front cover of Compelled to Write
Compelled to Write
Alternative Rhetoric in Theory and Practice
David L. Wallace
Utah State University Press, 2011

David Wallace argues that any understanding of writing studies must include the conception of discourse as an embodied force with real consequences for real people. Informed in important ways by queer theory, Wallace calls to account users of dominant discourses and at the same time articulates a theory base from which to interpret "alternative rhetoric."

To examine the practice of writing from varied margins of society, Compelled to Write offers careful readings of four exemplar American writers, each of whom felt compelled within their own time and place to write in response to systemic injustices in American society.

Sarah Grimké, a privileged white woman advocating for abolition, is forced to defend her right to speak as a woman; Frederick Douglass begins his public career almost as a curiosity (the articulate ex-slave) and ends it as one of the most important rhetors in American history; Gloria Anzaldúa writes not only in multiple languages and dialects but from marginalized positions related to gender, race, class, sexual identity, and physical abled-ness; David Sedaris uses his privileged position as a middle-class white male humorist to speak unabashedly of his sexuality, his addictions, and obsessive-compulsive personality disorder.

Through these writers, Wallace explores a range of strategies that comprise alternative rhetorical practice, and demonstrates how such practice is inflected by social constraints on rhetorical agency and by how writers employ alternative discourses to resist those constraints. Grounding and personalizing Compelled to Write with rich material from his own teaching and his own experience, Wallace considers a number of implications for teachers of writing.

[more]

front cover of Conceptualisms
Conceptualisms
The Anthology of Prose, Poetry, Visual, Found, E- & Hybrid Writing as Contemporary Art
Edited by Steve Tomasula
University of Alabama Press, 2022
A wide-ranging anthology of experimental writing—prose, poetry, and hybrid—from its most significant practitioners and innovators
 
A variety of names have been used to describe fiction, poetry, and hybrid writing that explore new forms and challenges mainstream traditions. Those phrases include experimental, conceptual, avant-garde, hybrid, surfiction, fusion, radical, slip-stream, avant-pop, postmodern, self-conscious, innovative, L=A=N=G=U=A=G=E writing, alternative, and anti- or new literature. Conceptualisms: The Anthology of Prose, Poetry, Visual, Found, E- & Hybrid Writing as Contemporary Art is the first major anthology of writing that offers readers an overview of this other tradition as it lives in the early decades of the 21st century.

Featuring over 100 pieces from more than 90 authors, this anthology offers a plethora of aesthetics and approaches to a wide variety subjects. Editor Steve Tomasula has gathered poems, prose, and hybrid pieces that all challenge our understanding of what literature means. Intended as a collection of the most exciting and bold literary work being made today, Tomasula has put a spotlight on the many possibilities available to writers and readers wishing for a glimpse of literature’s future.

Readers will recognize authors who have shaped contemporary writing, as among them Lydia Davis, Charles Bernstein, Jonathan Safran Foer, Shelley Jackson, Nathaniel Mackey, David Foster Wallace, and Claudia Rankine. Even seasoned readers will find authors, and responses to the canon, not yet encountered. Conceptualisms is a book of ideas for writers, teachers and scholars, as well as readers who wonder how many ways literature can live.

The text features headnotes to chapters on themes such as sound writing, electronic literature, found text, and other forms, offering accessible introductions for readers new to this work. An online companion presents statements about the work and biographies of the authors in addition to audio, video, and electronic writing that can’t be presented in print. Visit www.conceptualisms.info to read more.
 
[more]

front cover of Inference and Disputed Authorship
Inference and Disputed Authorship
Frederick Mosteller and David L. Wallace
CSLI, 2013
The 1964 publication of Inference and Disputed Authorship made the cover of Time magazine and the attention of academics and the public alike for its use of statistical methodology to solve one of American history’s most notorious questions: the disputed authorship of the Federalist Papers.
 
Back in print for a new generation of readers, this classic volume applies mathematics, including the once-controversial Bayesian analysis, into the heart of a literary and historical problem by studying frequently used words in the texts. The reissue of this landmark book will be welcomed by anyone interested in the juncture of history, political science, and authorship.
[more]

front cover of Medieval Crime and Social Control
Medieval Crime and Social Control
Barbara A. Hanawalt
University of Minnesota Press, 1998

front cover of Mutuality in the Rhetoric and Composition Classroom
Mutuality in the Rhetoric and Composition Classroom
David L. Wallace and Helen Rothschild Ewald
Southern Illinois University Press, 2000

In Mutuality in the Rhetoric and Composition Classroom, David L. Wallace and Helen Rothschild Ewald point out the centrality of rhetoric in the academy, asserting the intimate connection between language and knowledge making. They also stress the need for a change in the roles of teachers and students in today’s classroom. Their goal is mutuality, a sharing of authority among teachers and students in the classroom that would allow everyone an equal voice in the communication of ideas.

Arguing that the impetus to empower students by engaging them in liberatory and emancipatory pedagogies is simply not enough, Wallace and Ewald seek to “help readers identify, theorize, and work through problems faced by teachers who already value alternative approaches but who are struggling to implement them in the classroom." It is not the teacher’s job merely to convey a received body of knowledge, nor is knowledge a prepackaged commodity to be delivered by the teacher. It is “constituted in the classroom through the dialogic interaction between teachers and students alike.”

Wallace and Ewald see mutuality as potentially transformative, but they “do not believe that the nature or that transformation can be designated in advance.” Rather it is located in the interaction between teachers and students. Wallace and Ewald look at how the transformative notion of mutuality can be effected in classrooms in three important ways: reconstituting classroom speech genres, redesigning the architecture of rhetoric and writing courses, and valuing students’ interpretive agency in classroom discourse. Mutuality in alternative pedagogy, they assert, is neither a single approach nor a specific set of valued practices; it is a continuous collaboration between teachers and students.

[more]


Send via email Share on Facebook Share on Twitter