowledge for literature and history is impressive. His enthusiasm for teaching is obvious and willingness to share his thoughts with the class. It was the best English class I have taken and among the top courses I have ever taken.

This is the finest class I have ever participated in. The material (American literature) was superlative. Students were expected to think rather than being told how to think. Brilliant.

This is by far the best course I have taken at Keene State College. It really opened things up for me. I'm not an English major and so I was unsure about this course. I really appreciated Mark's flair for explanations and not assuming too much. He engaged us in reading and writing using a wide range of material.

You've made one more person love poetry. I have always been intimidated by poetry. And I still am. But you've shown me that being surprised and overcome by something does not make it unenjoyable. I've truly appreciated your guidance. You show us your knowledge of interpretation but you do not tell us how to respond. The idea that we need practice responding and your willingness to give us the time and encouragement to respond is impressive. I hope I can take another course from you.

Keep Mark teaching. He takes a genuine interest in learning and in students who want to learn. I'm sitting here filling out my evaluation and listening to what other students are saying about the course. "I actually learned to read in this course." I can't believe I never learned this stuff about writing in my other courses." I wish we could keep this course going.

The best thing about this class was that you were learning right along with us. I enjoy this approach so much more than when the prof. takes the all-knowing attitude. Your love of learning is key. We pick up on that and go with it.

I didn't know that I could ever do this. It was amazing that the more I got into my writing project the faster and more meaningful my readings became. You were right about good writing: it comes from wanting to do it. Your advocacy of the more truthful things about thinking and writing is a very valuable gift. Thank you.

Thank you so much for those enlightening responses. Those e-mails alone taught me more than all that I have learned in college.

I have been fortunate to have you—a knowledgeable, insightful, accessible instructor—to guide me through this learning experience, and to help me link this course with my other two courses in English. Thank you so much for this opportunity to learn and expand my horizons.

This is the best class I have taken at KSC. It is not what I learned, though. The way I think has been changed, and that's exciting!

The course was gripping. Your courses are independent and uniquely thoughtful. The most admirable characteristic you possess is your clear passion for teaching and discussing. I do not doubt, for a moment, that you work very hard and care very much when it comes teaching students how to read and write and think more carefully. You have the energy and real life wisdom that makes you a rare teacher, highly demanding and thought provoking, with a way of inspiring students to take themselves seriously.

The Calderwood Institute on the Teaching of Writing
Since 2002, The Calderwood Institute on the Teaching of Writing has provided an opportunity for eight Keene State faculty members to engage in the kind of reading, reflection and dialogue that can result in more effective ways to teach, assign, and evaluate student writing. The Institute is co-faciliated by Phyllis Benay (associate professor of Interdisciplinary Studies and director of the Writing Center), Mark Long (associate professor of chair of the Department of English), and Kirsti Sandy (assistant professor of English and director of writing). The institute begins with intensive discussions about what faculty value in their own writing and what we expect from our students. Drawing on a collection of readings that represent what we know about student writing and its relationship to learning, participants examine what we know about students as writers, and the relationship between writing and cognitive development. Participants then work individually and collaboratively throughout the academic year to transform their own writing assignments, methods of evaluation, and course design. Fo rmore information about the Institute's work please visit the web site of the Writing Task Force.

Selected Responses From Institute Participants
"It drove home to me how much writing itself is a way of learning, not just a way of demonstrating learning. While I have myself learned a lot from the writing I have done I was never conscious enough of this process to convey that or emphasize that in my classes. This new way of thinking about the role of writing in learning provides a sounder basis for its use in the classroom."
- Rosemary Gianno, Anthropology

"I think this approach toward writing as learning could go some distance toward improving the educational experience of our students on an individual level and creating a more positive attitude toward academic rigor within student culture at Keene State College." - Dave Payson, Communication

"In my case, students of Graphic Design know they must learn to visually communicate ideas, but it often takes some convincing to get these same students to appreciate the advantage of developing good written communication skills as well. I believe the institute has greatly increased my ability to demonstrate and discuss the value of effective written communication in the classroom." - Bob Kostick, Graphic Design

"I really appreciate the opportunity to meet with my colleagues from several departments and to have the time to discuss what we value in writing and why we value it. Furthermore, as a new faculty member, the institute helped me feel more established as part of the community here at Keene State College." - Karen Stanish, Mathematics

"The interdisciplinary nature of the workshop was a real strength. Interacting with colleagues from other disciplines was invaluable, and something that we do not do enough of on this campus. I enjoyed listening to others talk about writing from their disciplinary perspective, and those conversations will help me articulate to my students the value of writing to learn not only mathematics, but other subjects as well. And what a wonderful environment Keene State College would be for our students if they observed that faculty across disciplines have consistent views about the value of writing." - Dick Jardine, Mathematics

"As I finalize my syllabi, I have been reviewing my materials from the Writing Institute, reflecting on what I learned and making changes-some subtle, some dramatic-to my assignments. I am excited to share these ideas with students." - Peggy Walsh, Sociology