Cowboy, judge, federal official, then business executive, Wilson McCarthy mirrored change and growth in the twentieth-century West. Leading the Denver & Rio Grande back from the brink saved a vital link in the national transportation system. The D&RGW ran over and through the scenic Rockies, developing mineral resources, fighting corporate wars, and helping build communities. The Depression brought it to its knees. Accepting federal assignment to save the line, McCarthy turned it into a paragon of mid-century railroading, represented by the streamlined, Vista-Domed California Zephyr, although success hauling freight was of more economic importance. Prior to that, McCarthy’s life had taken him from driving livestock in Canada to trying to drive the national economy as a director of the Reconstruction Finance Corporation, the first line of federal attack on the Depression. Always a Cowboy positions McCarthy’s story in a rich historical panorama..

Will Bagley is the author of Blood of the Prophets: Brigham Young and the Massacre at Mountain Meadows

Great Basin National Park is in large part a high-alpine park, but it sits in one of America’s driest, least populated, and most isolated deserts. That contrast is one facet of the diversity that characterizes this region. Within and outside the park are phenomenal landscape features, biotic wonders, unique environments, varied historic sites, and the local colors of isolated towns and ranches. Vast Snake and Spring Valleys, bracketing the national park, are also subjects of one of the West's most divisive environment contests, over what  on the surface seems most absent but underground is abundant enough for sprawling Las Vegas to covet it—water.

Mexican Americans make up the largest minority in Idaho, yet they seemingly live in a different world from the dominant Anglo population, and because of pervasive stereotypes and exclusive policies, their participation in the community's social, economic, and political life is continually impeded.

This unique ethnographic study of a small Idaho community with a large Hispanic population examines many dimensions of the impact race relations have on everyday life for rural Mexican Americans.

Across north-central New Mexico and Arizona, along the line of Route 66, now Interstate 40, there first ran a little-known wagon trail called Beale's Wagon Road, after Edward F. Beale, who surveyed it for the War Department in 1857. This survey became famous for employing camels. Not so well known is the fate of the first emigrants who the next year attempted to follow its tracks. The government considered the 1857 exploration a success and the road it opened a promising alternative route to California but expected such things as military posts and developed water supplies to be needed before it was ready for regular travel. Army representatives in New Mexico were more enthusiastic.

In 1858 there was a need for an alternative. Emigrants avoided the main California Trail because of a U.S. Army expedition to subdue Mormons in Utah. The Southern Route ran through Apache territory, was difficult for the army to guard, and was long. When a party of Missouri and Iowa emigrants known as the Rose-Baley wagon train arrived in Albuquerque, they were encouraged to be the first to try the new Beale road. Their journey became a rolling disaster. Beale's trail was more difficult to follow than expected; water sources and feed for livestock harder to find. Indians along the way had been described as peaceful, but the Hualapais persistently harassed the emigrants and shot their stock, and when the wagon train finally reached the Colorado River, a large party of Mojaves attacked them. Several of the emigrants were killed, and the remainder began a difficult retreat to Albuquerque. Their flight, with wounded companions and reduced supplies, became ever more arduous. Along the way they met other emigrant parties and convinced them to join the increasingly disorderly and distressed return journey.

Charles Baley tells this dramatic story and discusses its aftermath, for the emigrants, for Beale's Wagon Road, and for the Mojaves, against whom some of the emigrants pressed legal claims with the federal government.

Re/Orienting Writing Studies is an exploration of the intersections among queer theory, rhetoric, and research methods in writing studies. Focusing careful theoretical attention on common research practices, this collection demonstrates how queer rhetorics of writing/composing, textual analysis, history, assessment, and embodiment/identity significantly alter both methods and methodologies in writing studies. The chapters represent a diverse set of research locations and experiences from which to articulate a new set of innovative research practices.
 
While the humanities have engaged queer theory extensively, research methods have often been hermeneutic or interpretive. At the same time, social science approaches in composition research have foregrounded inquiry on human participants but have often struggled to understand where lesbian, gay, bisexual, transgender, and queer people fit into empirical research projects. Re/Orienting Writing Studies works at the intersections of humanities and social science methodologies to offer new insight into using queer methods for data collection and queer practices for framing research.

Contributors: Chanon Adsanatham, Jean Bessette, Nicole I. Caswell, Michael J. Faris, Hillery Glasby, Deborah Kuzawa, Maria Novotny, G Patterson, Stacey Waite, Stephanie West-Puckett
 

Grasses are the world’s most important plants. They are the dominant species over large parts of the earth’s land surface, a fact that is reflected in the many different words that exist for grasslands, words such as prairie, veldt, palouse, and pampas to mention just a few. As a group, grasses are of major ecological importance, as soil binders and providers of shelter and food for wild animals, both large and small. Some grasses, such as wheat, rice, corn, barley, rye, tef, and sugar cane are major sources of calories for humans and their livestock; others, primarily bamboos, are used for construction, tools, paper, and fabric. More recently, the seed catalogs that tantalize gardeners each winter have borne witness to an increasing appreciation of the aesthetic value of grasses.

The Manual of Grasses for North America is designed as a successor to the classic volume by Hitchcock and Chase. It reflects current taxonomic thought and includes keys, illustrations, and distribution maps for the nearly 900 native and 400 introduced species that have been found in North America north of Mexico. In addition, it presents keys and illustrations for several species that are known only in cultivation or are of major agricultural significance, either as progenitors of bread wheat and corn or as a major threat to North American agriculture because of their ability to hybridize with crop species. The Manual is a major reference work for grasses that will retain its value for many years.

In Upsetting Composition Commonplaces, Ian Barnard argues that composition still retains the bulk of instructional practices that were used in the decades before poststructuralist theory discredited them. While acknowledging that some of the foundational insights of poststructuralist theory can be difficult to translate to the classroom, Barnard upends several especially intransigent tenets that continue to influence the teaching of writing and how students are encouraged to understand writing.

Using six major principles of writing classrooms and textbooks—clarity, intent, voice, ethnography, audience, and objectivity—Barnard looks at the implications of poststructuralist theory for pedagogy. While suggesting some evocative poststructuralist pedagogical practices, the author focuses on diagnosing the fault lines of composition's refusal of poststructuralism rather than on providing "solutions” in the form of teaching templates.

Upsetting Composition Commonplaces addresses the need to more effectively engage in poststructuralist concepts in composition in an accessible and engaging voice that will advance the conversation about relations between the theory and teaching of writing.

"What an astonishing life and what a remarkable biography. Lewis Barney's sojourn on the hard edge of the American frontier is a forgotten epic. Not only does this book tell of an amazing personal odyssey from his birth in upstate New York in 1808 to his death in Mancos, Colorado, in 1894, but Barney's tale represents a living evocation of some of the most significant themes in American history. Frederick Jackson Turner theorized that the frontier shaped our national character, but Lewis Barney's life stands as a testament to the real impact of the westering experience on a man and his family. Ron Barney's detailed biography of Lewis Barney provides a participant's view of Mormonism's first six decades of controversy, hardship, and triumph, viewed from the bottom of the social heap. Despite his wide-ranging experience and endless sacrifices, Lewis Barney was a worker in the Mormon vineyard, not one of the princes of the Kingdom of God whose lives have been so exhaustively celebrated. Barney's lack of status in this complex hierarchy adds tremendously to the value of this study, since so much nineteenth-century LDS biography has ignored the lives of ordinary people to celebrate a surprisingly small elite whose experiences were far different from those of the general Mormon population." —Will Bagley, editor of the series Kingdom in the West: The Mormons and the American Frontier and editor of The Pioneer Camp of the Saints: The 1846-1847 Mormon Trail Journals of Thomas Bullock.

There are no historical events that have more iconic significance for the people of Utah than the trek of the vanguard company of Mormons west in 1847. Its meaning may vary, but overall, the march has a highly symbolic and seminal historical importance for virtually all Utahns. While the journey has been widely celebrated, memorialized, and even sanctified and various books have been written about it, there is more that can be said and understood about the migration's place in western history; about its context, including events preceding and following it; and about the real experiences of its participants. Particularly lacking in most published accounts are the stories of the rank and file members, the individuals who, in contrast to the well-known leadership, with Brigham Young at the top, might fittingly be called foot soldiers. The 1847 company had a military-like organization, which is captured by Ronald Barney's term brigade in the title. Norton Jacob was such a man of the ranks in 1847. He had no special status in the Mormon Church, and there was little to make him stand out in the historical record than that he left what is regarded by many trail historians as one of the best and most informative journals of the early Mormon emigration. While the heart of Jacob's record concerns the 1847 journey, there is much more to it. The diary published here begins in 1844, the year of church founder Joseph Smith's murder. It continues through the crisis events that followed: the Mormons' flight from Nauvoo, their trudging journey across Iowa to Winter Quarters, and the beginnings of mass migration to Utah. After the apex of 1847, the arc of the narrative moves through accounts of Jacob's return to Nauvoo late that year and of the much larger Mormon emigration in 1848. It reaches denouement in a short record of his first years in Salt Lake Valley.

In a focused and compelling discussion, Anis Bawarshi looks to genre theory for what it can contribute to a refined understanding of invention. In describing what he calls "the genre function," he explores what is at stake for the study and teaching of writing to imagine invention as a way that writers locate themselves, via genres, within various positions and activities. He argues, in fact, that invention is a process in which writers are acted upon by genres as much as they act themselves. Such an approach naturally requires the composition scholar to re-place invention from the writer to the sites of action, the genres, in which the writer participates. This move calls for a thoroughly rhetorical view of invention, roughly in the tradition of Richard Young, Janice Lauer, and those who have followed them.

Instead of mastering notions of "good" writing, Bawarshi feels that students gain more from learning how to adapt socially and rhetorically as they move from one "genred" site of action to the next.

Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.

In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.

Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.

 Writing with Elbow is a volume written by leading scholars now working in the field of composition who trace their own scholarship to foundational work done by Peter Elbow over the last thirty years. The book is in that sense a celebration. But it is more than that, too. Elbow and process writing are not without their critics, and the essays collected in Writing with Elbow also test him, extend his work, explore his intellectual forebears, address his critics and contexts, and complicate his legacy across a wide range of issues in current composition research and practice. A thoughtful, comprehensive retrospective on Peter Elbow's legacy, 
Writing with Elbow is a must-read collection for composition scholars, teachers, English educationists, and graduate students.

Although the poems in this collection are not narrative, they do present a narrative, gradually unspooling the tale of the poet's rebel aunt, who left the family "to marry a Chinaman" in the 1930s. It's an old story, full of poignancy, mystery, family pride, and doubt. When the aunt returns to die, the poet, now grown, discovers in herself the need to reclaim the connections that her family had severed. She travels to China several times—to learn. Gradually, through wide-eyed insightful poems, we see the poet rebuild with her Chinese cousins a sense of generation, family, and humanity—bridging over all that divides us. Elinor Benedict has also received the Mademoiselle Fiction Prize, a Michigan Council for the Arts Award, and an Editor's Grant from the Coordinating Council of Literary Magazines (CLMP). She earned an M.F.A. in writing from Vermont College and her work has also appeared in various literary journals and in five chapbooks.

In the rational modern world, belief in the supernatural seemingly has been consigned to the worlds of entertainment and fantasy. Yet belief in other worldly phenomena, from poltergeists to telepathy, remains strong, as Gillian Bennett's research shows. Especially common is belief in continuing contact with, or the continuing presence of, dead family members. Bennett interviewed women in Manchester, England, asking them questions about ghosts and other aspects of the supernatural. (Her discussion of how her research methods and interview techniques evolved is in itself valuable.) She first published the results of the study in the well-received Traditions of Belief: Women and the Supernatural, which has been widely used in folklore and women's studies courses. "Alas, Poor Ghost!" extensively revises and expands that work. In addition to a fuller presentation and analysis of the original field research and other added material, the author, assisted by Kate Bennett, a gerontological psychologist, presents and discusses new research with a group of women in Leicester, England.

Bennett is interested in more than measuring the extent of belief in other worldly manifestations. Her work explores the relationship between narrative and belief. She anticipated that her questions would elicit from her interviewees not just yes or no replies but stories about their experiences that confirmed or denied notions of the supernatural. The more controversial the subject matter, the more likely individuals were to tell stories, especially if their answers to questions of belief were positive. These were most commonly individualized narratives of personal experience, but they contained many of the traditional motifs and other content, including belief in the supernatural, of legends. Bennett calls them memorates and discusses the cultural processes, including ideas of what is a "proper" experience of the supernatural and a "proper" telling of the story, that make them communal as well as individual. These memorates provide direct and vivid examples of what the storytellers actually believe and disbelieve. In a final section, Bennett places her work in historical context through a discussion of case studies in the history of supernatural belief.

The practice of polygamy occupies a unique place in North American history and has had a profound effect on its legal and social development. The Polygamy Question explores the ways in which indigenous and immigrant polygamy have shaped the lives of individuals, communities, and the broader societies that have engaged with it. The book also considers how polygamy challenges our traditional notions of gender and marriage and how it might be effectively regulated to comport with contemporary notions of justice.

The contributors to this volume—scholars of law, anthropology, sociology, political science, economics, and religious studies—disentangle diverse forms of polygamy and polyamory practiced among a range of religious and national backgrounds including Mormon and Muslim. They chart the harms and benefits these models have on practicing women, children, and men, whether they are independent families or members of coherent religious groups. Contributors also address the complexities of evaluating this form of marriage and the ethical and legal issues surrounding regulation of the practice, including the pros and cons of legalization.

Plural marriage is the next frontier of North American marriage law and possibly the next civil rights battlefield. Students and scholars interested in polygamy, marriage, and family will find much of interest in The Polygamy Question.

Contributors include Kerry Abrams, Martha Bailey, Lori Beaman, Janet Bennion, Jonathan Cowden, Shoshana Grossbard, Melanie Heath, Debra Majeed, Rose McDermott, Sarah Song, and Maura Irene Strassberg.

Clever Maids, Fearless Jacks, and a Cat showcases the stories of two Newfoundland storytellers, Philip Pius Power and Alice Lannon. Ethnopoetic transcriptions of these sensitive and artful tales, which have been passed on orally for generations as part of a community tradition, give accounts of living oral performances from the last quarter of the twentieth century and demonstrate the artistry that is possible without the written word.
 
Here, eight tales from Power and five tales from Lannon take up issues of vital concern—such as spousal abuse, bullying, and social and generational conflict—allusively, through a screen of fiction. In commentary following the stories Anita Best, Martin Lovelace, and Pauline Greenhill discuss the transmission of fairy tales in oral tradition, address the relation of these magic tales to Lannon’s and Power’s other stories, and share specifics about Newfoundland storytelling and the two tellers themselves. The text is further enriched by expressive illustrations from artist Graham Blair.
 
Clever Maids, Fearless Jacks, and a Cat presents the fairy-tale oeuvres of two superb storytellers as a contribution to interdisciplinary fairy-tale studies and folklore—countering fairy-tale studies’ focus on written traditions and printed texts—as well as to gender studies, cultural studies, Newfoundland studies, and Canadian studies. Students, scholars, and general readers interested in folk and fairy tales, contemporary Märchen, Newfoundland folklore, or oral tradition more generally will find much of value in these pages.
 
Support for this publication was provided, in part, by the University of Winnipeg.
 

In May 1855 twenty-seven men set out from the young Mormon settlements in Utah to establish the northernmost colony of the Kingdom of God, "the Northern Mission to the Remnants of the House of Jacob"-American Indians. More colonists, including families, would join them later. Building a fort in the Limhi Valley, four hundred miles to the north and at the foot of the pass by which Lewis and Clark had crossed the Continental Divide, they began to proselyte among Sacagawea's Shoshone relatives as well as members of the Bannock, Nez Percé, and other tribes. Three years later, some of their expected and actual Indian converts violently drove the colonists out and destroyed Fort Limhi.

In Fort Limhi: The Mormon Adventure in Oregon Territory, 1855-1858, David Bigler shows that the colony, known as the Salmon River Mission, played a pivotal role in the Utah War of 1857-1858 and that the catastrophic end of the mission was critical in keeping that conflict from becoming an all out war between Mormon Utah and the United States. In the process, he uses a multitude of primary sources, many newly uncovered or previously overlooked, to reconstruct a dramatic and compelling story involving stalwart Mormon frontiersmen, Brigham Young, a variety of Native American individuals and groups, the U. S. Army, and "mountaineers," as the surviving fur trade veterans now commonly known as "mountain men" called themselves.

Tenth annual winner of the May Swenson Poetry Award, Haywire is a well-polished collection from a highly accomplished poet. With humor, compassion, and an unflinching eye, Bilgere explores the human condition in accessible lines and a magician's way with language. In images bright and dark, tangible and immanent, Bilgere brings us time after time to the inner reaches of a contemporary life. In subjects ranging from adolescent agony to the loss of parents to the comic pain of middle age, he finds no reason to turn away his gaze, and ultimately no reason not to define himself in joy

Haywire was chosen for the Swenson Award by poet Edward Field, winner of numerous awards and a personal friend of the late May Swenson. Field describes the book this way. "This poet, you knew from his very first lines, didn’t fall for anything phony—his own language is irresistibly no-bullshit down to earth, even sassy."

Next Steps: New Directions for/in Writing about Writing is the first collection of teacher and student voices on a writing pedagogy that puts expert knowledge at the center of the writing classroom. More than forty contributors report on implementations of writing-about-writing pedagogies from the basic writing classroom to the graduate seminar, in two-year and four-year schools, and in small colleges and research universities around the United States and the world.
 
For more than ten years, WAW approaches have been emerging in all these sites and scenes of college writing instruction, and Next Steps offers an original look at the breadth of ways WAW pedagogy has been taken up by writing instructors and into an array of writing courses. Organized by some of the key foci of WAW instruction—writerly identity, process, and engagement—the book takes readers into thick classroom descriptions as well as vignettes offering shorter takes on particular strategies. The classroom descriptions are fleshed out in more personal ways by student vignettes, reflections on encountering writing about writing in college writing classes. As its theoretical basis, Next Steps includes chapters on threshold concepts, transfer of writing-related learning, and the history of WAW pedagogies.
 
As the first extensive look into WAW pedagogies across courses and institutions, Next Steps is ideal for writing instructors looking for new approaches to college composition instruction or curious about what “writing about writing” pedagogy actually is, for graduate students in composition pedagogy and their faculty, and for those researching composition pedagogy, threshold concepts, and learning transfer.
 
Contributors:
Linda Adler-Kassner, Olga Aksakalova, Joy Arbor, Matthew Bryan, Shawn Casey, Gabriel Cutrufello, Jennifer deWinter, Kristen di Gennaro, Emma Gaier, Christina Grant, Gwen Hart, Kimberly Hoover, Rebecca Jackson, Frances Johnson, Elizabeth Kleinfeld, Katie Jo LaRiviere, Andrew Lucchesi, Cat Mahaffey, Michael Michaud, Rebecca S. Nowacek, Andrew Ogilvie, Sarah Read, Rebecca Robinson, Kevin Roozen, Mysti Rudd, Christian Smith, Nichole Stack, Samuel Stinson, Hiroki Sugimoto, Lisa Tremain, Valerie Vera, Megan Wallace, Elizabeth Wardle, Christy I. Wenger, Nancy Wilson, Dominique Zino

Suzette Marie Bishop teaches writing at Texas A&M International University. This will be her first full-length book, though she's published a chapbook and many individual poems in national poetry journals. Nominated twice for the Pushcart Prize, Ms. Bishop's credits include publications in Antioch Review, 13th Moon, Eratica, Aries, The Little Magazine, and many other literary journals. As a poet and writing teacher on the faculty of Texas A&M International, she gives many readings, as well as workshops for gifted children, seniors, and other writers on the US-Mexico border; she has worked with at-risk youth and with the rural Hispanic community.

Keywords in Creative Writing provides a brief but comprehensive introduction to the field of creative writing through its landmark terms, exploring concerns as abstract as postmodernism and identity politics alongside very practical interests of beginning writers, like contests, agents, and royalties. This approach makes the book ideal for the college classroom, and unique in the field, combining the pragmatic accessibility of popular writer's handbooks, with a wider, more scholarly vision of theory and research.

The teacher-student conference is standard in the repertoire of teachers at all levels. Because it's a one-to-one encounter, teachers work hard to make it comfortable; but because it's a pedagogical moment, they hope that learning occurs in the encounter, too. The literature in this area often suggests that a conference is a conversation, but this doesn't account for a teacher's need to use it pedagogically. Laurel Johnson Black's new book explores the conflicting meanings and relations embedded in conferencing and offers a new theoretical understanding of the conference along with practical approaches to conferencing more effectively with students.

Analyzing taped conferences of several different teachers and students, Black considers the influence that power, gender, and culture can have on a conference. She draws on sociolinguistic theory, as well as critical theory in composition and rhetoric, to build an understanding of the writing conference as an encounter somewhere between conversation and the classroom. She finds neither the conversation model nor versions of the master-apprentice model satisfactory. Her approach is humane, student-centered, and progressive, but it does not ignore the valid pedagogical purposes a teacher might have in conferencing. Between Talk and Teaching will be a valuable addition to the professional library of writing teachers and writing program administrators.

In 2011, the National Council of Teachers of English (NCTE) turned one hundred years old. But our profession is endlessly beginning, constantly transforming itself and its purpose as new voices and identities claim their rights in our classrooms and in our country. The recognition of such claims, however, does not occur without a struggle, without collective work.  
  Listening to our Elders attempts to capture the history of those collective moments where teachers across grade levels and institutions of higher education organized to insure that the voices, heritages, and traditions of their students and colleagues were recognized within our professional organizations as a vital part of our classrooms and our discipline. In doing so, Listening to Our Elders demonstrates this recognition was not always easily given. Instead, whether the issue was race, sexuality, class, or disability, committed activist organizations have often had to push against the existing limits of our field and its organizations to insure a broader sense of common responsibility and humanity was recognized. 
  Listening to Our Elders features interviews with Malea Powell (Native American Caucus), Joyce Rain Anderson (Native American Caucus), Jeffery Paul Chan (Asian/Asian American), James Hill (Black Caucus), James Dolmage (Committee for Disability Issue in College Composition), Geneva Smitherman (Language Policy Commitee), Carlota Cárdenas de Dwyer (Latino/a Caucus), Victor Villanueva (Latino/a Caucus), Louise Dunlap (Progressive Caucus), Karen Hollis (Progressive Caucus), Louie Crew (Queer Caucus), William Thelin (Working Class Culture and Pedagogy SIG), Bill Macauley (Working Class Culture and Pedagogy SIG).

Smart phones, tablets, Facebook, Twitter, and wireless Internet connections are the latest technologies to have become entrenched in our culture.  Although traditionalists have argued that computer-mediated communication and cyberspace are incongruent with the study of folklore, Trevor J. Blank sees the digital world as fully capable of generating, transmitting, performing, and archiving vernacular culture. Folklore in the Digital Age documents the emergent cultural scenes and expressive folkloric communications made possible by digital “new media” technologies.

New media is changing the ways in which people learn, share, participate, and engage with others as they adopt technologies to complement and supplement traditional means of vernacular expression. But behavioral and structural overlap in many folkloric forms exists between on- and offline, and emerging patterns in digital rhetoric mimic the dynamics of previously documented folkloric forms, invoking familiar social or behavior customs, linguistic inflections, and symbolic gestures.

Folklore in the Digital Age provides insights and perspectives on the myriad ways in which folk culture manifests in the digital age and contributes to our greater understanding of vernacular expression in our ever-changing technological world.
 

A pioneering examination of the folkloric qualities of the World Wide Web, e-mail, and related digital media. These stuidies show that folk culture, sustained by a new and evolving vernacular, has been a key, since the Internet's beginnings, to language, practice, and interaction online. Users of many sorts continue to develop the Internet as a significant medium for generating, transmitting, documenting, and preserving folklore.

In a set of new, insightful essays, contributors Trevor J. Blank, Simon J. Bronner, Robert Dobler, Russell Frank, Gregory Hansen, Robert Glenn Howard, Lynne S. McNeill, Elizabeth Tucker, and William Westerman showcase ways the Internet both shapes and is shaped by folklore

Trevor Blank broke new ground for the field of folklore studies in this essay by rationalizing the study of the internet as an important area of expressive vernacular culture. Pushing back against traditionalists who dismissed the digital as simply the domain of technicians and mass media, Blank argues that "from the earliest moments of the modern Internet’s existence, folklore was a central component of the domain, moderating the intersection of computer professionals with hackers, newfangled lingo, and the dispersal of stories, pranks, and legends." With this essay and the volume it introduces, Blank theorizes the internet as an important analytic venue for folklorists, and sets the agenda for digital folklore research.
 
Utah State University Press’s Current Arguments in Folklore is a series of thought-provoking, short-form, digital publications made up of provocative original material and selections from foundational titles by leading thinkers in the field. Perfect for the folklore classroom as well as the professional collection, this series provides access to important introductory content as well as innovative new work intended to stimulate scholarly conversation.

Emphasizing how tradition adapts, survives, thrives, and either mutates or remains stable in today’s modern world, the contributors pay specific attention to how traditions now resist or expedite dissemination and adoption by individuals and communities. This complex and intimate portrayal of tradition in the twenty-first century offers a comprehensive overview of the folkloristic and popular conceptualizations of tradition from the past to present and presents a thoughtful assessment and projection of how “tradition” will fare in years to come. The book will be useful to advanced undergraduate or graduate courses in folklore and will contribute significantly to the scholarly literature on tradition within the folklore discipline.

Additional Contributors: Simon Bronner, Stephen Olbrys Gencarella, Merrill Kaplan, Lynne S. McNeill, Elliott Oring, Casey R. Schmitt, and Tok Thompson

The essays in this volume explore the menacing figure of Slender Man—the blank-faced, long-limbed bogeyman born of a 2009 Photoshop contest who has appeared in countless horror stories circulated on- and offline among children and young people. Slender Man is arguably the best-known example in circulation of “creepypasta,” a genre derived from “copypasta,” which in turn derived from the phrase “copy/paste.”
 
As narrative texts are copied across online forums, they undergo modification, annotation, and reinterpretation by new posters in a folkloric process of repetition and variation. Though by definition legends deal largely with belief and possibility, the crowdsourced mythos behind creepypasta and Slender Man suggests a distinct awareness of fabrication. Slender Man is therefore a new kind of creation: one intentionally created as a fiction but with the look and feel of legend.
 
Slender Man Is Coming offers an unprecedented folkloristic take on Slender Man, analyzing him within the framework of contemporary legend studies, “creepypastas,” folk belief, and children’s culture. This first folkloric examination of the phenomenon of Slender Man is a must-read for anyone interested in folklore, horror, urban legends, new media, or digital cultures.
 
Contributors: Timothy H. Evans, Andrea Kitta, Mikel J. Koven, Paul Manning, Andrew Peck, Jeffrey A. Tolbert, Elizabeth Tucker
 

Changing the Subject explores ways of engaging across difference. In this first book-length study of the concept of empathy from a rhetorical perspective, Lisa Blankenship frames the classical concept of pathos in new ways and makes a case for rhetorical empathy as a means of ethical rhetorical engagement. The book considers how empathy can be a deliberate, conscious choice to try to understand others through deep listening and how language and other symbol systems play a role in this process that is both cognitive and affective.
 
Departing from agonistic win-or-lose rhetoric in the classical Greek tradition that has so strongly influenced Western thinking, Blankenship proposes that we ourselves are changed (“changing the subject” or the self) when we focus on trying to understand rather than simply changing an Other. This work is informed by her experiences growing up in the conservative South and now working as a professor in New York City, as well as the stories and examples of three people working across profound social, political, class, and gender differences: Jane Addams’s activist work on behalf of immigrants and domestic workers in Gilded Age Chicago; the social media advocacy of Brazilian rap star and former maid Joyce Fernandes for domestic worker labor reform; and the online activist work of Justin Lee, a queer Christian who advocates for greater understanding and inclusion of LGBTQ+ people in conservative Christian churches.
 
A much-needed book in the current political climate, Changing the Subject charts new theoretical ground and proposes ways of integrating principles of rhetorical empathy in our everyday lives to help fight the temptations of despair and disengagement. The book will appeal to students, scholars, and teachers of rhetoric and composition as well as people outside the academy in search of new ways of engaging across differences.
 

His memoir, My Many Selves, is both an incisive self-examination and a creative approach to retelling his life. Writing his autobiography became a quest to harmonize the diverse, discordant parts of his identity and resolve the conflicts in what he thought and believed. To see himself clearly and whole, he broke his self down, personified the fragments, uncovered their roots in his life, and engaged his multiple identities and experiences in dialogue. Basic to his story and to its lifelong concerns with ethics and rhetoric was his youth in rural Utah. He valued that background, while acknowledging its ambiguous influence on him, and continued to identify himself as Mormon, though he renounced most Latter-day Saint doctrines.

Wayne Booth died in October 2005, soon after completing work on his autobiography.

In Noise from the Writing Center, Boquet develops a theory of "noise" and excess as an important element of difference between the pedagogy of writing centers and the academy in general. Addressing administrative issues, Boquet strains against the bean-counting anxiety that seems to drive so much of writing center administration. Pedagogically, she urges a more courageous practice, developed via metaphors of music and improvisation, and argues for "noise," excess, and performance as uniquely appropriate to the education of writers and tutors in the center.

Personal, even irreverent in style, Boquet is also theoretically sophisticated, and she draws from an eclectic range of work in academic and popular culture-from Foucault to Attali to Jimi Hendrix. She includes, as well, the voices of writing center tutors with whom she conducted research, and she finds some of her most inspiring moments in the words and work of those tutors.

“When I was starting College Presidents for Gun Safety, one of the concerns I heard was the idea that there were just too many issues on which to articulate an opinion. Where would it stop? Where would we draw the line? . . . In light of this latest tragedy, on a college campus that could have been any of ours, I would say: ‘We are nowhere near the line yet.’” (Lawrence Schall, quoted in “Tragedy at Umpqua,” by Paul Fain, Inside Higher Ed, October 2, 2015)
 
In this short work, Elizabeth Boquet explores the line Lawrence Schall describes above, tracing the overlaps and intersections of a lifelong education around guns and violence, as a student, a teacher, a feminist, a daughter, a wife, a citizen and across the dislocations and relocations that are part of a life lived in and around school. Weaving narratives of family, the university classroom and administration, her husband’s work as a police officer, and her work with students and the Poetry for Peace effort that her writing center sponsors in the local schools, she recounts her efforts to respond to moments of violence with a pedagogy of peace. “Can we not acknowledge that our experiences with pain anywhere should render us more, not less, capable of responding to it everywhere?” she asks. “Compassion, it seems to me, is an infinitely renewable resource.”

Toward Translingual Realities in Composition is a multiyear critical ethnographic study of first-year writing programs in Lebanon and Washington State—a country where English is not the sole language of instruction and a state in which English is entirely dominant—to examine the multiple and often contradictory natures, forces, and manifestations of language ideologies. The book is a practical, useful way of seriously engaging with alternative ways of thinking, doing, and learning academic English literacies.
 
Translingualism work has concentrated on critiquing monolingual and multilingual notions of language, but it is only beginning to examine translingual enactments in writing programs and classrooms. Focusing on language representations and practices at both the macro and micro levels, author Nancy Bou Ayash places the study and teaching of university-level writing in the context of the globalization and pluralization of English(es) and other languages. Individual chapters feature various studies that Bou Ayash brings together to address how students act as agents in marshaling their language practices and resources and shows a deliberate translingual intervention that complicates and enriches students’ assumptions about language and writing. Her findings about writing programs, instructors, and students are detailed, multidimensional, and complex.
 
A substantial contribution to growing translingual scholarship in the field of composition studies, Toward Translingual Realities in Composition offers insights into how writing teacher-scholars and writing program administrators can more productively intervene in local postmonolingual tensions and contradictions at the level of language representations and practices through actively and persistently reworking the design and enactment of their curricula, pedagogies, assessments, teacher training programs, and campus-wide partnerships.

The creative traditions and expressive culture of students' families, neighborhoods, towns, religious communities, and peer groups provide opportunities to extend classrooms, sustain learning beyond school buildings, and better connect students and schools with their communities. Folklorists and educators have long worked together to expand curricula through engagement with local knowledge and informal cultural arts-folk arts in education is a familiar rubric for these programs-but the unrealized potential here, for both the folklore scholar and the teacher, is large. The value folklorists "place on the local, the vernacular, and the aesthetics of daily life does not reverberate" throughout public education, even though, in the words of Paddy Bowman and Lynne Hamer, "connecting young people to family and community members and helping them to develop self-identity are vital to civic well-being and to school success."

Through the Schoolhouse Door offers a collection of experiences from exemplary school programs and the analysis of an expert group of folklorists and educators who are dedicated not only to getting students out the door and into their communities to learn about the folk culture all around them but also to honoring the culture teachers and students bring to the classroom.

In 1923, America paid close attention, via special radio broadcasts, newspaper headlines, and cover stories in popular magazines, as a government party descended the Colorado to survey Grand Canyon. Fifty years after John Wesley Powell's journey, the canyon still had an aura of mystery and extreme danger. At one point, the party was thought lost in a flood.

Something important besides adventure was going on. Led by Claude Birdseye and including colorful characters such as early river-runner Emery Kolb, popular writer Lewis Freeman, and hydraulic engineer Eugene La Rue, the expedition not only made the first accurate survey of the river gorge but sought to decide the canyon's fate. The primary goal was to determine the best places to dam the Grand. With Boulder Dam not yet built, the USGS, especially La Rue, contested with the Bureau of Reclamation over how best to develop the Colorado River. The survey party played a major role in what was known and thought about Grand Canyon.

The authors weave a narrative from the party's firsthand accounts and frame it with a thorough history of water politics and development and the Colorado River. The recommended dams were not built, but the survey both provided base data that stood the test of time and helped define Grand Canyon in the popular imagination.

Scholars in folklore and anthropology are more directly involved in various aspects of medicine—such as medical education, clinical pastoral care, and negotiation of transcultural issues—than ever before. Old models of investigation that artificially isolated "folk medicine," "complementary and alternative medicine," and "biomedicine" as mutually exclusive have proven too limited in exploring the real-life complexities of health belief systems as they observably exist and are applied by contemporary Americans. Recent research strongly suggests that individuals construct their health belief systmes from diverse sources of authority, including community and ethnic tradition, education, spiritual beliefs, personal experience, the influence of popular media, and perception of the goals and means of formal medicine. Healing Logics explores the diversity of these belief systems and how they interact—in competing, conflicting, and sometimes remarkably congruent ways. This book contains essays by leading scholars in the field and a comprehensive bibliography of folklore and medicine.

Teaching Professional and Technical Communication guides new instructors in teaching professional and technical communication (PTC). The essays in this volume provide theoretical and applied discussions about the teaching of this diverse subject, including relevant pedagogical approaches, how to apply practical aspects of PTC theory, and how to design assignments.
 
This practicum features chapters by prominent PTC scholars and teachers on rhetoric, style, ethics, design, usability, genre, and other central concerns of PTC programs. Each chapter includes a scenario or personal narrative of teaching a particular topic, provides a theoretical basis for interpreting the narrative, illustrates the practical aspects of the approach, describes relevant assignments, and presents a list of questions to prompt pedagogical discussions.
 
Teaching Professional and Technical Communication is not a compendium of best practices but instead offers a practical collection of rich, detailed narratives that show inexperienced PTC instructors how to work most effectively in the classroom.
 
 
Contributors: Pam Estes Brewer, Eva Brumberger, Dave Clark, Paul Dombrowski, James M. Dubinsky, Peter S. England, David K. Farkas, Brent Henze, Tharon W. Howard, Dan Jones, Karla Saari Kitalong, Traci Nathans-Kelly, Christine G. Nicometo, Kirk St.Amant
 

Programs in technical writing, technical communication, and/or professional communication have recently grown in enrollment as the demand among employers for formally prepared technical writers and editors has grown. In response, scholarly treatments of the subject and the teaching of technical writing are also burgeoning, and the body of research and theory being published in this field is many times larger and more accessible than it was even a decade ago.

Although many theoretical and disciplinary perspectives can potentially inform technical communication teaching, administration, and curriculum development, the actual influences on the field's canonical texts have traditionally come from a rather limited range of disciplines. Innovative Approaches to Teaching Technical Communication brings together a wide range of scholars/teachers to expand the existing canon.

What We Really Value traces the origins of traditional rubrics within the theoretical and historical circumstances out of which they emerged, then holds rubrics up for critical scrutiny in the context of contemporary developments in the field. As an alternative to the generic character and decontextualized function of scoring guides, he offers dynamic criteria mapping, a form of qualitative inquiry by which writing programs (as well as individual instructors) can portray their rhetorical values with more ethical integrity and more pedagogical utility than rubrics allow.

To illustrate the complex and indispensable insights this method can provide, Broad details findings from his study of eighty-nine distinct and substantial criteria for evaluation at work in the introductory composition program at "City University." These chapters are filled with the voices of composition instructors debating and reflecting on the nature, interplay, and relative importance of the many criteria by which they judged students' texts. Broad concludes his book with specific strategies that can help writing instructors and programs to discover, negotiate, map, and express a more robust truth about what they value in their students' rhetorical performances.

Educators strive to create “assessment cultures” in which they integrate evaluation into teaching and learning and match assessment methods with best instructional practice. But how do teachers and administrators discover and negotiate the values that underlie their evaluations? Bob Broad’s 2003 volume, What We Really Value, introduced dynamic criteria mapping (DCM) as a method for eliciting locally-informed, context-sensitive criteria for writing assessments. The impact of DCM on assessment practice is beginning to emerge as more and more writing departments and programs adopt, adapt, or experiment with DCM approaches.

For the authors of Organic Writing Assessment, the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations these writers invented for Broad’s original process, to make DCM even more responsive to local needs and exigencies.

Organic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory; it shows DCM’s flexibility, and presents an informed discussion of its limits and its potentials.

Following Tradition is an expansive examination of the history of tradition—"one of the most common as well as most contested terms in English language usage"—in Americans' thinking and discourse about culture. Tradition in use becomes problematic because of "its multiple meanings and its conceptual softness." As a term and a concept, it has been important in the development of all scholarly fields that study American culture. Folklore, history, American studies, anthropology, cultural studies, and others assign different value and meaning to tradition. It is a frequent point of reference in popular discourse concerning everything from politics to lifestyles to sports and entertainment. Politicians and social advocates appeal to it as prima facie evidence of the worth of their causes. Entertainment and other media mass produce it, or at least a facsimile of it. In a society that frequently seeks to reinvent itself, tradition as a cultural anchor to be reverenced or rejected is an essential, if elusive, concept. Simon Bronner's wide net captures the historical, rhetorical, philosophical, and psychological dimensions of tradition. As he notes, he has written a book "about an American tradition—arguing about it." His elucidation of those arguments makes fascinating and thoughtful reading. An essential text for folklorists, Following Tradition will be a valuable reference as well for historians and anthropologists; students of American studies, popular culture, and cultural studies; and anyone interested in the continuing place of tradition in American culture.

 Emma Lee is the classic biography of one of John D. Lee's plural wives. Emma experienced the best and worst of polygamy and came as near to the Mountain Meadows Massacre as anyone could without participating first hand. 

This classic biography is now in its fourth USU Press printing. It is unparalleled in providing a thorough and accurate account of John D. Lee's involvement in the tragic 1857 Mountain Meadows Massacre.

Tutoring Second Language Writers, a complete update of Bruce and Rafoth’s 2009 ESL Writers, is a guide for writing center tutors that addresses the growing need for tutors who are better prepared to work with the increasingly international population of students seeking guidance at the writing center.

Drawing upon philosopher John Dewey’s belief in reflective thinking as a way to help build new knowledge, the book is divided into four parts. Part 1: Actions and Identities is about creating a proactive stance toward language difference, thinking critically about labels, and the mixed feelings students may have about learning English. Part 2: Research Opportunities demonstrates writing center research projects and illustrates methods tutors can use to investigate their questions about writing center work. Part 3: Words and Passages offers four personal stories of inquiry and discovery, and Part 4: Academic Expectations describes some of the challenges tutors face when they try to help writers meet readers’ specific expectations.

Advancing the conversations tutors have with one another and their directors about tutoring second language writers and writing, Tutoring Second Language Writers engages readers with current ideas and issues that highlight the excitement and challenge of working with those who speak English as a second or additional language.

Contributors include Jocelyn Amevuvor, Rebecca Day Babcock, Valerie M. Balester, Shanti Bruce, Frankie Condon, Michelle Cox, Jennifer Craig, Kevin Dvorak, Paula Gillespie, Glenn Hutchinson, Pei-Hsun Emma Liu, Bobbi Olson, Pimyupa W. Praphan, Ben Rafoth, Jose L. Reyes Medina, Guiboke Seong, and Elizabeth (Adelay) Witherite.

The central issue Bush finds in these works is how their authors have dealt with the authority of Mormon Church leaders. As she puts it in her preface, "I use the phrase 'faithful transgression' to describe moments in the texts when each writer, explicitly or implicitly, commits herself in writing to trust her own ideas and authority over official religious authority while also conceiving of and depicting herself to be a 'faithful' member of the Church." Bush recognizes her book as her own act of faithful transgression. Writing it involved wrestling, she states, "with my own deeply ingrained religious beliefs and my equally compelling education in feminist theories that mean to liberate and empower women."

Faithful Transgressions examines a remarkable group of authors and their highly readable and entertaining books. In producing the first significant book-length study of Mormon women's autobiographical writing, Bush rides a wave of memoir publishing and academic interest in autobiography and other life narratives. As she elucidates these works in relation to the religious tradition that played a major role in shaping them, she not only positions them in relation to feminist theory and current work on women's life writings but ties them to the long literary tradition of spiritual autobiography.

Paul Butler applauds the emerging interest in the study of style among scholars of rhetoric and composition, arguing that the loss of stylistics from composition in recent decades left it alive only in the popular imagination as a set of grammar conventions. Butler’s goal in Out of Style is to articulate style as a vital and productive source of invention, and to redefine its importance for current research, theory, and pedagogy.
    Scholars in composition know that the ideas about writing most common in the discourse of public intellectuals are egregiously backward. Without a vital approach to stylistics, Butler argues, writing studies will never dislodge the controlling fantasies of self-authorized pundits in the nation’s intellectual press. Rhetoric and composition must answer with a public discourse that is responsive to readers’ ongoing interest in style but is also grounded in composition theory.

Designed to help all writers learn to use style as a rhetorical tool, taking into account audience, purpose, context, and occasion, The Writer’s Style is not only a style guide for a new generation but a new generation of style guide. The book helps writers learn new strategies inductively, by looking at firsthand examples of how they operate rhetorically, as well as deductively, through careful explanations in the text. The work focuses on invention, allowing writers to develop their own style as they analyze writing from varied genres.
 
In a departure from the deficiency model associated with other commonly used style guides, author Paul Butler encourages writers to see style as a malleable device to use for their own purposes, rather than a domain of rules or privilege. He encourages writing instructors to present style as a practical, accessible, and rhetorical tool, working with models that connect to a broad range of writing situations—including traditional texts like essays, newspaper articles, and creative nonfiction as well as digital texts in the form of tweets, Facebook postings, texts, email, visual rhetoric, YouTube, and others.
 
Though designed for use in first-year composition courses in which students are learning to write for various audiences, purposes, and contexts, The Writer’s Style is a richly layered work that will serve anyone considering how style applies to their professional, personal, creative, or academic writing.