A friendly critique of the field, The Politics of Writing Studies examines a set of recent pivotal texts in composition to show how writing scholarship, in an effort to improve disciplinary prestige and garner institutional resources, inadvertently reproduces structures of inequality within American higher education. Not only does this enable the exploitation of contingent faculty, but it also puts writing studies—a field that inherently challenges many institutional hierarchies—in a debased institutional position and at odds with itself.
Instead of aligning with the dominant paradigm of research universities, where research is privileged over teaching, theory over practice, the sciences over the humanities, and graduate education over undergraduate, writing studies should conceive itself in terms more often associated with labor. By identifying more profoundly as workers, as a collective in solidarity with contingent faculty, writing professionals can achieve solutions to the material problems that the field, in its best moments, wants to address. Ultimately, the change compositionists want to see in the university will not come from high theory or the social science research agenda; it must come from below.
Offering new insight into a complex issue, The Politics of Writing Studies will be of great interest to writing studies professionals, university administrators, and anyone interested in the political economy of education and the reform of institutions of higher education in America.
Public Performances offers a deep and wide-ranging exploration of relationships among genres of public performance and of the underlying political motivations they share. Illustrating the connections among three themes—the political, the carnivalesque, and the ritualesque—this volume provides rich and comprehensive insight into public performance as an assertion of political power.
Contributors consider how public genres of performance express not only celebration but also dissent, grief, and remembrance; examine the permeability of the boundaries between genres; and analyze the approval or regulation of such events by municipalities and other institutions. Where the particular use of public space is not sanctioned or where that use meets with hostility from institutions or represents a critique of them, performers are effectively reclaiming public space to make public statements on their own terms—an act of popular sovereignty.
Through these concepts, Public Performances distinguishes the sometimes overlapping dimensions of public symbolic display. Carnival, and thus the carnivalesque, is understood to possess tacit social permission for unconventional or even deviant performance, on the grounds that normal social order will resume when the performance concludes. Ritual, and the ritualesque, leverages a deeper symbolic sensibility, one believed—or at least intended—by the participants to effect transformative, longer-term change.
Contributors: Roger D. Abrahams, John Borgonovo, Laurent Sébastien Fournier, Lisa Gilman, Barbara Graham, David Harnish, Samuel Kinser, Scott Magelssen, Elena Martinez, Pamela Moro, Beverly J. Stoeltje, Daniel Wojcik, Dorothy L. Zinn
Drawing on Bahktinian and feminist theory, Sawin pushes forward our understanding of the interactive roles of ethnographer and subject and in the process gives us a deeper understanding of folk singer and storyteller Bessie Eldreth and her greatest art, herself.
No less than other divisions of the college or university, contemporary writing centers find themselves within a galaxy of competing questions and demands that relate to assessment—questions and demands that usually embed priorities from outside the purview of the writing center itself. Writing centers are used to certain kinds of assessment, both quantitative and qualitative, but are often unprepared to address larger institutional or societal issues. In Building Writing Center Assessments that Matter, Schendel and Macauley start from the kinds of assessment strengths already in place in writing centers, and they build a framework that can help writing centers satisfy local needs and put them in useful dialogue with the larger needs of their institutions, while staying rooted in writing assessment theory.
The authors begin from the position that tutoring writers is already an assessment activity, and that good assessment practice (rooted in the work of Adler-Kassner, O'Neill, Moore, and Huot) already reflects the values of writing center theory and practice. They offer examples of assessments developed in local contexts, and of how assessment data built within those contexts can powerfully inform decisions and shape the futures of local writing centers. With additional contributions by Neal Lerner, Brian Huot and Nicole Caswell, and with a strong commitment to honoring on-site local needs, the volume does not advocate a one-size-fits-all answer. But, like the modeling often used in a writing consultation, examples here illustrate how important assessment principles have been applied in a range of local contexts. Ultimately, Building Writing Assessments that Matter describes a theory stance toward assessment for writing centers that honors the uniqueness of the writing center context, and examples of assessment in action that are concrete, manageable, portable, and adaptable.
An illustrated collection of historical articles originally published in the Salt Lake Tribune from 1993 to 1996, In
Another Time provides both an entertaining introduction to Utah and a distinguished and popular historian's summary views of the state's peculiar history.
Another Time will entertain and inform newcomers seeking an introductory understanding of what has made Utah different, old hands wanting to know more about the rich complexity of the state's past, and anyone who enjoys well-told historical tales.
Illustrated with numerous stories collected from Alaska, the Yukon, and South Africa and further enlivened by the author's accessible style and experiences as a longtime oral historian and archivist, So They Understand is a comprehensive study of the special challenges and concerns involved in documenting, representing, preserving, and interpreting oral narratives. The title of the book comes from a quotation by Chief Peter John, the traditional chief of the Tanana Chiefs region in central Alaska: "In between the lines is something special going on in their minds, and that has got to be brought to light, so they understand just exactly what is said."
William Schneider discusses how stories work in relation to their cultures and performance settings, sorts out different types of stories-from broad genres such as personal narratives and life histories to such more specific and less-often considered types as presentations at hearings and other public gatherings-and examines a variety of critical issues, including the roles and relationships of storytellers and interviewers, accurate representation and preservation of stories and their performances, understanding and interpreting their cultural backgrounds and meanings, and intellectual property rights. Throughout, he blends a diverse selection of stories, including his own, into a text rich with pertinent examples.
William Schneider is curator of oral history and associate in anthropology at the Rasmuson Library, University of Alaska Fairbanks, where he introduced oral history "jukeboxes," innovative interactive, multimedia computer files that present and cross-reference audio oral history and related photos and maps. Among other works, his publications include, as editor, Kusiq: An Eskimo Life History from the Arctic Coast of Alaska and, with Phyllis Morrow, When Our Words Return: Writing, Hearing, and Remembering Oral Traditions of Alaska and the Yukon.
The title to this interdisciplinary collection draws on the Yupik Eskimo belief that seals, fish, and other game are precious gifts that, when treated with respect and care, will return to be hunted again. Just so, if oral traditions are told faithfully and respectfully, they will return to benefit future generations. The contributors to this volume are concerned with the interpretation and representation of oral narrative and how it is shaped by its audience and the time, place, and cultural context of the narration. Thus, oral traditions are understood as a series of dialogues between tradition bearers and their listeners, including those who record, write, and interpret.
In Science, Bread, and Circuses, Gregory Schrempp brings a folkloristic viewpoint to the topic of popular science, calling attention to the persistence of folkloric form, idiom, and worldview within the increasingly important dimension of popular consciousness defined by the impact of science.
Schrempp considers specific examples of texts in which science interpreters employ folkloric tropes—myths, legends, epics, proverbs, spectacles, and a variety of gestures from religious tradition—to lend credibility and appeal to their messages. In each essay he explores an instance of science popularization rooted in the quotidian round: variations of proverb formulas in monumental measurements, invocations of science heroes like saints or other inspirational figures, the battle of mythos and logos in parenting and academe, how the meme has become embroiled in quasi-religious treatments of the problem of evil, and a range of other tropes of folklore drafted to serve the exposition of science.
Science, Bread, and Circuses places the relationship of science and folklore at the very center of folkloristic inquiry by exploring a range of attempts to rephrase and thus domesticate scientific findings and claims in folklorically imbued popular forms.
Diversity, despite what we say, disturbs us. In the U.S., we debate linguistic rights, the need for an official language, and educational policies for language minority students. On the one hand, we believe in the rights of individuals, including (at least in the academy) the right to one’s own language. On the other hand, we sponsor a single common language, monolingual and standard, for full participation and communication in both the academy and in U.S. society.
In Diverse by Design, Christopher Schroeder reports on an institutional case study conducted at an officially designated Hispanic-Serving Institution. He gives particular attention to a cohort of Latino students in a special admissions program, to document their experience of a program designed to help students surmount the “obstacle” that ethnolinguistic diversity is perceived to be.
Ultimately, Schroeder argues for reframing multilingualism and multiculturalism, not as obstacles, but as intellectual resources to exploit. While diversity might disturb us, we can overcome its challenges by a more expansive sense of social identity. In an increasingly globalized society, literacy ideologies are ever more critical to educational equity, and to human lives.
Christopher Schroeder spends almost no time disputing David Bartholomae's famous essay, but throughout ReInventing the University, he elaborates an approach to teaching composition that is at odds with the tradition that essay has come to represent.
On the other hand, his approach is also at odds with elements of the pedagogies of such theorists as Berlin, Bizzell, and Shor. Schroeder argues that, for students, postmodern instability in literacy and meaning has become a question of the legitimacy of current discourse of education. Schroeder is committed, then, to constructing literacies jointly with students and by so doing to bringing students to engage more deeply with education and society.
Winner of the IARSLCE 2021 Publication of the Year Award and the Coalition for Community Writing Outstanding Book Award.
Community members are rarely tapped for their insights on engaged teaching and research, but without these perspectives, it is difficult to create ethical and effective practices. Rewriting Partnerships calls for a radical reorientation to the knowledges of community partners. Emphasizing the voices of community members themselves—the adult literacy learners, secondary students, and youth activists who work with college students—the book introduces Critical Community-Based Epistemologies, a deeply practical approach to knowledge construction that centers the perspectives of marginalized participants.
Drawing on interviews with over eighty community members, Rewriting Partnerships features community knowledges in three common types of community-engaged learning: youth working with college students in a writing exchange program, nonprofit staff who serve as clients for student projects, and community members who work with graduate students. Interviewees from each type of partnership offer practical strategies for creating more ethical collaborations, including how programs are built, how projects are introduced to partners, and how graduate students are educated. The book also explores three approaches to partnership design that create space for community voices at the structural level: advisory boards, participatory evaluation, and community grading.
Immediately applicable to teachers, researchers, community partners, and administrators involved in community engagement, Rewriting Partnerships offers concrete strategies for creating more community-responsive partnerships at the classroom level as well as at the level of program and research design. But most provocatively, the book challenges common assumptions about who can create knowledge about community-based learning, demonstrating that community partners have the potential to contribute significantly to community engagement scholarship and program decision-making.
Reclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives. The book reimagines accreditation as a way to leverage institutional or programmatic change.
Contributions to the volume are divided into three parts. Part 1 considers how specialists in composition and rhetoric can work most productively with accrediting bodies to design assessments and initiatives that meet requirements while also helping those agencies to better understand how writing develops and how it can most effectively be assessed. Parts 2 and 3 present case studies of how institutions have used ongoing accreditation and assessment imperatives to meet student learning needs through programmatic changes and faculty development. They provide concrete examples of productive curricular (part 2) and instructional (part 3) changes that can follow from accreditation mandates while providing guidance for navigating challenges and pitfalls that WPAs may encounter within shifting and often volatile local, regional, and national contexts.
In addition to providing examples of how others in the profession might approach such work, Reclaiming Accountability addresses assessment requirements beyond those in the writing program itself. It will be of interest to department heads, administrators, writing program directors, and those involved with writing teacher education, among others.
Contributors: Linda Adler-Kassner, William P. Banks, Remica Bingham-Risher, Melanie Burdick, Polina Chemishanova, Malkiel Choseed, Kyle Christiansen, Angela Crow, Maggie Debelius, Michelle F. Eble, Jonathan Elmore, Lorna Gonzalez, Angela Green, Jim Henry, Ryan Hoover, Rebecca Ingalls, Cynthia Miecznikowski, Susan Miller-Cochran, Cindy Moore, Tracy Ann Morse, Joyce Magnotto Neff, Karen Nulton, Peggy O’Neill, Jessica Parker, Mary Rist, Rochelle Rodrigo, Tulora Roeckers, Shirley K. Rose, Iris M. Saltiel, Wendy Sharer, Terri Van Sickle, Jane Chapman Vigil, David M. Weed
A visual guide to the wildflowers that inhabit the mountains and valleys of northern and central Utah every spring and summer. A must for the hiker, biker, or lover of the outdoors. Includes over 100 full-color photographs.
Interest in the conjunctions of film and folklore is stronger and more diverse than ever. Documentaries on folk life and expression remain a vital genre, but scholars such as Sharon Sherman and Mikel Koven also are exploring how folklore elements appear in, and merge with, popular cinema. They look at how movies, a popular culture medium, can as well be both a medium and type of folklore, playing cultural roles and conveying meanings customarily found in other folkloric forms. They thus use the methodology of folklore studies to analyze films made for commercial distribution.
The contributors to this book look at film and folklore convergences, showing how cinema conveys vernacular culture in traditional and popular venues. Folklore/Cinema will be of interest to scholars from many fields---folklore, film studies, popular culture, American studies, history, anthropology, and literature among them---and will help introduce students in various courses to intersections of film and culture.
"Coyote was tired of being cold," says this traditional Shoshone tale about the arrival of fire in the northern Wasatch region.
Members of the Northwestern Band of the Shoshone Nation developed the concept for this retelling in collaboration with book arts teacher Tamara Zollinger. Together, they wrote and illustrated the book.
Bright watercolor-and-salt techniques provide a winning background to the hand-cut silhouettes of the characters. The lively, humorous story about Coyote and his friends is complemented perfectly by later pages written by Northwestern Shoshone elders on the historical background and cultural heritage of the Shoshone nation.
An audio CD with the voice of Helen Timbimboo telling the story in Shoshone and singing two traditional songs makes this book not only good entertainment but an important historical document, too.
In the world of cowboy poetry, no poet is better known or more widely appreciated than Bruce Kiskaddon. Though he died in 1950 his poems have been at the forefront of the cowboy poetry revival that began in the 1980s and have been reprinted frequently in published collections and anthologies. What is less known is that Kiskaddon during his lifetime also published stories. These humorous, realistic prose sketches of cowboy life were almost lost, but they are in their own right gems of literary Americana on a par with the poems. Originally published in the Western Livestock Journal between 1932 and 1939, the short stories drew on Kiskaddon's own experience of ranching in the Southwest and Australia to portray real life on the range. Bill Siems has recovered these stories and compiled and introduced them in this new collection, to which he has added a selection of Kiskaddon's poems and the original drawings that accompanied them, by Katherine Field, a fine, underappreciated western artist.
Set in Colorado, New Mexico, and Arizona, the stories are a loosely tied string of old timer's yarns with a continuing cast of engaging characters, whom Kiskaddon avoids reducing to cowboy stereotypes. They include, as Siems describes them, "Kiskaddon himself as the character Shorty. As a common waddy with a small man's feistiness and a young man's mischief, Shorty encounters the wicked world with a succession of companions: Bill, high-headed and a bit of an outlaw; Rildy Briggs, untamable and unstoppable young cowgirl; and Ike, an old-fashioned dandy and 'a very fortunate person.' More or less in the background is the Boss-actually a series of Bosses-generally affectionately respected as long as he remains democratic in his dealings with the waddies. Buffoonery is provided by a succession of pompous characters, from townspeople who look down their noses on wild, unwashed waddies to professors from the East who have read books on how ranches should be run."
Living Folklore is a comprehensive, straightforward introduction to folklore as it is lived, shared and practiced in contemporary settings. Drawing on examples from diverse American groups and experiences, this text gives the student a strong foundation—from the field's history and major terms to theories and interpretive approaches.
Living Folklore moves beyond genres and classifications, and encourages students who are new to the field to see the study of folklore as a unique approach to understanding people, communities, and day-to-day artistic communication.
This revised edition incorporates new examples, research, and theory along with added discussion of digital and online folklore.
Living Folklore is a comprehensive, straightforward introduction to folklore as it is lived, shared and practiced in contemporary settings. Drawing on examples from diverse American groups and experiences, this text gives the student a strong foundation—from the field’s history and major terms to theories, interpretive approaches, and fieldwork.
Many teachers of undergraduates find the available folklore textbooks too complex or unwieldy for an introductory level course. It is precisely this criticism that Living Folklore addresses; while comprehensive and rigorous, the book is specifically intended to meet the needs of those students who are just beginning their study of the discipline. Its real strength lies in how it combines carefully articulated foundational concepts with relevant examples and a student-oriented teaching philosophy.
Twenty-one writers answer the call for literature that addresses who we are by understanding where we are--where, for each of them, being in some way part of academia. In personal essays, they imaginatively delineate and engage the diverse, occasionally unexpected play of place in shaping them, writers and teachers in varied environments, with unique experiences and distinctive world views, and reconfiguring for them conjunctions of identity and setting, here, there, everywhere, and in between.
Contents
I Introduction Writing Place, Jennifer Sinor
II Here
Six Kinds of Rain: Searching for a Place in the Academy, Kathleen Dean Moore and Erin E. Moore
The Work the Landscape Calls Us To, Michael Sowder
Valley Language, Diana Garcia
What I Learned from the Campus Plumber, Charles Bergman
M-I-Crooked Letter-Crooked Letter, Katherine Fischer
On Frogs, Poems, and Teaching at a Rural Community College, Sean W. Henne
III There
Levittown Breeds Anarchists Film at 11:00, Kathryn T. Flannery
Living in a Transformed Desert, Mitsuye Yamada
A More Fortunate Destiny, Jayne Brim Box
Imagined Vietnams, Charles Waugh
IV Everywhere
Teaching on Stolen Ground, Deborah A. Miranda
The Blind Teaching the Blind: The Academic as Naturalist, or Not, Robert Michael Pyle
Where Are You From? Lee Torda
V In Between
Going Away to Think, Scott Slovic
Fronteriza Consciousness: The Site and Language of the Academy and of Life, Norma Elia Cantu
Bones of Summer, Mary Clearman Blew
Singing, Speaking, and Seeing a World, Janice M. Gould
Making Places Work: Felt Sense, Identity, and Teaching, Jeffrey M. Buchanan
VI Coda
Running in Place: The Personal at Work, in Motion, on Campus, and in the Neighborhood, Rona Kaufman
"Contemporary Composition is still inflected by the epistemic turn taken in the 1980s, convincing me that we need to remember what we've forgotten—namely, how impassioned resolves and thrilling discoveries were abandoned and why. I'd like to retrace the road not taken in Composition Studies, to salvage what can still be recovered... I want to inspect the wreckage, in order to show what was the promise of the Happenings for Composition, as well as the huge gray longueur of its pale replacement, Eighties Composition. In so doing, I hope to begin a reconfiguration of our field's pre- and after history."
What happened to the bold, kicky promise of writing instruction in the 1960s? The current conservative trend in composition is analyzed allegorically by Geoffrey Sirc in this book-length homage to Charles Deemer's 1967 article, in which the theories and practices of Happenings artists (multi-disciplinary performance pioneers) were used to invigorate college writing. Sirc takes up Deemer's inquiry, moving through the material and theoretical concerns of such pre- and post-Happenings influences as Duchamp and Pollock, situationists and punks, as well as many of the Happenings artists proper.
Winner of the Evans Handcart Prize 2009
Winner of the Mormon History Assn Best Biography Award 2009
By the early twentieth century, the era of organized Mormon colonization of the West from a base in Salt Lake City was all but over. One significant region of Utah had not been colonized because it remained in Native American hands--the Uinta Basin, site of a reservation for the Northern Utes. When the federal government decided to open the reservation to white settlement, William H. Smart--a nineteenth-century Mormon traditionalist living in the twentieth century, a polygamist in an era when it was banned, a fervently moral stake president who as a youth had struggled mightily with his own sense of sinfulness, and an entrepreneurial businessman with theocratic, communal instincts--set out to ensure that the Uinta Basin also would be part of the Mormon kingdom.
Included with the biography is a searchable CD containing William H. Smart's extensive journals, a monumental personal record of Mormondom and its transitional period from nineteenth-century cultural isolation into twentieth-century national integration.
Over the Rim is the first book about an important but little-known expedition sent by Brigham Young to explore southern Utah. Led by Mormon apostle Parley P. Pratt, the party traveled from Salt Lake City south across the rim of the Great Basin to the Virgin River near future St. George. They brought back to Mormon leaders their first detailed portrait of the country to the south that the church planned to settle.
In the heart of Wyoming sprawls the ancient homeland of the Eastern Shoshone Indians, who were forced by the U.S. government to share a reservation in the Wind River basin and flanking mountain ranges with their historical enemy, the Northern Arapahos. Both tribes lost their sovereign, wide-ranging ways of life and economic dependence on decimated buffalo. Tribal members subsisted on increasingly depleted numbers of other big game—deer, elk, moose, pronghorn, and bighorn sheep. In 1978, the tribal councils petitioned the U.S. Fish and Wildlife Service to help them recover their wildlife heritage. Bruce Smith became the first wildlife biologist to work on the reservation. Wildlife on the Wind recounts how he helped Native Americans change the course of conservation for some of America's most charismatic wildlife.
These letters among two women and their husband offer a rare look into the personal dynamics of an LDS polygamous relationship. Abraham “Owen” Woodruff was a young Mormon apostle, the son of President Wilford Woodruff, remembered for the Woodruff Manifesto, which called for the divinely inspired termination of plural marriage. It eased a systematic federal judicial assault on Mormons and made Utah statehood possible. It did not end polygamy in the church. Some leaders continued to encourage and perform such marriages. Owen Woodruff himself contracted a secretive, second marriage to Avery Clark. Pressure on the LDS church revived with hearings regarding Reed Smoot’s seat in the U. S. Senate. After church president Joseph F. Smith issued the so-called Second Manifesto in 1904, polygamy and its more prominent advocates were mostly expunged from mainstream Mormonism. Owen Woodruff was not excommunicated, as a couple of his apostolic colleagues were. He and his first wife, Helen May Winters, had died suddenly that same year after contracting smallpox in Mexico. Owen Woodruff had often been “on the underground,” moving frequently, traveling under secret identities, and using code names in his letters to his wives, while still carrying out his administrative duties, which, in particular, involved supervision of the nascent Mormon colonies in the Big Horn Basin of Wyoming.
Classroom-based writing tutoring is a distinct form of writing support, a hybrid instructional method that engages multiple voices and texts within the college classroom. Tutors work on location in the thick of writing instruction and writing activity.
On Location is the first volume to discuss this emerging practice in a methodical way. The essays in this collection integrate theory and practice to highlight the alliances and connections on-location tutoring offers while suggesting strategies for resolving its conflicts. Contributors examine classroom-based tutoring programs located in composition courses as well as in writing intensive courses across the disciplines.
Over thirty scholars examine the development of folklore studies through the lens of over one hundred years of significant activity in a state that has provided grist for the mills of many prominent folklorists. In the past the Folklore Society of Utah has examined the work of such scholars in biographical and other essays published in its newsletters. This book incorporates those essays and goes well beyond them to include many other topices, offering a thorough history of folklore studies and a guide to resources for those pursuing research in Utah now and in the future.
The essays survey the development and contributions of folklore studies in Utah from 1892 to 2004 but also represent developments in both academic and public-sector folklore throughout the United States. Following a thorough historical introduction, part I profiles the first folklorists working in the state, including Hector Lee, Thomas Cheney, Austin and Alta Fife, Wayland Hand, and Lester Hubbard. Part II looks at the careers of prominent Utah folklorists Jan Harold Brunvand, Barre Toelken, and William B. Wilson, as well as the works of the next, current generation of folklorists. Part III covers studies in major folklore genres, with essays on the study of material culture, vernacular architecture, and Mormon, ethnic, Native American, and Latino folklore. Part IV examines public folklore programs including organizations, conferences, and tourism. Back matter describes academic programs at Utah institutions of higher education, summarizes the holdings of the various folklore archives in the state, and provides a complete cross-indexed bibliography of articles, books, and recordings of Utah folklore.
Utah has long claimed to have the greatest snow on Earth—the state itself has even trademarked the phrase. In Secrets of the Greatest Snow on Earth, Jim Steenburgh investigates Wasatch weather, exposing the myths, explaining the reality, and revealing how and why Utah’s powder lives up to its reputation. Steenburgh also examines ski and snowboard regions beyond Utah, providing a meteorological guide to mountain weather and snow climates around the world.
Chapters explore mountain weather, avalanches and snow safety, historical accounts of weather events and snow conditions, and the basics of climate and weather forecasting. In this second edition, Steenburgh explains what creates the best snow for skiing and snowboarding using accurate and accessible language and 150 color photographs and illustrations, making Secrets of the Greatest Snow on Earth a helpful tool for planning vacations and staying safe during mountain adventures.
This edition is updated with two new chapters covering microclimates and climate change in greater depth. Steenburgh addresses the declining snowpack and the future of snow across the western United States, as well as the declining snow and ice in several regions of the world—the European Alps in particular. Snowriders, weather enthusiasts, meteorologists, students of snow science, and anyone who dreams of deep powder and bluebird skies will want to get their gloves on this new edition of Secrets of the Greatest Snow on Earth.
Praise for the first edition:
“Everything you always wanted to know about how snow forms and how to follow forecasts so you see
how much an”d where is in the book. It’s a must-have for any fan of snow, sure to get you excited about
winter, and give you a bevy of conversation topics for the chairlift ride.”
—Utah Adventure Journal
“For backcountry enthusiasts that find themselves infatuated with weather patterns, snow-water
equivalents, microclimates, and Utah, this book is a dream come true.”
—The Backcountry Skiing Blog
“Steenburgh shares a career’s worth of knowledge in this book. His love of both snow science and skiing
is obvious, and he adds humor and personality to the scientific discussion.”
—First Tracks!! Online Skiing Magazine
“When it comes to snow, the details—both small- and large-scale—do matter. If we all observed our
surroundings with as much curiosity and enthusiasm as Steenburgh, the world could be a much better-
tended place.”
—American Scientist
In Repurposing Composition, Shari J. Stenberg responds to the increasing neoliberal discourse of academe through the feminist practice of repurposing. In doing so, she demonstrates how tactics informed by feminist praxis can repurpose current writing pedagogy, assessment, public engagement, and other dimensions of writing education.
Stenberg disrupts entrenched neoliberalism by looking to feminism’s long history of repurposing “neutral” practices and approaches to the rhetorical tradition, the composing process, and pedagogy. She illuminates practices of repurposing in classroom moments, student writing, and assessment work, and she offers examples of institutions, programs, and individuals that demonstrate a responsibility approach to teaching and learning as an alternative to top-down accountability logic.
Repurposing Composition is a call for purposes of work in composition and rhetoric that challenge neoliberal aims to emphasize instead a public-good model that values difference, inclusion, and collaboration.
After the 1872 publication of Exposé,Fanny Stenhouse became a celebrity in the cultural wars between Mormons and much of America. An English convert, she had grown disillusioned with the Mormon Church and polygamy, which her husband practiced before associating with a circle of dissident Utah intellectuals and merchants. Stenhouse’s critique of plural marriage, Brigham Young, and Mormonism was also a sympathetic look at Utah’s people and honest recounting of her life. She later created a new edition, titled "Tell It All," which ensured her notoriety in Utah and popularity elsewhere but turned her thoughtful memoir into a more polemical, true exposé of Polygamy. Since 1874, it has stayed in print, in multiple, varying editions. The original book, meanwhile, is less known, though more readable. Tracing the literary history of Stenhouse’s important piece of Americana, Linda DeSimone rescues an important autobiographical and historical record from the baggage notoriety brought to it.
A diverse group of writers and scholars follow the lead of noted folklorist Barre Toelken and consider, from the inside, the ways in which varied cultures in the American West understand and express their relations to the world around them. As Barre Toelken puts it in The Dynamics of Folklore, "'Worldview' refers to the manner in which a culture sees and expresses its relation to the world around it." In Worldviews and the American West, seventeen notable authors and scholars, employing diverse approaches and styles, apply Toelken's ideas about worldview to the American West. While the contributors represent a range of voices, methods, and visions, they are integrated through their focus on the theme of worldview in one region. Worldviews and the American West includes essays by Margaret K. Brady, Hal Cannon, Nora Marks Dauenhauer and Richard Dauenhauer, James S. Griffith, Barry Lopez, Robert McCarl, Elliott Oring, Twilo Scofield, Steve Siporin, Kim Stafford, C. W. Sullivan III, Jeannie B. Thomas, George Venn, George B. Wasson, and William A. Wilson. Each of the authors in this collection attempts to get inside one or more of the worldviews of the many cultures that have come to share and interpret the American West. The result is a lively mix of styles and voices as the authors' own worldviews interact with the multiple perspectives of the diverse peoples (and, in Barry Lopez's "The Language of Animals," other species) of the West. This diversity matches the geography of the region they all call home and gives varied life and meaning to its physical and cultural landscape.
In A New Writing Classroom, Patrick Sullivan provides a new generation of teachers a means and a rationale to reconceive their approach to teaching writing, calling into question the discipline's dependence on argument.
Including secondary writing teachers within his purview, Sullivan advocates a more diverse, exploratory, and flexible approach to writing activities in grades six through thirteen. A New Writing Classroom encourages teachers to pay more attention to research in learning theory, transfer of learning, international models for nurturing excellence in the classroom, and recent work in listening to teach students the sort of dialogic stance that leads to higher-order thinking and more sophisticated communication.
The conventional argumentative essay is often a simplistic form of argument, widely believed to be the most appropriate type of writing in English classes, but other kinds of writing may be more valuable to students and offer more important kinds of cognitive challenges. Focusing on listening and dispositions or "habits of mind” as central elements of this new composition pedagogy, A New Writing Classroom draws not just on composition studies but also on cognitive psychology, philosophy, learning theory, literature, and history, making an exciting and significant contribution to the field.
In Ways to the West, Tim Sullivan embarks on a car-less road trip through the Intermountain West, exploring how the region is taking on what may be its greatest challenge: sustainable transportation. Combining personal travel narrative, historical research, and his professional expertise in urban planning, Sullivan takes a critical yet optimistic and often humorous look at how contemporary Western cities are making themselves more hospitable to a life less centered on the personal vehicle.
The modern West was built by the automobile, but so much driving has jeopardized the West’s mystic hold on the American future. At first, automobility heightened the things that made the West great, but love became dependence, and dependence became addiction. Via his travels by bicycle, bus, and train through Las Vegas, Phoenix, Denver, Boise, Salt Lake City, and Portland, Sullivan captures the modern transportation evolution taking place across the region and the resulting ways in which contemporary Western communities are reinterpreting classic American values like mobility, opportunity, adventure, and freedom.
Finding a West created, lost, and reclaimed, Ways to the West will be of great interest to anyone curious about sustainable transportation and the history, geography, and culture of the American West.
A collection of orginal essays by scholars from a variety of fields-- includng American studies, folklore, anthropology, pyschology, sociology, and education---Children's Folklore: A Source Book moves beyond traditional social-science views of child development. It reveals the complexity and artistry of interactions among children, challenging stereotypes of simple childhood innocence and conventional explanations of development that privilege sober and sensible adult outcomes. Instead, the play and lore of children is shown to be often disruptive, wayward, and irrational.
First published in 1956, May Swenson's "The Centaur" remains one of her most popular and most anthologized poems. This is its first appearance as a picture book for children.
In images bright and brisk and nearly tangible, the poet re-creates the joy of riding a stick horse through a small-town summer. We find ourselves, with her, straddling "a long limber horse with . . . a few leaves for a tail," and pounding through the lovely dust along the path by the old canal. As her shape shifts from child to horse and back, we know exactly what she feels.
Sherry Meidell's water-color illustrations perfectly convey the wit and wisdom of May Swenson's poem. These are playful, satisfying images full of vitality and imagination. Meidell handles the joy of poem's fantasy and the joy of its occasional naughtiness with equal success.
Other books by and about May Swenson: Body My House, May Swenson, Dear Elizabeth, May Out West
Books, Bluster, and Bounty examines a cross-section of Carnegie library applications to determine how local support was mustered for cultural institutions in the late nineteenth and early twentieth century West. This comparative study considers the entire region between the Rockies and the Cascades/Sierras, including all of Idaho, Utah, Nevada, and Arizona; western Montana, Wyoming, and Colorado; eastern Oregon and Washington; and small parts of California and New Mexico. The author's purpose is to address not only the how of the process but also the variable why. Although virtually all citizens and communities in the West who sought Carnegie libraries expected tangible benefits for themselves that were only tangentially related to books, what they specifically wanted varied in correlation with the diverse nature of western communities. By looking at the detailed records of the Carnegie library campaigns, the author is able to provide an alternative lens through which to perceive and map the social-cultural makeup and town building of western communities at the turn of the century.
READERS
Browse our collection.
PUBLISHERS
See BiblioVault's publisher services.
STUDENT SERVICES
Files for college accessibility offices.
UChicago Accessibility Resources
home | accessibility | search | about | contact us
BiblioVault ® 2001 - 2024
The University of Chicago Press