front cover of Abducting Writing Studies
Abducting Writing Studies
Edited by Sidney I. Dobrin and Kyle Jensen
Southern Illinois University Press, 2017
This collection is organized around the concept of abduction, a logical operation introduced by Charles Sanders Peirce that explains how new ideas are formed in response to an uncertain future. Responding to this uncertain future with rigor and insight, each essay imagines new methods, concepts, and perspectives that extend writing studies research into startling new terrain. To appeal to a wide range of audiences, the essays work within foundational areas in rhetoric and composition research such as space, time, archive, networks, inscription, and life. Some of the essays take familiar concepts such as historiography, the writing subject, and tone and use abduction to chart new paths forward. Others use abduction to identify areas within writing studies such as futural writing, the calling of place, and risk that require more sustained attention. Taken together, these essays expose the manifold pathways that writing studies research may pursue.

Each of the twelve essays that comprise this collection sparks new insights about the phenomenon of writing. A must-read for rhetoric and composition scholars and students, Abducting Writing Studies is sure to foster vibrant discussions about what is possible in writing research and instruction.
 
[more]

front cover of Academic Discourse and Critical Consciousness
Academic Discourse and Critical Consciousness
Patricia Bizzell
University of Pittsburgh Press, 1992
This collection of essays traces the attempts of one writing teacher to understand theoretically -  and to respond pedagogically - to what happens when students from diverse backgrounds learn to use language in college.

Bizzell begins from the assumption that democratic education requires us to attempt to educate all students, including those whose social or ethnic backgrounds may have offered them little experience with academic discourse.  Over the ten-year period chronicled in these essays, she has seen herself primarily as an advocate for such students, sometimes called  “basic writers.”

Bizzell’s views on education for “critical consciousness,” widely discussed in the writing field, are represented in most of the essays in this volume.  But in the last few chapters, and in the intellectual autobiography written as the introduction to the volume, she calls her previous work into question on the grounds that her self-appointment as an advocate for basic writers may have been presumptous, and her hopes for the politically liberating effects of academic discourse misplaced.  She concludes by calling for a theory of discourse that acknowledges the need to argue for values and pedagogy that can assist these arguements to proceed more inclusively than ever before.

The essays in this volume constitute the main body of work in which Bizzell developed her influential and often cited ideas.  Organized chronologically, they  present a picture of how she has grappled with major issues in composition studies over the past decade.  In the process, she sketches a trajectory for the development of composition studies as an academic discipline.
[more]

front cover of The Academic Foundations of Interpreting Studies
The Academic Foundations of Interpreting Studies
An Introduction to Its Theories
Cynthia B. Roy
Gallaudet University Press, 2018
The Academic Foundations of Interpreting Studies is the first introductory course book that explores the theoretical foundations used in sign language interpreting studies. Authors Roy, Brunson, and Stone examine the disciplines whose theoretical frameworks and methodologies have influenced the academic study of interpreting. With this text, explanations for how interpreted events occur, how interpreted products are created, and how the interpreting process is studied can be framed within a variety of theoretical perspectives, forming a foundation for the emerging transdiscipline of Interpreting Studies.

As sign language interpreting has emerged and evolved in the last 20 years as an academic field of study, the scope of learning has broadened to include fields beyond the language and culture of deaf people. This text surveys six disciplines that have informed the study of sign language interpreting: history, translation, linguistics, sociology, social psychology, and cognitive psychology, along with their major ideas, principal scholars, and ways of viewing human interaction. Each chapter includes clear learning goals, definitions, discussion questions, and images to aid understanding. The Academic Foundations of Interpreting Studies is required reading for upper-level undergraduate or first-year graduate students in interpreting, Deaf studies, and sign language programs.
[more]

front cover of Across Property Lines
Across Property Lines
Textual Ownership in Writing Groups
Candace Spigelman
Southern Illinois University Press, 2000

Candace Spigelman investigates the dynamics of ownership in small group writing workshops, basing her findings on case studies involving two groups: a five-member creative writing group meeting monthly at a local Philadelphia coffee bar and a four-member college-level writing group meeting in their composition classroom. She explores the relationship between particular notions of intellectual property within each group as well as the effectiveness of writing groups that embrace these notions. Addressing the negotiations between the public and private domains of writing within these groups, she discovers that for both the committed writers and the novices, “values associated with textual ownership play a crucial role in writing group performance.”

Spigelman discusses textual ownership, intellectual property, and writing group processes and then reviews theories relating to authorship and knowledge making. After introducing the participants in each group, discussing their texts, and describing their workshop sessions, she examines the writers’ avowed and implied beliefs about exchanging ideas and protecting individual property rights.

Spigelman stresses the necessary tension between individual and social aspects of writing practices: She argues for the need to foster more collaborative activity among student writers by replicating the processes of writers working in nonacademic settings but also contends that all writers must be allowed to imagine their individual agency and authority as they compose.

[more]

front cover of Activist Rhetorics and American Higher Education, 1885-1937
Activist Rhetorics and American Higher Education, 1885-1937
Susan Kates
Southern Illinois University Press, 2000

In this study of the history of rhetoric education, Susan Kates focuses on the writing and speaking instruction developed at three academic institutions founded to serve three groups of students most often excluded from traditional institutions of higher education in late-nineteenth-and early-twentieth-century America: white middle-class women, African Americans, and members of the working class.

Kates provides a detailed look at the work of those students and teachers ostracized from rhetorical study at traditional colleges and universities. She explores the pedagogies of educators Mary Augusta Jordan of Smith College in Northhampton, Massachusetts; Hallie Quinn Brown of Wilberforce University in Wilberforce, Ohio; and Josephine Colby, Helen Norton, and Louise Budenz of Brookwood Labor College in Katonah, New York.

These teachers sought to enact forms of writing and speaking instruction incorporating social and political concerns in the very essence of their pedagogies. They designed rhetoric courses characterized by three important pedagogical features: a profound respect for and awareness of the relationship between language and identity and a desire to integrate this awareness into the curriculum; politicized writing and speaking assignments designed to help students interrogate their marginalized standing within the larger culture in terms of their gender, race, or social class; and an emphasis on service and social responsibility.

[more]

front cover of Activist WPA, The
Activist WPA, The
Changing Stories About Writing and Writers
Linda Adler-Kassner
Utah State University Press, 2008
One wonders if there is any academic field that doesn’t suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies. The Activist WPA is an effort to address this range of issues for the field of English composition in the age of the Spellings Commission and the No Child Left Behind Act.

Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition’s best principles. Adler-Kassner argues that the “story” of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.
[more]

front cover of Activity-Based Teaching in the Art Museum
Activity-Based Teaching in the Art Museum
Movement, Embodiment, Emotion
Elliott Kai-Kee
J. Paul Getty Trust, The, 2020
This groundbreaking book explores why and how to encourage physical and sensory engagement with works of art.
 
An essential resource for museum professionals, teachers, and students, the award winning Teaching in the Art Museum (Getty Publications, 2011) set a new standard in the field of gallery education. This follow-up book blends theory and practice to help educators—from teachers and docents to curators and parents—create meaningful interpretive activities for children and adults.
 
Written by a team of veteran museum educators, Activity-Based Teaching in the Art Museum offers diverse perspectives on embodiment, emotions, empathy, and mindfulness to inspire imaginative, spontaneous interactions that are firmly grounded in history and theory. The authors begin by surveying the emergence of activity-based teaching in the 1960s and 1970s and move on to articulate a theory of play as the cornerstone of their innovative methodology. The volume is replete with sidebars describing activities facilitated with museum visitors of all ages.

Table of Contents
Introduction
 
Part I History
 
1 The Modern History of Presence and Meaning
A philosophical shift from a language-based understanding of the world to direct, physical interaction with it.
 
2 A New Age in Museum Education: The 1960s and 1970s
A brief history of some of the innovative museum education programs developed in the United States in the late 1960s and 1970s. The sudden and widespread adoption of nondiscursive gallery activities during this period, especially but not exclusively in programs designed for younger students and school groups, expressed the spirit of the times.
 
Part II Theory
 
3 Starts and Stops
Two attempts by American museum educators to articulate a theory for their new, nondiscursive programs: the first deriving from the early work of Project Zero, the Harvard Graduate School of Education program founded by the philosopher Nelson Goodman to study arts learning as a cognitive activity; the second stemming from the work of Viola Spolin, the acclaimed theater educator and coach whose teaching methods, embodied in a series of “theater games,” were detailed in her well-known book Improvisation for the Theater (1963).
 
4 A Theory of Play in the Museum
A theory of play that posits activities in the museum as forms of play that take place in spaces (or “playgrounds”) temporarily designated as such by educators and their adult visitors or students. Play is defined essentially as movement—both physical and imaginary (metaphorical)—toward and away from, around, and inside and outside the works of art that are foregrounded within those spaces. Gallery activities conceived in this way respond to the possibilities that the objects themselves offer for the visitor to explore and engage with them. The particular movements characterizing an activity are crucially conditioned by the object in question; they constitute a process of discovery and learning conceptually distinct from, but supportive of, traditional dialogue-based modes of museum education, which they supplement rather than supplant.
 
Part III Aspects of Play
 
5 Embodiment, Affordances
The idea of embodiment adopted here recognizes that both mind and body are joined in their interactions with things. Investigating works of art thus involves apprehending them physically as well as intellectually—in the sense of responding to the ways in which a particular work allows and even solicits the viewer’s physical grasp of it.
 
6 Skills
Ways in which objects present themselves to us, as viewers, and what we might do in response as they fit with the bodily skills we have developed over the course of our lives. Such skills might be as simple as getting dressed, washing, or eating; or as specialized as doing one’s hair, dancing, playing an instrument, or acting—all of which may allow us to “grasp” and even feel that we inhabit particular works of art.
 
7 Movement
Embodied looking is always looking from somewhere. We apprehend objects as we physically move around and in front of them; they reveal themselves differently as we approach them from different viewpoints. Viewers orient themselves spatially to both the surfaces of objects and to the things and spaces depicte4d in or suggested by representational works of art. Activity-based teaching gets visitors and students to move among the objects—away from them, close to them, and even into them.
 
8 The Senses
Both adult visitors and younger students come to the museum expecting to use their eyes, yet “visual” art appeals to several of the senses at once, though rarely to the same degree. Sculpture, for example, almost always appeals to touch (whether or not that is actually possible or allowed) as well as sight. A painting depicting a scene in which people appear to be talking may induce viewers to not only look but also “listen” to what the figures might be saying.
 
9 Drawing in the Museum
Looking at art with a pencil in hand amplifies viewers’ ability to imaginatively touch and feel their way across and around an artwork. Contour drawing by its nature requires participants to imagine that they are touching the contours of an object beneath the tips of their pencils. Other types of drawing allow viewers to feel their way around objects through observation and movement.
 
10 Emotion
Visitors’ emotional responses to art represent a complex process with many components, from physiological to cognitive, and a particular work of art may elicit a wide range of emotional reactions. This chapter describes specific ways in which museum educators can go well beyond merely asking visitors how a work of art makes them feel.
 
11 Empathy and Intersubjectivity
One aspect of viewers’ emotional responses to art that is often taken for granted, if not neglected altogether: the empathetic connections that human beings make to images of other people. This chapter advocates an approach that prompts viewers to physically engage with the representations of people they see.
 
12 Mindful Looking
Mindfulness involves awareness and attention, both as a conscious practice and as an attitude that gallery teachers can encourage in museum visitors. This is not solely a matter of cultivating the mind, however; it is also a matter of cultivating the body, since mindfulness is only possible when mind and body are in a state of harmonious, relaxed attentiveness. Mindfulness practice in the art museum actively directs the viewer’s focus on the object itself and insists on returning to it over and over; yet it also balances activity with conscious stillness.
 
Afterword
 
Acknowledgments
 
 
 
[more]

front cover of Acts of Enjoyment
Acts of Enjoyment
Rhetoric, Zizek, and the Return of the Subject
Thomas Rickert
University of Pittsburgh Press, 2007
Why are today's students not realizing their potential as critical thinkers? Although educators have, for two decades, incorporated contemporary cultural studies into the teaching of composition and rhetoric, many students lack the powers of self-expression that are crucial for effecting social change. Acts of Enjoyment presents a critique of current pedagogies and introduces a psychoanalytical approach in teaching composition and rhetoric. Thomas Rickert builds upon the advances of cultural studies and its focus on societal trends and broadens this view by placing attention on the conscious and subconscious thought of the individual. By introducing the cultural theory work of Slavoj Zizek, Rickert seeks to encourage personal and social invention--rather than simply following a course of unity, equity, or consensus that is so prevalent in current writing instruction. He argues that writing should not be treated as a simple skill, as a naïve self expression, or as a tool for personal advancement, but rather as a reflection of social and psychical forces, such as jouissance (enjoyment/sensual pleasure), desire, and fantasy-creating a more sophisticated, panoptic form. The goal of the psychoanalytical approach is to highlight the best pedagogical aspects of cultural studies to allow for well-rounded individual expression, ultimately providing the tools necessary to address larger issues of politics, popular culture, ideology, and social transformation.
[more]

front cover of Adam Smith
Adam Smith
The Rhetoric of Propriety
Stephen J. McKenna
Southern Illinois University Press, 2006

front cover of Adapting VALUEs
Adapting VALUEs
Tracing the Life of a Rubric through Institutional Ethnography
Jennifer Grouling
University Press of Colorado, 2023
Adapting VALUEs traces the use of the American Association of Colleges and Universities' VALUE rubric for written communication at two small universities. Through the lens of institutional ethnography, Jennifer Grouling examines how faculty and administrators adapted the rubric for their own purposes and writing programs. Throughout the book, Grouling explores the ways in which faculty members' interactions on committees, views of the classroom, disciplinary affiliation, and racial privilege impacted their views of this national rubric. Overall, Adapting VALUEs offers valuable insights into the power of the rubric as both a national and a local text that dictates pedagogical and administrative practice.
 
[more]

logo for Georgetown University Press
Advanced Media Arabic
El Mustapha Lahlali
Georgetown University Press, 2008

Amman and Russia call for immediate ceasefire

French riots extend to immigrant communities

Lawyers call for fair trial of Guantanamo prisoners

China aims at increasing trade with Russia

20 casualties in an earthquake in Pakistan

Headlines—print and broadcast—have gone global. As a result, news and information from authentic sources make a useful resource for foreign language learners.

Advanced Media Arabic systematically introduces authentic texts and audio files from a wide variety of media sources. This textbook helps students develop analytical and translation skills in Arabic and expand their reading, writing, listening, and speaking capabilities. The book emphasizes the semantic and stylistic aspects of media Arabic rather than its grammar and aims to equip students with the ability to listen to and converse about current events.

Organized by theme, each of the ten chapters covers current issues like:

o Diplomacyo Electionso Trade and Industryo Violence and Disordero Law and Ordero Economyo War and Military Actiono Natural Disasterso Terrorismo Arabic television talk shows

Each chapter provides important vocabulary; examples of language in context; exercises for reading and listening comprehension, writing, and translation; and a section for discussion and debate.

The listening material—60 minutes of spoken material—is available for free online at www.press.georgetown.edu.

Downloading Audio Files from press.georgetown.eduPlease click on the link under “Sample Content” to download a compressed zip file of all ten MP3 audio tracks that accompany the book. Files can be downloaded using a Mac or a PC. We recommend playing the files using iTunes or Windows Media Player. Please note that Georgetown University Press does not provide technical support for audio downloads.

For Mac, files will automatically be saved to your “Downloads” folder. (For older Macs, you may need to unzip the files using Stuffit.) To add files to iTunes, open iTunes, and click File>Add to Library and navigate to your file location.

For PC, save the compressed file to your desktop. Once the file has downloaded, go to the folder location on the desktop. Double-click the .zip file icon to unzip the file. Another folder will appear on the desktop. Open to reveal “Lahlali audio” folder. Open that folder to see all ten MP3 files. Import the files in to your music player from your file location by selecting all ten audio tracks, right-click and select Add to Playlist.

PLEASE NOTE: There are no audio files for lessons 6 and 7. Those lessons have reading passages only.

[more]

front cover of Advances in Teaching Sign Language Interpreters
Advances in Teaching Sign Language Interpreters
Cynthia B. Roy
Gallaudet University Press, 2005

Picking up where Innovative Practices in Teaching Sign Language Interpreters left off, this new collection presents the best new interpreter teaching techniques proven in action by the eminent contributors assembled here. In the first chapter, Dennis Cokely discusses revising curricula in the new century based upon experiences at Northeastern University. Jeffrey E. Davis delineates how to teach observation techniques to interpreters, while Elizabeth Winston and Christine Monikowski suggest how discourse mapping can be considered the Global Positioning System of translation.

In other chapters, Laurie Swabey proposes ways to handle the challenge of referring expressions for interpreting students, and Melanie Metzger describes how to learn and recognize what interpreters do in interaction. Jemina Napier contributes information on training interpreting students to identify omission potential. Robert G. Lee explains how to make the interpreting process come alive in the classroom. Mieke Van Herreweghe discusses turn-taking and turn-yielding in meetings with Deaf and hearing participants in her contribution. Anna-Lena Nilsson defines “false friends,” or how contextually incorrect use of facial expressions with certain signs in Swedish Sign Language can be detrimental influences on interpreters. The final chapter by Kyra Pollitt and Claire Haddon recommends retraining interpreters in the art of telephone interpreting, completing Advances in Teaching Sign Language Interpreters as the new authoritative volume in this vital communication profession.

[more]

front cover of An Aesthetic Education in the Era of Globalization
An Aesthetic Education in the Era of Globalization
Gayatri Chakravorty Spivak
Harvard University Press, 2013

During the past twenty years, the world’s most renowned critical theorist—the scholar who defined the field of postcolonial studies—has experienced a radical reorientation in her thinking. Finding the neat polarities of tradition and modernity, colonial and postcolonial, no longer sufficient for interpreting the globalized present, she turns elsewhere to make her central argument: that aesthetic education is the last available instrument for implementing global justice and democracy.

Spivak’s unwillingness to sacrifice the ethical in the name of the aesthetic, or to sacrifice the aesthetic in grappling with the political, makes her task formidable. As she wrestles with these fraught relationships, she rewrites Friedrich Schiller’s concept of play as double bind, reading Gregory Bateson with Gramsci as she negotiates Immanuel Kant, while in dialogue with her teacher Paul de Man. Among the concerns Spivak addresses is this: Are we ready to forfeit the wealth of the world’s languages in the name of global communication? “Even a good globalization (the failed dream of socialism) requires the uniformity which the diversity of mother-tongues must challenge,” Spivak writes. “The tower of Babel is our refuge.”

In essays on theory, translation, Marxism, gender, and world literature, and on writers such as Assia Djebar, J. M. Coetzee, and Rabindranath Tagore, Spivak argues for the social urgency of the humanities and renews the case for literary studies, imprisoned in the corporate university. “Perhaps,” she writes, “the literary can still do something.”

[more]

front cover of AESTHETICS & EDUCATION
AESTHETICS & EDUCATION
Michael J. Parsons and H. Gene Blocker
University of Illinois Press, 1993

What is the appropriate content of aesthetics for students of art at different age levels? How can it best be taught? How should it be combined with studio work and other art disciplines?

Michael J. Parsons and H. gene Blocker answer these and other questions in a volume designed to help art educators, potential educators, and curriculum developers integrate aesthetics into the study of art in the school curriculum. The two introduce some of the philosophical problems and questions in art, encouraging teachers and others to form a personal outlook on these issues.

[more]

front cover of AESTHETICS AND ARTS EDUCATION
AESTHETICS AND ARTS EDUCATION
Edited by Ralph A. Smith and Alan Simpson
University of Illinois Press, 1991
As art educators consider the relevance of a wide range of disciplines to the teaching of art, Aesthetics and Arts Education (a successor to the 1971 volume Aesthetics and the Problems of Education) offers an international look at the role aesthetics can play in teaching all the arts. Thirty-two articles by American and English scholars address the philosophical and educational theories underlying aesthetics, aesthetics as a field of study, curriculum design and evaluation, and the problems and purposes of aesthetic education.
[more]

front cover of The Affect Lab
The Affect Lab
The History and Limits of Measuring Emotion
Grant Bollmer
University of Minnesota Press, 2023

Examines how our understanding of emotion is shaped by the devices we use to measure it

 

Since the late nineteenth century, psychologists have used technological forms of media to measure and analyze emotion. In The Affect Lab, Grant Bollmer examines the use of measurement tools such as electrical shocks, photography, video, and the electroencephalograph to argue that research on emotions has confused the physiology of emotion with the tools that define its inscription. 

 

Bollmer shows that the psychological definitions of emotion have long been directly shaped by the physical qualities of the devices used in laboratory research. To investigate these devices, The Affect Lab examines four technologies related to the history of psychology in North America: spiritualist toys at Harvard University, serial photography in early American psychological laboratories, experiments on “psychopaths” performed with an instrument called an Offner Dynograph, and the development of the “electropsychometer,” or “E-Meter,” by Volney Mathison and L. Ron Hubbard. 

 

Challenging the large body of humanities research surrounding affect theory, The Affect Lab identifies an understudied problem in formulations of affect: how affect is a construction inseparable from the techniques and devices used to identify and measure it. Ultimately, Bollmer offers a new critique of affect and affect theory, demonstrating how deferrals to psychology and neuroscience in contemporary theory and philosophy neglect the material of experimental, scientific research.

 

 

Retail e-book files for this title are screen-reader friendly with images accompanied by short alt text and/or extended descriptions.

[more]

front cover of African American Literacies Unleashed
African American Literacies Unleashed
Vernacular English and the Composition Classroom
Arnetha F. Ball and Ted Lardner
Southern Illinois University Press, 2005

This pioneering study of African American students in the composition classroom lays the groundwork for reversing the cycle of underachievement that plagues linguistically diverse students. African American Literacies Unleashed: Vernacular English and the Composition Classroom approaches the issue of African American Vernacular English (AAVE) in terms of teacher knowledge and prevailing attitudes, and it attempts to change current pedagogical approaches with a highly readable combination of traditional academic discourse and personal narratives.

Realizing that composition is a particular form of social practice that validates some students and excludes others, Arnetha Ball and Ted Lardner acknowledge that many African American students come to writing and composition classrooms with talents that are not appreciated. To empower and inform practitioners, administrators, teacher educators, and researchers, Ball and Lardner provide knowledge and strategies that will help unleash the potential of African American students and help them imagine new possibilities for their successes as writers.

African American Literacies Unleashed asserts that necessary changes in theory and practice can be addressed by refocusing attention from teachers’ knowledge deficits to the processes through which teachers engage information relevant to culturally informed pedagogy. Providing strategies for unlearning racism in the classroom and changing the status quo, this volume stresses the development and maintenance of a real sense of teaching efficacy—teachers’ beliefs in their abilities to connect with and work effectively with all students—and reflective optimism—teachers’ informed expectations that all students have the potential to succeed.

[more]

front cover of After the Program Era
After the Program Era
The Past, Present, and Future of Creative Writing in the University
Loren Glass
University of Iowa Press, 2016
The publication in 2009 of Mark McGurl’s The Program Era provoked a sea change in the study of postwar literature. Even though almost every English department in the United States housed some version of a creative writing program by the time of its publication, literary scholars had not previously considered that this institutional phenomenon was historically significant. McGurl’s groundbreaking book effectively established that “the rise of the creative writing program stands as the most important event in postwar American literary history,” forcing us to revise our understanding not only of the relationship between higher education and literary production, but also of the periodizing terminology we had previously used to structure our understanding of twentieth-century literature.

After the Program Era explores the consequences and implications, as well as the lacunae and liabilities, of McGurl’s foundational intervention. Glass focuses only on American fiction and the traditional MFA program, and this collection aims to expand and examine its insights in terms of other genres and sites. Postwar poetry, in particular, has until now been neglected as a product of the Program Era, even though it is, arguably, a “purer” example, since poets now depend almost entirely on the patronage of the university. Similarly, this collection looks beyond the traditional MFA writing program to explore the pre-history of writing programs in American universities, as well as alternatives to the traditionally structured program that have emerged along the way.

Taken together, the essays in After the Program Era seek to answer and explore many of these questions and continue the conversations McGurl only began.

CONTRIBUTORS
Seth Abramson, Greg Barnhisel, Eric Bennett, Matthew Blackwell, Kelly Budruweit, Mike Chasar, Simon During, Donal Harris, Michael Hill, Benjamin Kirbach, Sean McCann, Mark McGurl, Marija Rieff, Juliana Spahr, Stephen Voyce, Stephanie Young
 
[more]

front cover of After the Public Turn
After the Public Turn
Composition, Counterpublics, and the Citizen Bricoleur
Frank Farmer
Utah State University Press, 2013
 In After the Public Turn, author Frank Farmer argues that counterpublics and the people who make counterpublics—“citizen bricoleurs”—deserve a more prominent role in our scholarship and in our classrooms. Encouraging students to understand and consider resistant or oppositional discourse is a viable route toward mature participation as citizens in a democracy. 

Farmer examines two very different kinds of publics, cultural and disciplinary, and discusses two counterpublics within those broad categories: zine discourses and certain academic discourses. By juxtaposing these two significantly different kinds of publics, Farmer suggests that each discursive world can be seen, in its own distinct way, as a counterpublic, an oppositional social formation that has a stake in widening or altering public life as we know it.

Drawing on major figures in rhetoric and cultural theory, Farmer builds his argument about composition teaching and its relation to the public sphere, leading to a more sophisticated understanding of public life and a deeper sense of what democratic citizenship means for our time.
[more]

front cover of Against the Law
Against the Law
Paul F. Campos, Pierre Schlag, and Steven D. Smith
Duke University Press, 1996
A fundamental critique of American law and legal thought, Against the Law consists of a series of essays written from three different perspectives that coalesce into a deep criticism of contemporary legal culture. Paul F. Campos, Pierre Schlag, and Steven D. Smith challenge the conventional representations of the legal system that are articulated and defended by American legal scholars. Unorthodox, irreverent, and provocative, Against the Law demonstrates that for many in the legal community, law has become a kind of substitute religion—an essentially idolatrous practice composed of systematic self-misrepresentation and self-deception.
Linked by a persistent inquiry into the nature and identity of “the law,” these essays are informed by the conviction that the conventional representations of law, both in law schools and the courts, cannot be taken at face value—that the law, as commonly conceived, makes no sense. The authors argue that the relentlessly normative prescriptions of American legal thinkers are frequently futile and, indeed, often pernicious. They also argue that the failure to recognize the role that authorship must play in the production of legal thought plagues both the teaching and the practice of American law. Ranging from the institutional to the psychological and metaphysical deficiencies of the American legal system, the depth of criticism offered by Against the Law is unprecedented.
In a departure from the nearly universal legitimating and reformist tendencies of American legal thought, this book will be of interest not only to the legal academics under attack in the book, but also to sociologists, historians, and social theorists. More particularly, it will engage all the American lawyers who suspect that there is something very wrong with the nature and direction of their profession, law students who anticipate becoming part of that profession, and those readers concerned with the status of the American legal system.
[more]

front cover of Aged by Culture
Aged by Culture
Margaret Morganroth Gullette
University of Chicago Press, 2003
Americans enjoy longer lives and better health, yet we are becoming increasingly obsessed with trying to stay young. What drives the fear of turning 30, the boom in anti-aging products, the wars between generations? What men and women of all ages have in common is that we are being insidiously aged by the culture in which we live.

In this illuminating book, Margaret Morganroth Gullette reveals that aging doesn't start in our chromosomes, but in midlife downsizing, the erosion of workplace seniority, threats to Social Security, or media portrayals of "aging Xers" and "greedy" Baby Boomers. To combat the forces aging us prematurely, Gullette invites us to change our attitudes, our life storytelling, and our society. Part intimate autobiography, part startling cultural expose, this book does for age what gender and race studies have done for their categories. Aged by Culture is an impassioned manifesto against the pernicious ideologies that steal hope from every stage of our lives.
[more]

front cover of Agents of Integration
Agents of Integration
Understanding Transfer as a Rhetorical Act
Rebecca S. Nowacek
Southern Illinois University Press, 2011
The question of how students transfer knowledge is an important one, as it addresses the larger issue of the educational experience. In Agents of Integration: Understanding Transfer as a Rhetorical Act, Rebecca S. Nowacek explores, through a series of case studies, the issue of transfer by asking what in an educational setting engages students to become “agents of integration”— individuals actively working to perceive, as well as to convey effectively to others, the connections they make. 

While many studies of transfer are longitudinal, with data collected over several years, Nowacek’s is synchronous, a rich cross-section of the writing and classroom discussions produced by a team-taught learning community—three professors and eighteen students enrolled in a one-semester general education interdisciplinary humanities seminar that consisted of three linked courses in history, literature, and religious studies. With extensive field notes, carefully selected student and teacher self-reports in the form of interviews and focus groups, and thorough examinations of recorded classroom discussions, student papers with professor comments, and student notebooks, Nowacek presents a nuanced and engaging analysis that outlines how transfer is not simply a cognitive act but a rhetorical one that involves both seeing connections and presenting them to the instructors who are institutionally positioned to recognize and value them. 

Considering the challenges facing instructors teaching for transfer and the transfer of writing-related knowledge, Nowacek develops and outlines a new theoretical framework and methodological model of transfer and illustrates the practical implications through case studies and other classroom examples. She proposes transfer is best understood as an act of recontextualization, and she builds on this premise throughout the book by drawing from previous work in cognitive psychology, activity theory, and rhetorical genre theory, as well as her own analyses of student work. 

This focused examination complements existing longitudinal studies and will help readers better understand not only the opportunities and challenges confronting students as they work to become agents of integration but also the challenges facing instructors as they seek to support that student work.
[more]

front cover of Alien Encounters
Alien Encounters
Popular Culture in Asian America
Mimi Thi Nguyen and Thuy Linh Nguyen Tu, eds.
Duke University Press, 2007
Alien Encounters showcases innovative directions in Asian American cultural studies. In essays exploring topics ranging from pulp fiction to multimedia art to import-car subcultures, contributors analyze Asian Americans’ interactions with popular culture as both creators and consumers. Written by a new generation of cultural critics, these essays reflect post-1965 Asian America; the contributors pay nuanced attention to issues of gender, sexuality, transnationality, and citizenship, and they unabashedly take pleasure in pop culture.

This interdisciplinary collection brings together contributors working in Asian American studies, English, anthropology, sociology, and art history. They consider issues of cultural authenticity raised by Asian American participation in hip hop and jazz, the emergence of an orientalist “Indo-chic” in U.S. youth culture, and the circulation of Vietnamese music variety shows. They examine the relationship between Chinese restaurants and American culture, issues of sexuality and race brought to the fore in the video performance art of a Bruce Lee–channeling drag king, and immigrant television viewers’ dismayed reactions to a Chinese American chef who is “not Chinese enough.” The essays in Alien Encounters demonstrate the importance of scholarly engagement with popular culture. Taking popular culture seriously reveals how people imagine and express their affective relationships to history, identity, and belonging.

Contributors. Wendy Hui Kyong Chun, Kevin Fellezs, Vernadette Vicuña Gonzalez, Joan Kee, Nhi T. Lieu, Sunaina Maira, Martin F. Manalansan IV, Mimi Thi Nguyen, Robyn Magalit Rodriguez, Sukhdev Sandhu, Christopher A. Shinn, Indigo Som, Thuy Linh Nguyen Tu, Oliver Wang

[more]

logo for Georgetown University Press
Al-Samt wa-al-Sakhab
The Authorized, Abridged, and Annotated Edition for Students of Arabic
Nihad Sirees
Georgetown University Press, 2022

The first annotated edition of Syrian writer Nihad Sirees's The Silence and the Roar, created for the Arabic language classroom

Al-Samt wa-al-Sakhab (The Silence and the Roar) is an award-winning novella by Syrian author Nihad Sirees. This edition—abridged and in the original Arabic with vocabulary aids, reading questions, and supplementary materials—introduces intermediate and advanced Arabic language students to the world of contemporary Arab literature.

In Al-Samt wa-al-Sakhab, Sirees weaves an Orwellian tale of freedom, love, and resistance amid a backdrop of bureaucracy and despotism. Fathi Sheen is a writer living in an unnamed Middle Eastern country whose work has been silenced by the ruling government and its despotic leader. On the twentieth anniversary of the regime, Fathi decides to leave the roar of the parade snaking its way through the city and visit his mother and his girlfriend, but when he stops to help a student being beaten by the police, his ID is confiscated. With no choice but to report to the police station, Fathi fights to stay sane against the oppressive—and increasingly absurd—state bureaucracy. This political satire, originally published in 2004 but no less relevant to our times, shows how to remain free even in captivity.

In this abridged and annotated edition for the Arabic language classroom, editor Hanadi Al-Samman includes a historical and cultural preface in Arabic, a biography of Sirees, footnotes for vocabulary aid, and pre- and postreading questions and activities to guide students through the book's literary concepts and to teach literary analysis skills. An interview with Sirees and excerpt readings in his voice are available on the publisher's website. Authorized by Sirees, this edition preserves the author's original style while making the novella easy to use in the classroom or to read independently.

[more]

logo for Rutgers University Press
An Alternative Path
The Making and Remaking of Hahnemann Medical College and Hospital
Rogers, Naomi
Rutgers University Press, 1998
When Hahnemann Medical College was founded in Philadelphia in 1848, it was the only institution in the world to offer an M. D. degree in homeopathy, a therapeutic and intellectual alternative to orthodox medicine. This institutional history situates Hahnemann in the broader context of American social changes and chronicles its continual remaking in response to the rise of corporate medicine and constant changes in the Philadelphia community. In the nineteenth century, Hahnemann provided a distinctive and respected identity for its faculty, students, and supporters. In the early twentieth century, it accepted students denied admission elsewhere, especially Jewish and Italian students. It taught a flexible homeopathy that facilitated curricular changes remarkably similar to those at the best contemporary orthodox schools, including selective assimilation of the new experimental sciences, laboratory training, experience in the school's own teaching hospital, and a lengthened course of medical study. Hahnemann is no longer homeopathic, although it remained loyal to its alternative heritage long after the 1910 Flexner Report attempted to eliminate alternative medical education in America. Like many other American medical schools, Hahnemann has had its share of problems, financial and otherwise. The civil rights and radical student movements of the 1960s and 70s, however, pushed the College into a more politically conscious view of itself as a health care provider to the inner city and as a producer of health professionals. In 1993, the College merged with another Philadelphia medical school into a single health care and training institution called the Allegheny University of the HealthSciences. Although Hahnemann is now part of a new system of academic medicine, its institutional legacy endures, as it has in the past, by following alternative paths.
[more]

front cover of Ambient Rhetoric
Ambient Rhetoric
The Attunements of Rhetorical Being
Thomas Rickert
University of Pittsburgh Press, 2013
In Ambient Rhetoric, Thomas Rickert seeks to dissolve the boundaries of the rhetorical tradition and its basic dichotomy of subject and object. With the advent of new technologies, new media, and the dispersion of human agency through external information sources, rhetoric can no longer remain tied to the autonomy of human will and cognition as the sole determinants in the discursive act.

Rickert develops the concept of ambience in order to engage all of the elements that comprise the ecologies in which we exist. Culling from Martin Heidegger’s hermeneutical phenomenology in Being and Time, Rickert finds the basis for ambience in Heidegger’s assertion that humans do not exist in a vacuum; there is a constant and fluid relation to the material, informational, and emotional spaces in which they dwell. Hence, humans are not the exclusive actors in the rhetorical equation; agency can be found in innumerable things, objects, and spaces. As Rickert asserts, it is only after we become attuned to these influences that rhetoric can make a first step toward sufficiency.

Rickert also recalls the foundational Greek philosophical concepts of kairos (time), chora (space/place), and periechon (surroundings) and cites their repurposing by modern and postmodern thinkers as “informational scaffolding” for how we reason, feel, and act. He discusses contemporary theory in cognitive science, rhetoric, and object-oriented philosophy to expand his argument for the essentiality of ambience to the field of rhetoric. Rickert then examines works of ambient music that incorporate natural and artificial sound, spaces, and technologies, finding them to be exemplary of a more fully resonant and experiential media.

In his preface, Rickert compares ambience to the fermenting of wine—how its distinctive flavor can be traced to innumerable factors, including sun, soil, water, region, and grape variety. The environment and company with whom it’s consumed further enhance the taste experience. And so it should be with rhetoric—to be considered among all of its influences. As Rickert demonstrates, the larger world that we inhabit (and that inhabits us) must be fully embraced if we are to advance as beings and rhetors within it.
[more]

front cover of American Artifacts
American Artifacts
Essays in Material Culture
Jules David Prown
Michigan State University Press, 2000

When defining culture, one must indeed take into account even the minutest of details. What of a lighter, for example, or a telephone? The essays in this new collection examine just that. The contributors pose not only a historical, pragmatic use for the items, but also delve into more imaginative aspects of what defines us as Americans. Both the lighter and the telephone are investigated, as well as how the lava lamp represents sixties counterculture and containment. The late nineteenth-century corset is discussed as an embodiment of womanhood, and an Amish quilt is used as an illustration of cultural continuity. These are just a few of the artifacts discussed. Scholars will be intrigued by the historical interpretations that contributors proposed concerning a teapot, card table, and locket; students will not only find merit in the expositions, but also by learning from the models how such interpretation can be carried out. This collection helps us understand that very thing that makes us who we are. Viewing these objects from both our past and our present, we can begin to define what it is to be American.

[more]

front cover of The American Literature Scholar in the Digital Age
The American Literature Scholar in the Digital Age
Edited by Amy E. Earhart and Andrew Jewell
University of Michigan Press, 2010

"By casting the collection explicitly as an outreach to the larger community of Americanists---not primarily those who self-identify as 'digital scholars'---Earhart and Jewell have made an important choice, and one that will likely make this a landmark publication."
---Andrew Stauffer, University of Virginia

The American Literature Scholar in the Digital Age, which features a wide range of practitioner-scholars, is the first of its kind: a gathering of people who are expert in American literary studies and in digital technologies, scholars uniquely able to draw from experience with building digital resources and to provide theoretical commentary on how the transformation to new technologies alters the way we think about and articulate scholarship in American literature. The volume collects articles from those who are involved in tool development, usability testing, editing and textual scholarship, digital librarianship, and issues of race and ethnicity in digital humanities, while also situating digital humanities work within the larger literary discipline. In addition, the volume examines the traditional structures of the fields, including tenure and promotion criteria, modes of scholarly production, the skill sets required for scholarship, and the training of new scholars.

The American Literature Scholar in the Digital Age will attract practitioners of digital humanities in multiple fields, Americanists who utilize digital materials, and those who are intellectually curious about the new movement and materials.

Amy E. Earhart is Assistant Professor in the Department of English at Texas A&M University.

Andrew Jewell is Associate Professor of Digital Projects, University Libraries, at the University of Nebraska–Lincoln.

Cover art: Book background ©iStockphoto.com/natashika

digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.

[more]

front cover of American Public Administration
American Public Administration
Past, Present, Future
Frederick C. Mosher
University of Alabama Press, 1975
A seminal collection of essays, addressing such questions as the evolving roles of civil servants, the education and training of civil servants, and the ways to balance civil servants’ expertise with respect for democratic governance

This collection of essays highlights the “peculiarly American” issues of public administration ranging from 1870 to 1974, when they were first published. Every contributor was assigned a period of American history and given the opportunity to write on what he or she deemed the most important or relevant concern of that period. This method, employed for this book and the connected National Association of Schools of Public Affairs and Administration conference, resulted in a wide-reaching, if eclectic, collection. Supplanted by Mosher’s impressive summarization of the field throughout the years, the book still holds prominence as a source for scholars, workers, and students alike in public administration.

The essays raise such issues as the education of civil servants, the changes necessitated by crises, the growth of social sciences in governmental concerns, and primarily, the role of public administrators in America. Each author is a distinguished expert in his own right, and each essay can stand alone as a remarkable insight into the changing world of public administration within American society. Frederick Mosher’s expertise and supervision shapes this work into a remarkable and holistic perspective on public administration over time.
 
[more]

front cover of American Studies as Transnational Practice
American Studies as Transnational Practice
Turning toward the Transpacific
Edited by Yuan Shu and Donald E. Pease
Dartmouth College Press, 2016
This wide-ranging collection brings together an eclectic group of scholars to reflect upon the transnational configurations of the field of American studies and how these have affected its localizations, epistemological perspectives, ecological imaginaries, and politics of translation. The volume elaborates on the causes of the transnational paradigm shift in American studies and describes the material changes that this new paradigm has effected during the past two decades. The contributors hail from a variety of postcolonial, transoceanic, hemispheric, and post-national positions and sensibilities, enabling them to theorize a “crossroads of cultures” explanation of transnational American studies that moves beyond the multicultural studies model. Offering a rich and rewarding mix of essays and case studies, this collection will satisfy a broad range of students and scholars.
[more]

front cover of American Studies in a Moment of Danger
American Studies in a Moment of Danger
George Lipsitz
University of Minnesota Press, 2001
A forthright look at the future of the discipline in the wake of immense social changes. What becomes of "national knowledge" in our age of globalization? If dramatic changes in technology, commerce, and social relations are undermining familiar connections between culture and place, what happens to legacies of learning that put the nation at the center of the study of history, culture, language, politics, and geography? In short, what remains of American Studies? At a critical moment, this book offers a richly textured historical perspective on where our notions of national knowledge-and our sense of American Studies-have come from and where they may lead in a future of new ideas about culture and community. The America that seems to be disappearing before our very eyes is, George Lipsitz argues, actually the cumulative creation of yesterday's struggles over identity, culture, and power. With examples from statistics and history, poster designs and music lyrics, Lipsitz shows how American Studies has been shaped by the social movements of the 1930s, 1960s, and 1980s. His analysis reveals the sedimented history of social movement contestation contained in contemporary popular music, visual art, and cinema. Finally, Lipsitz identifies the ways in which the globalization of commerce and culture are producing radically new understandings of politics, performance, consumption, knowledge, and nostalgia; the changing realities present not so much a danger as a clear challenge to a still-evolving American Studies--a challenge that this book helps us to confront wisely, flexibly, and effectively. George Lipsitz is professor of ethnic studies at the University of California, San Diego, where he serves as director of the Thurgood Marshall Institute. He is the author of many books, including Time Passages, The Possessive Investment in Whiteness: How White People Profit from Identity Politics (1998), and Dangerous Crossroads: Popular Music, Postmodernism, and the Poetics of Place (1997). He also edited Stan Weir's Singlejack Solidarity (2004).
[more]

front cover of American Tropics
American Tropics
Articulating Filipino America
Allan Punzalan Isaac
University of Minnesota Press, 2006
In 1997, when the New York Times described Filipino American serial killer Andrew Cunanan as appearing “to be everywhere and nowhere,” Allan Punzalan Isaac recognized confusion about the Filipino presence in the United States, symptomatic of American imperialism’s invisibility to itself. In American Tropics, Isaac explores American fantasies about the Philippines and other “unincorporated” parts of the U.S. nation that obscure the contradictions of a democratic country possessing colonies.Isaac boldly examines the American empire’s images of the Philippines in turn-of-the-century legal debates over Puerto Rico, Progressive-era popular literature set in Latin American borderlands, and midcentury Hollywood cinema staged in Hawai‘i and the Pacific islands. Isaac scrutinizes media coverage of the Cunanan case, Boy Scout adventure novels, and Hollywood films such as The Real Glory (1939) and Blue Hawaii (1961) to argue that territorial sites of occupation are an important part of American identity. American Tropics further reveals the imperial imagination’s role in shaping national meaning in novels such as Carlos Bulosan’s America Is in the Heart (1946) and Jessica Hagedorn’s Dogeaters (1990), Filipino American novels forced to articulate the empire’s enfolded but disavowed borders.Tracing the American empire from the beginning of the twentieth century to Philippine liberation and the U.S. civil rights movement, American Tropics lays bare Filipino Americans’ unique form of belonging marked indelibly by imperialism and at odds with U.S. racial politics and culture.Allan Punzalan Isaac is assistant professor of English at Wesleyan University.
[more]

front cover of The Americanist
The Americanist
Daniel Aaron
University of Michigan Press, 2009

“I have read all of Daniel Aaron’s books, and admired them, but in The Americanist I believe he has composed an intellectual and social memoir for which he will be remembered. His self-portrait is marked by personal tact and admirable restraint: he is and is not its subject. The Americanist is a vision of otherness: literary and academic friends and acquaintances, here and abroad. Eloquently phrased and free of nostalgia, it catches a lost world that yet engendered much of our own.”

—Harold Bloom

The Americanist is the absorbing intellectual autobiography of Daniel Aaron, who is the leading proponent and practitioner of American Studies. Written with grace and wit, it skillfully blends Daniel Aaron’s personal story with the history of the field he has done so much to create. This is a first-rate book by a first-rate scholar.”

—David Herbert Donald, Professor Emeritus, Harvard University

The Americanist is author and critic Daniel Aaron’s anthem to nearly a century of public and private life in America and abroad. Aaron, who is widely regarded as one of the founders of American Studies, graduated from the University of Michigan, received his Ph.D. from Harvard, and taught for over three decades each at Smith College and Harvard.

Aaron writes with unsentimental nostalgia about his childhood in Los Angeles and Chicago and his later academic career, which took him around the globe, often in the role of America’s accidental yet impartial critic. When Walt Whitman, whom Aaron frequently cites as a touchstone, wrote, “I am large, I contain multitudes,” he could have been describing Daniel Aaron—the consummate erudite and Renaissance individual whose allegiance to the truth always outweighs mere partisan loyalty.

Not only should Aaron’s book stand as a resplendent and summative work from one of the finest thinkers of the last hundred years, it also succeeds on its own as a first-rate piece of literature, on a par with the writings of any of its subjects. The Americanist is a veritable Who’s Who of twentieth-century writers Aaron interviewed, interacted with, or otherwise encountered throughout his life: Ralph Ellison, Robert Frost, Lillian Hellman, Richard Hofstadter, Alfred Kazin, Sinclair Lewis, Malcolm Muggeridge, John Crowe Ransom, Upton Sinclair, Edmund Wilson, Leonard Woolf, and W. B. Yeats, to name only a few.

Aaron’s frank and personal observations of these literary lights make for lively reading. As well, scattered throughout The Americanist are illuminating portraits of American presidents living and passed—miniature masterworks of astute political observation that offer dazzlingly fresh approaches to well-trod subjects.

[more]

front cover of The Americanization of Social Science
The Americanization of Social Science
Intellectuals and Public Responsibility in the Postwar United States
David Paul Haney
Temple University Press, 2008

A highly readable introduction to and overview of the postwar social sciences in the United States, The Americanization of Social Science explores a critical period in the evolution of American sociology’s professional identity from the late 1940s through the early 1960s. David Paul Haney contends that during this time leading sociologists encouraged a professional secession from public engagement in the name of establishing the discipline’s scientific integrity.

According to Haney, influential practitioners encouraged a willful withdrawal from public sociology by separating their professional work from public life. He argues that this separation diminished sociologists’ capacity for conveying their findings to wider publics, especially given their ambivalence towards the mass media, as witnessed by the professional estrangement that scholars like David Riesman and C. Wright Mills experienced as their writing found receptive lay audiences. He argues further that this sense of professional insularity has inhibited sociology’s participation in the national discussion about social issues to the present day.

[more]

front cover of Analyzing Syntax & Semantics Textbook
Analyzing Syntax & Semantics Textbook
Virginia Heidinger
Gallaudet University Press, 1984
This 22-chapter text explores the structure of language and the meaning of words within a given structure. The text/workbook combination gives students both the theory and practice they need to understand this complex topic.

       Analyzing Syntax and Semantics features the Personalized System of Instruction (PSI) approach. This method uses student performance objectives, practice, feedback, individualization of pace, and repeatable testing as instructional strategies.
[more]

front cover of The Answers Are Inside the Mountains
The Answers Are Inside the Mountains
Meditations on the Writing Life
William Stafford, Edited by Paul Merchant & Vincent Wixon
University of Michigan Press, 2003
A volume in the Poets on Poetry series, which collects critical works by contemporary poets, gathering together the articles, interviews, and book reviews by which they have articulated the poetics of a new generation.
In this fourth collection of reflections on writing and the writing life, the late William Stafford's lifelong refusal to separate his work from the task of living responsibly -- "What a person is shows up in what a person does" -- rings clear.
The Answers Are Inside the Mountains collects unpublished interviews, poems, articles, aphorisms, and writing exercises from this great American man of letters and hugely prolific author, who kept a journal for nearly half a century and produced over 20,000 poems -- a staggering output by any standard.
The book begins with the words "To overwhelm by rightness," a phrase evoking the two demands Stafford made on himself: to write daily, and to live uprightly. The Answers Are Inside the Mountains lives up to those deceptively simple ethics, and confirms William Stafford's enduringly important voice for our uncertain age.
William Stafford (1914-93) authored more than thirty-five books of poetry and prose, including the highly acclaimed Writing the Australian Crawl, You Must Revise Your Life, Crossing Unmarked Snow: Further Views on the Writer's Vocation, and Traveling Through the Dark, winner of the National Book Award for Poetry.
[more]

front cover of Anti-Indianism in Modern America
Anti-Indianism in Modern America
A Voice from Tatekeya's Earth
Elizabeth Cook-Lynn
University of Illinois Press, 2000

Addressing Native American studies past, present, and future, the essays in New Indians, Old Wars tackle the discipline head-on, presenting a radical revision of the popular view of the American West in the process. Instead of luxuriating in the West's past glories or accepting the widespread historians' view of it as a shared place, Elizabeth Cook-Lynn argues that the American West should be fundamentally understood as stolen.

Cook-Lynn says that the Indian Wars of Resistance to the nineteenth- and twentieth-century colonial effort to seize native lands and resources must be given standing in the face of the ever-growing imperial narrative of America--because the terror the world is now witnessing may be the direct consequence of events which began in America's earliest dealings with the natives of this continent. Cook-Lynn's story examines the ongoing and perennial relationship of conflict between colonizers and indigenous people, and it is a story that every American must read.

Cook-Lynn understands that the story of the American West teaches the political language of land theft and tyranny. She argues that to remedy this situation, Native American studies must be considered and pursued as its own discipline, rather than as a subset of history or anthropology. She makes an impassioned claim that such a shift, not merely an institutional or theoretical change, could allow Native American studies to play an important role in defending the sovereignty of indigenous nations today.

[more]

front cover of Apples and Oranges
Apples and Oranges
Explorations In, On, and With Comparison
Bruce Lincoln
University of Chicago Press, 2018
Comparison is an indispensable intellectual operation that plays a crucial role in the formation of knowledge. Yet comparison often leads us to forego attention to nuance, detail, and context, perhaps leaving us bereft of an ethical obligation to take things correspondingly as they are. Examining the practice of comparison across the study of history, language, religion, and culture, distinguished scholar of religion Bruce Lincoln argues in Apples and Oranges for a comparatism of a more modest sort.

Lincoln presents critiques of recent attempts at grand comparison, and enlists numerous theoretical examples of how a more modest, cautious, and discriminating form of comparison might work and what it can accomplish. He does this through studies of shamans, werewolves, human sacrifices, apocalyptic prophecies, sacred kings, and surveys of materials as diverse and wide-ranging as Beowulf, Herodotus’s account of the Scythians, the Native American Ghost Dance, and the Spanish Civil War.

Ultimately, Lincoln argues that concentrating one's focus on a relatively small number of items that the researcher can compare closely, offering equal attention to relations of similarity and difference, not only grants dignity to all parties considered, it yields more reliable and more interesting—if less grandiose—results. Giving equal attention to the social, historical, and political contexts and subtexts of religious and literary texts also allows scholars not just to assess their content, but also to understand the forces, problems, and circumstances that motivated and shaped them.  
 
[more]

front cover of Applied Pedagogies
Applied Pedagogies
Strategies for Online Writing Instruction
Daniel Ruefman
Utah State University Press, 2016
Teaching any subject in a digital venue must be more than simply an upload of the face-to-face classroom and requires more flexibility than the typical learning management system affords. Applied Pedagogies examines the pedagogical practices employed by successful writing instructors in digital classrooms at a variety of institutions and provides research-grounded approaches to online writing instruction.
 
This is a practical text, providing ways to employ the best instructional strategies possible for today’s diverse and dynamic digital writing courses. Organized into three sections—Course Conceptualization and Support, Fostering Student Engagement, and MOOCs—chapters explore principles of rhetorically savvy writing crossed with examples of effective digital teaching contexts and genres of digital text. Contributors consider not only pedagogy but also the demographics of online students and the special constraints of the online environments for common writing assignments.
 
The scope of online learning and its place within higher education is continually evolving. Applied Pedagogies offers tools for the online writing classrooms of today and anticipates the needs of students in digital contexts yet to come. This book is a valuable resource for established and emerging writing instructors as they continue to transition to the digital learning environment.
 
Contributors: Kristine L. Blair, Jessie C. Borgman, Mary-Lynn Chambers, Katherine Ericsson, Chris Friend, Tamara Girardi, Heidi Skurat Harris, Kimberley M. Holloway, Angela Laflen, Leni Marshall, Sean Michael Morris, Danielle Nielsen, Dani Nier-Weber, Daniel Ruefman, Abigail G. Scheg, Jesse Stommel
 
[more]

logo for Intellect Books
Applied Theatre
International Case Studies and Challenges for Practice - Second Edition
Edited by Monica Prendergast and Juliana Saxton
Intellect Books, 2016
Six years after its initial publication, Applied Theatre returns with a second edition. As the first book to assist practitioners and students to develop critical frameworks for implementing their own theatrical projects, it served as a vital addition to this area of growing international interest, winning the Distinguished Book of the Year award from the American Alliance for Theatre and Education.

Editors Monica Prendergast and Juliana Saxton have updated the book to reflect shifts in practice over the last few years in the world of applied theater. With their background in drama education and pedagogy, the contributors offer introductory chapters and dozens of case studies on applied theater projects around the globe. This new edition of Applied Theatre will encourage students and practitioners to acquire a deeper, more concrete understanding of the field and its best practice.
[more]


logo for Georgetown University Press
Arabic as One Language
Integrating Dialect in the Arabic Language Curriculum
Mahmoud Al-Batal, Editor
Georgetown University Press

For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary.

In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method’s success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).

[more]

front cover of Archives of Instruction
Archives of Instruction
Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States
Jean Ferguson Carr, Stephen L. Carr, and Lucille M. Schultz
Southern Illinois University Press, 2005

Both a historical recovery and a critical rethinking of the functions and practices of textbooks, Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States argues for an alternative understanding of our rhetorical traditions. The authors describe how the pervasive influence of nineteenth-century literacy textbooks demonstrate the early emergence of substantive instruction in reading and writing. Tracing the histories of widespread educational practices, the authors treat the textbooks as an important means of cultural formation that restores a sense of their distinguished and unique contributions.


At the beginning of the nineteenth century, few people in the United States had access to significant school education or to the materials of instruction. By century’s end, education was a mass—though not universal—experience, and literacy textbooks were ubiquitous artifacts, used both in home and in school by a growing number of learners from diverse backgrounds. Many of the books have been forgotten, their contributions slighted or dismissed, or they are remembered through a haze of nostalgia as tokens of an idyllic form of schooling. Archives of Instruction suggests strategies for re-reading the texts and details the watersheds in the genre, providing a new perspective on the material conditions of schooling, book publication, and emerging practices of literacy instruction. The volume includes a substantial bibliography of primary and secondary works related to literacy instruction at all levels of education in the United States during the nineteenth century.

[more]

front cover of Aristotle's Teaching in the
Aristotle's Teaching in the "Politics"
Thomas L. Pangle
University of Chicago Press, 2013
With Aristotle’s Teaching in the “Politics,” Thomas L. Pangle offers a masterly new interpretation of this classic philosophical work. It is widely believed that the Politics originated as a written record of a series of lectures given by Aristotle, and scholars have relied on that fact to explain seeming inconsistencies and instances of discontinuity throughout the text. Breaking from this tradition, Pangle makes the work’s origin his starting point, reconceiving the Politics as the pedagogical tool of a master teacher.

With the Politics, Pangle argues, Aristotle seeks to lead his students down a deliberately difficult path of critical thinking about civic republican life. He adopts a Socratic approach, encouraging his students—and readers—to become active participants in a dialogue. Seen from this perspective, features of the work that have perplexed previous commentators become perfectly comprehensible as artful devices of a didactic approach. Ultimately, Pangle’s close and careful analysis shows that to understand the Politics, one must first appreciate how Aristotle’s rhetorical strategy is inextricably entwined with the subject of his work.

[more]

front cover of Aristotle's Voice
Aristotle's Voice
Rhetoric, Theory, and Writing in America
Jasper Neel
Southern Illinois University Press, 1994

In this book, Jasper Neel’s sure-to-be-controversial resituating of Aristotle centers around three questions that have been constants in his twenty-two years of teaching experience: What does itmean to teach writing? What should one know before teaching writing? And, if there is such a thing as "research in the teaching of writing," what is it?

Believing that all composition teachers are situated politically and socially, both as part of the institution in which they teach and as beings with lived histories, Neel examines his own life and the life of composition studies as a discipline in the context of Aristotle. Neel first situates the Rhetoric as a political document; he then situates the Rhetoric in the Aristotelian system and describes how professional discourse came to know itself through Aristotle’s way of studying the world; finally, he examines the operation of the Rhetoric inside itself before arguing the need to turn to Aristotle’s notion of sophistry as a way of negating his system.

By pointing out the connections among Aristotelian rhetoric, the contemporary university, and the contemporary writing teacher, Neel shows that Aristotle’s frightening social theories are as alive today as are Aristotelian notions of discourse.

Neel explains that by their very nature teachers must speak with a professional voice. It is through showing how to "hear" one’s professional voice that Neel explores the notion of professional discourse that originates with Aristotle. In maintaining that one must pay a high price in order to speak through Aristotle’s theory or to assume the role of "professional," he argues that no neutral ground exists either for pedagogy or for the analysis of pedagogy. Neel concludes this discussion by proposing that Aristotelian sophistry is both an antidote to Aristotelian racism, sexism, and bigotry and a way of allowing Aristotelian categories of discourse to remain useful.

Finally, as an Aristotelian, a teacher, and a writer, Neel responds both to Aristotle and to professionalism by rethinking the influence of the past and reviving the voice of Aristotelian sophistry.

[more]

logo for University of Illinois Press
Art Education
A CRITICAL NECESSITY
Albert William Levi and Ralph A. Smith
University of Illinois Press, 1991
        Recommending that art be taught as a humanity, this volume provides a
        philosophical rationale for the idea of discipline-based art education.
        Levi and Smith discuss topics ranging over both the public and private
        aspects of art, the disciplines of artistic creation, art history, art
        criticism, and aesthetics, and curriculum proposals featuring five phases
        of aesthetic learning.
      While there is no consensus on how the various components of aesthetic
        learning should be presented in order to accomplish the goals of discipline-based
        art education, the authors point out that progress toward those goals
        will require that those who design art education programs bring an understanding
        of the four disciplines to their work. The introductory volume of a five-volume
        series, this book will appeal to elementary and secondary art teachers,
        those who prepare teachers at the college level, and museum educators.
      
 
[more]

logo for Intellect Books
Art Education in a Postmodern World
Collected Essays
Edited by Tom Hardy
Intellect Books, 2006
This volume presents a series of papers concerned with the interrelations between the postmodern and the present state of art and design education. Spanning a range of thematic concerns, the book reflects upon existing practice and articulates revolutionary prospects potentially viable through a shift in educative thinking.

Many of the essays pinpoint the stagnancy of teaching methods today and discuss the reductive parameters enforced by the current curriculum. The radical tone that echoes through the entire series of papers is unmistakable. Throughout the book, postmodern theory informs the polemical debate concerning new directions in educative practice. Contributors shed new light on a postmodern view of art in education with emphasis upon difference, plurality and independence of mind. Ultimately, the paper provides a detailed insight into the various concepts that shape and drive the contemporary art world and expands the debate regarding the impression of postmodern thinking in art education.
[more]

front cover of The Art of Life in South Africa
The Art of Life in South Africa
Daniel Magaziner
Ohio University Press, 2016

From 1952 to 1981, South Africa’s apartheid government ran an art school for the training of African art teachers at Indaleni, in what is today KwaZulu-Natal. The Art of Life in South Africa is the story of the students, teachers, art, and politics that circulated through a small school, housed in a remote former mission station. It is the story of a community that made its way through the travails of white supremacist South Africa and demonstrates how the art students and teachers made together became the art of their lives.

Daniel Magaziner radically reframes apartheid-era South African history. Against the dominant narrative of apartheid oppression and black resistance, as well as recent scholarship that explores violence, criminality, and the hopeless entanglements of the apartheid state, this book focuses instead on a small group’s efforts to fashion more fulfilling lives for its members and their community through the ironic medium of the apartheid-era school.

There is no book like this in South African historiography. Lushly illustrated and poetically written, it gives us fully formed lives that offer remarkable insights into the now clichéd experience of black life under segregation and apartheid.

[more]

logo for Georgetown University Press
The Art of Teaching Russian
Evgeny Dengub
Georgetown University Press, 2023

A comprehensive guide to Russian-language instruction combining the latest research, pedagogy, and practice.

The Art of Teaching Russian offers practitioners current research, pedagogical thinking, and specific methodologies for teaching the Russian language and culture in the twenty-first century. With contributions from the leading professionals in the field, this collection covers the most important aspects of teaching the Russian language.

The book begins with an overview of the past and current trends in foreign language education and in Russian instruction in the United States. Other topics include the effects of ACTFL's World-Readiness Standards on the field; different pedagogical approaches to teaching at various levels of proficiency; curriculum and materials development; and teaching Russian culture to develop students' intercultural competence. The collection concludes with a discussion on how to use technology in the Russian-language classroom to enhance students' learning.

The Art of Teaching Russian includes practical approaches for successful teaching, supported by original research. Teachers and graduate students will rely upon this collection to enhance their instruction.

[more]

logo for Georgetown University Press
The Art of Teaching Spanish
Second Language Acquisition from Research to Praxis
Rafael Salaberry and Barbara A. Lafford, Editors
Georgetown University Press, 2006

The Art of Teaching Spanish explores in-depth the findings of research in second language acquisition (SLA) and other language-related fields and translates those findings into practical pedagogical tools for current—and future—Spanish-language instructors. This volume addresses how theoretical frameworks affect the application of research findings to the teaching of Spanish, how logistical factors affect the way research findings can be applied to teach Spanish, and how findings from Spanish SLA research would be applicable to Spanish second language teaching and represented in Spanish curricula through objectives and goals (as evidenced in pedagogical materials such as textbooks and computer-assisted language learning software).

Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, the effects of study abroad and classroom contexts on learning, and other pedagogical issues. Other common themes of The Art of Teaching Spanish include the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields.

[more]

front cover of The Art of Teaching Speaking
The Art of Teaching Speaking
Research and Pedagogy for the ESL/EFL Classroom
Keith S. Folse
University of Michigan Press, 2006
*What elements make a speaking activity successful?
*Which tasks or activities really help build speaking fluency?
*What does the research show regarding speaking activities?
*What mistakes do ESL teachers often make in speaking activity design?

In this highly accessible and practical resource, Keith S. Folse provides a wealth of information to help ESL/EFL teachers design and use speaking tasks that will actually improve students' speaking fluency. The book presents and discusses the relevant research and assessment issues and includes case studies from twenty different settings and classrooms around the world so that readers learn from others about the problems and successes of using various speaking activities.

Teachers will find the chapters on Twenty Successful Activities and Ten Unsuccessful Activities particularly valuable. The successful activities are provided for classroom use and are reproducible. The book also contains five appendixes that explain what teachers need to know about vocabulary, pronunciation, and grammar and how they affect the teaching of speaking. Samples of successful lesson plans and a list of resources useful for teaching speaking are also included.

Keith S. Folse, Ph.D., is Coordinator, TESOL Programs, University of Central Florida (Orlando). He is the author of Vocabulary Myths (University of Michigan Press, 2004) and more than 35 second language textbooks, including texts on grammar, reading, speaking, listening, and writing.
[more]

logo for Harvard University Press
Articulating Citizenship
Civic Education and Student Politics in Southeastern China, 1912–1940
Robert Culp
Harvard University Press, 2007

At the genesis of the Republic of China in 1912, many political leaders, educators, and social reformers argued that republican education should transform China's people into dynamic modern citizens—social and political agents whose public actions would rescue the national community. Over subsequent decades, however, they came to argue fiercely over the contents of citizenship and how it should be taught. Moreover, many of their carefully crafted policies and programs came to be transformed by textbook authors, teachers, administrators, and students. Furthermore, the idea of citizenship, once introduced, raised many troubling questions. Who belonged to the national community in China, and how was the nation constituted? What were the best modes of political action? How should modern people take responsibility for "public matters"? What morality was proper for the modern public?

This book reconstructs civic education and citizenship training in secondary schools in the lower Yangzi region during the Republican era. It also analyzes how students used the tools of civic education introduced in their schools to make themselves into young citizens and explores the complex social and political effects of educated youths' civic action.

[more]

front cover of Asia as Method
Asia as Method
Toward Deimperialization
Kuan-Hsing Chen
Duke University Press, 2010
Centering his analysis in the dynamic forces of modern East Asian history, Kuan-Hsing Chen recasts cultural studies as a politically urgent global endeavor. He argues that the intellectual and subjective work of decolonization begun across East Asia after the Second World War was stalled by the cold war. At the same time, the work of deimperialization became impossible to imagine in imperial centers such as Japan and the United States. Chen contends that it is now necessary to resume those tasks, and that decolonization, deimperialization, and an intellectual undoing of the cold war must proceed simultaneously. Combining postcolonial studies, globalization studies, and the emerging field of “Asian studies in Asia,” he insists that those on both sides of the imperial divide must assess the conduct, motives, and consequences of imperial histories.

Chen is one of the most important intellectuals working in East Asia today; his writing has been influential in Taiwan, South Korea, Hong Kong, Japan, Singapore, and mainland China for the past fifteen years. As a founding member of the Inter-Asia Cultural Studies Society and its journal, he has helped to initiate change in the dynamics and intellectual orientation of the region, building a network that has facilitated inter-Asian connections. Asia as Method encapsulates Chen’s vision and activities within the increasingly “inter-referencing” East Asian intellectual community and charts necessary new directions for cultural studies.

[more]

front cover of Assessing English Language Learners in the Content Areas
Assessing English Language Learners in the Content Areas
A Research-into-Practice Guide for Educators
Florin M. Mihai
University of Michigan Press, 2010

Assessing English Language Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ELL assessment outcomes, particularly in the areas of math, science and social studies. The first two chapters of the book establish the background for the discussion of content-area assessment for ELLs, examining several important characteristics of this rapidly growing student population (as well as critical legislation affecting ELLs) and providing a description of various forms of assessment, including how ELL assessment is different from the assessment of English-proficient students.  Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided.

 Other chapters review ELL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment; it discusses three popular alternative assessment instruments (performance assessment, curriculum-based measurement, and portfolios) and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their ELL progress.

[more]

front cover of Assessing English Learners in the Content Areas, Second Edition
Assessing English Learners in the Content Areas, Second Edition
A Research-into-Practice Guide for Educators
Florin M. Mihai
University of Michigan Press, 2017
The new edition of Assessing English Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ESL assessment outcomes, in the content areas of language arts, math, science and social studies.
 
Significant modifications in education legislation since the publication of the first edition have necessitated this new volume, which includes updated EL demographics as they relate to the Common Core Standards and Every Student Succeeds Act and revised state-by-state test accommodation information. New to this edition is information about the assessment of language arts (in addition to math, science, and social studies). The Second Edition also features new research-based recommendations for large-scale and classroom-based assessments.
 
Like the previous edition, the first two chapters of the book establish the background for the discussion of content-area assessment for ELs, examining several important characteristics of this rapidly growing student population and providing a description of various forms of assessment, including how EL assessment is different from the assessment of English-proficient students.  Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided. 

Other chapters review EL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their students’ progress. Two extensive appendixes outline TESOL Proficiency Standards and academic vocabulary for the content areas.
[more]

front cover of Assessing the Teaching of Writing
Assessing the Teaching of Writing
Twenty-First Century Trends and Technologies
Amy E. Dayton
Utah State University Press, 2015

Although fraught with politics and other perils, teacher evaluation can contribute in important, positive ways to faculty development at both the individual and the departmental levels. Yet the logistics of creating a valid assessment are complicated. Inconsistent methods, rater bias, and overreliance on student evaluation forms have proven problematic. The essays in Assessing the Teaching of Writing demonstrate constructive ways of evaluating teacher performance, taking into consideration the immense number of variables involved.

Contributors to the volume examine a range of fundamental issues, including the political context of declining state funds in education; growing public critique of the professoriate and demands for accountability resulting from federal policy initiatives like No Child Left Behind; the increasing sophistication of assessment methods and technologies; and the continuing interest in the scholarship of teaching. The first section addresses concerns and advances in assessment methodologies, and the second takes a closer look at unique individual sites and models of assessment. Chapters collectively argue for viewing teacher assessment as a rhetorical practice.

Fostering new ways of thinking about teacher evaluation, Assessing the Teaching of Writing will be of great interest not only to writing program administrators but also to those concerned with faculty development and teacher assessment outside the writing program. 

[more]

front cover of Assessment in the Second Language Writing Classroom
Assessment in the Second Language Writing Classroom
Deborah Crusan
University of Michigan Press, 2010

Assessment in the Second Language Writing Classroom is a teacher and prospective teacher-friendly book, uncomplicated by the language of statistics. The book is for those who teach and assess second language writing in several different contexts: the IEP, the developmental writing classroom, and the sheltered composition classroom. In addition, teachers who experience a mixed population or teach cross-cultural composition will find the book a valuable resource. Other books have thoroughly covered the theoretical aspects of writing assessment, but none have focused as heavily as this book does on pragmatic classroom aspects of writing assessment. Further, no book to date has included an in-depth examination of the machine scoring of writing and its effects on second language writers.

Crusan not only makes a compelling case for becoming knowledgeable about L2 writing assessment but offers the means to do so. Her highly accessible, thought-provoking presentation of the conceptual and practical dimensions of writing assessment, both for the classroom and on a larger scale, promises to engage readers who have previously found the technical detail of other works on assessment off-putting, as well as those who have had no previous exposure to the study of assessment at all.

[more]

front cover of Assignments across the Curriculum
Assignments across the Curriculum
A National Study of College Writing
Dan Melzer
Utah State University Press, 2014

In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments.

The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement.

Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.

[more]

front cover of Audience Expectations and Teacher Demands
Audience Expectations and Teacher Demands
Robert Brooke and John Hendricks
Southern Illinois University Press, 1989

The audience—the community of readers who will use the texts a writer produces—must be an important influence on the writer for his or her work to be effective.

Robert Brooke and John Hendricks examine the difficult task of teaching "writing for an audience" in a classroom where students know that the teacher, not the addressed audience, assigns the grade.

The authors describe in detail a particular writing class, taught by Brooke and observed by Hendricks, that attempted to teach writing for an audience. By combining the experiences from their study with student reactions to the class, they draw some conclusions about the dynamics of teaching writing and about learning in general.

[more]

front cover of Authentic Materials Myths
Authentic Materials Myths
Applying Second Language Research to Classroom Teaching
Eve Zyzik and Charlene Polio
University of Michigan Press, 2017
The use of authentic materials in language classrooms is sometimes discussed as a reliable way to expose students to the target language, but there is also disagreement regarding what kinds of authentic materials should be used, when they should be used, and how much of the curriculum should revolve around them. This volume in the Myths series explores the research related to the use of authentic materials and the ways that  authentic materials may be used successfully in the classroom. Like others in the Myths series, this book combines research with good pedagogical practices.
 
The myths examined in this book are:
  • Authentic texts are inaccessible to beginners.
  • Authentic texts cannot be used to teach grammar.
  • Shorter texts are more beneficial for language learners.
  • Activating background knowledge or making a word list is sufficient to prepare students for authentic texts.
  • Authentic texts can be used to teach only listening and reading.
  • Modifying or simplifying authentic texts always helps language learners.
  • For learners to benefit from using authentic texts, the associated tasks must also be authentic.
The Epilogue explores the challenges of using authentic texts in the classroom and calls for more research. 
 
 

[more]

front cover of The Autobiography of Citizenship
The Autobiography of Citizenship
Assimilation and Resistance in U.S. Education
Cooper, Tova
Rutgers University Press
At the turn of the twentieth century, the United States was faced with a new and radically mixed population, one that included freed African Americans, former reservation Indians, and a burgeoning immigrant population.  In The Autobiography of Citizenship, Tova Cooper looks at how educators tried to impose unity on this divergent population, and how the new citizens in turn often resisted these efforts, reshaping mainstream U.S. culture and embracing their own view of what it means to be an American. 

The Autobiography of Citizenship traces how citizenship education programs began popping up all over the country, influenced by the progressive approach to hands-on learning popularized by John Dewey and his followers. Cooper offers an insightful account of these programs, enlivened with compelling readings of archival materials such as photos of students in the process of learning; autobiographical writing by both teachers and new citizens; and memoirs, photos, poems, and novels by authors such as W.E.B. Du Bois, Jane Addams, Charles Reznikoff, and Emma Goldman. Indeed, Cooper provides the first comparative, inside look at these citizenship programs, revealing that they varied wildly: at one end, assimilationist boarding schools required American Indian children to transform their dress, language, and beliefs, while at the other end the libertarian Modern School encouraged immigrant children to frolic naked in the countryside and learn about the world by walking, hiking, and following their whims. 

Here then is an engaging portrait of what it was like to be, and become, a U.S. citizen one hundred years ago, showing that what it means to be “American” is never static.
[more]


Send via email Share on Facebook Share on Twitter