Naming the World examines language shift among the Northern Arapaho of the Wind River Reservation, Wyoming, and the community’s diverse responses as it seeks social continuity. Andrew Cowell argues that, rather than a single “Arapaho culture,” we find five distinctive communities of practice on the reservation, each with differing perspectives on social and more-than-human power and the human relationships that enact power.

As the Arapaho people resist Euro-American assimilation or domination, the Arapaho language and the idea that the language is sacred are key rallying points—but also key points of contestation. Cowell finds that while many at Wind River see the language as crucial for maintaining access to more-than-human power, others primarily view the language in terms of peer-oriented identities as Arapaho, Indian, or non-White. These different views lead to quite different language usage and attitudes in relation to place naming, personal naming, cultural metaphors, new word formation, and the understudied practice of folk etymology.

Cowell presents data from conversations and other natural discourse to show the diversity of everyday speech and attitudes, and he links these data to broader debates at Wind River and globally about the future organization of indigenous societies and the nature of Arapaho and indigenous identity.
 

Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action.

Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

Narrative as Communication is the first major treatise on narrative and narrative theory to make use of all the analytic tools developed in the twenty years. Intended as an up-to-date introduction, it carefully defines narrative discourse, distinguishing it from other discourses, and analyzes what it entails by referring to numerous examples spanning a wide range of media and literary works. At the same time, it orients narrative theory in the current debates surrounding the “New Historicism” and postmodern ideology, showing that theories of narrative are necessarily central to any understanding of history.

Not restricted to any single genre, Coste’s text emphasizes the production of narrative meaning in diverse contexts: The Epic of Gilgamesh, a John Ford film classic, French American, and Spanish new fiction, Dante, Shakespeare, the pastoral, the fairy tale, The Communist Manifesto, Prescott’s History of the Conquest of Peru, a painting by Gustave Moreau. Coste thoroughly and critically examines the usual concepts of voice, character, point of view and narrative syntax, and he develops radical revisions in the notion of fictionality, character, narrative economy and the function of narrative meaning itself. The book is a remarkable synthesis that will likely become a reference for future studies in narratology.

In National Healing, author Claude Hurlbert persuasively relates nationalism to institutional racism and contends that these are both symptoms of a national ill health afflicting American higher education and found even in the field of writing studies. Teachers and scholars, even in progressive fields like composition, are unwittingly at odds with their own most liberatory purposes, he says, and he advocates consciously broadening our understanding of rhetoric and writing instruction to include rhetorical traditions of non-Western cultures.

Threading a personal narrative of his own experiences as a student, professor, and citizen through a wide ranging discussion of theory, pedagogy, and philosophy in the writing classroom, Hurlbert weaves a vision that moves beyond simple polemic and simplistic multiculturalism. National Healing offers a compelling new aesthetic, epistemological, and rhetorical configuration.
 

The Syrian refugee crisis seriously challenged countries in the Middle East, Europe, the United States, and elsewhere in the world. It provoked reactions from humanitarian generosity to anti-immigrant warnings of the destruction of the West. It contributed to the United Kingdom’s “Brexit” from the European Union and the election of Donald Trump as president of the United States. This book is a unique study of rhetorical responses to the crisis through a comparative approach that analyzes the discourses of leading political figures in ten countries, including gateway, destination, and tertiary countries for immigration, such as Turkey, several European countries, and the United States. These national discourses constructed the crisis and its refugees so as to welcome or shun them, in turn shaping the character and identity of the receiving countries, for both domestic and international audiences, as more or less humanitarian, nationalist, Muslim-friendly, Christian, and so forth. This book is essential reading for scholars wishing to understand how European and other countries responded to this crisis, discursively constructing refugees, themselves, and an emerging world order.

In a moving blend of family history and cutting-edge scholarship, Tracey Owens Patton’s A Nation’s Undesirables synthesizes work in rhetorical postmemory studies, critical adoption studies, Afrofuturism, and more to tell the story of her mother and aunt, Lore and Lilli. Two of thousands of children born to white German women and Black American men after World War II, the twins moved to the United States at age seven, where their mother renounced her parental rights and put them into the adoption system. They did not see her again for fifty-two years.

Patton takes up the twins’ story and their reckoning with their mixed-race, Black German identity to disrupt standard narratives around World War II, Black experiences in Germany, and race and adoption. Combining family interviews, historical artifacts, and autoethnographic reflection, Patton composes a new narrative of women and Black German children in the postwar era. In examining the systemic racism of Germany’s efforts to move children like Lore and Lilli out of the country—and the suppression of German women’s bodily autonomy—Patton amplifies the once unacknowledged identities of these Black German children to broaden our understanding of citizenship, racism, and sexism after World War II.

This book offers a unique synthesis of past and current work on the structure, meaning, and use of negation and negative expressions, a topic that has engaged thinkers from Aristotle and the Buddha to Freud and Chomsky. Horn's masterful study melds a review of scholarship in philosophy, psychology, and linguistics with original research, providing a full picture of negation in natural language and thought; this new edition adds a comprehensive preface and bibliography, surveying research since the book's original publication.

Elegant analyses by linguists have been a point of pride since the time of the Neogrammarians. But ever since Chomsky's pioneering work on the goals of linguistic theory, this descriptive emphasis has shifted to focus on explanation. What, the contributors to this volume ask, renders a linguistic account explanatorily adequate? What are the empirical and theoretical trade-offs that come into play when linguists aim for explanation? Renowned scholars weigh in here, offering insightful answers to these questions.

Although language teacher preparation programs expose future teachers to a variety of approaches, methods, and techniques, the transition from training environments to real classrooms is not a straightforward one. Navigating the English Language Classroom is designed to bridge the gap between the highly theorized view of the language classroom presented in language teacher preparation programs and the first years of teaching. Written in accessible language and filled with principled pedagogical practices, the chapters can be integrated into any teacher training program. Novice K–12 and post-secondary teachers can turn to Navigating the English Language Classroom as a self-study resource to help them navigate the first few years in their classrooms. 

Each chapter offers context; a case study; common concerns; and concrete, research-based practices that link theory to practice in an easy-to-access manner. Readers will learn how to face several challenges, including:

• lesson planning and delivery
• classroom assessment
• integrating technology into the classroom
• using corpora in the classroom
• establishing a professional identity

In Neatness Counts, Kevin Kopelson reflects on the poetics of the desk—rolltop or bureau-plat, cluttered or bare, the nestlike desk, the schematic desk, the dramatic desk, the dramatic lack of any such furniture. Exploring the topography of literary creation by way of the topography of work space, Kopelson, one of today’s most important critics, offers a series of meditations on how orderliness, chaos, and other physical states correspond with both the exhilaration of production and the desperation of writer's block.Focusing on the poet Elizabeth Bishop, the novelist Marcel Proust, the critic Roland Barthes, the playwright Tom Stoppard, and the travel writer Bruce Chatwin, Neatness Counts is at once critical and creative, examining how various writers' work habits relate to their published work. Kopelson also considers desks of his own—one that had belonged to an older brother, one he borrowed from a messy friend, one now shared with a partner. And by pursuing these two lines of inquiry to their unlikely but enlightening conclusions, Kopelson both fabricates a virtual library of literary insight and commemorates an era in which the term “desktop” didn’t denote one’s computer screen.Kevin Kopelson is professor of English at the University of Iowa. His books include, most recently, The Queer Afterlife of Vaslav Nijinsky.

Netprov is an emerging interdisciplinary digital art form that offers a literature-based “show” of insightful, healing satire that is as deep as the novels of the past. This accessible history of Netprov emerges out of an ongoing conversation about the changing roles and power dynamics of author and reader in an age of real-time interactivity. Rob Wittig describes a literary genre in which all the world is a platform and all participants are players. Beyond serving as a history of the genre, this book includes tips and examples to help those new to the genre teach and create netprovs.

“Jargon-free and ambitious in scope, Netprov meets the needs of several types of readers. Casual readers will be met with straightforward and easy-to-follow definitions and examples. Scholars will find deep wells of in- formation about networked roleplay games. Teachers and students will find instructions for how-to play, and a ready-made academic context to make their play meaningful and memorable.” —Kathi Inman Berens, Portland State University

In this book, the first published in the #writing series, Derek N. Mueller offers a methodological response to recent efforts by scholars in rhetoric and composition/writing studies to account for patterns indicative of the discipline's maturation. Influenced by work on distant reading (Moretti, 2005) and thin description (Love, 2010 & 2013), this monograph attends to forms of knowledge newly available via computationally mined, aggregated data from large collections of texts, which is then used to build experimental models for discerning non-obvious relationships. By shedding light on large-scale patterns, the models promote what Mueller refers to as a network sense of the field, which regards these as crucial structures of participation for orienting newcomers to the shifting terrain of disciplinary knowledge and for sustaining a generalist's wherewithal in the midst of a growing archive of increasingly specialized scholarship.

In The Networked Wilderness, Matt Cohen examines communications systems in early New England and finds that, surprisingly, struggles over information technology were as important as theology, guns, germs, or steel in shaping the early colonization of North America. Colonists in New England have generally been viewed as immersed in a Protestant culture of piety and alphabetic literacy. At the same time, many scholars have insisted that the culture of the indigenous peoples of the region was a predominantly oral culture. But what if, Cohen posits, we thought about media and technology beyond the terms of orality and literacy?

Reconceptualizing aural and inscribed communication as a spectrum, The Networked Wilderness bridges the gap between the history of the book and Native American systems of communication. Cohen reveals that books, paths, recipes, totems, and animals and their sounds all took on new interactive powers as the English negotiated the well-developed informational trails of the Algonquian East Coast and reported their experiences back to Europe. Native and English encounters forced all parties to think of each other as audiences for any event that might become a kind of "publication."

Using sources ranging from Thomas Morton's Maypole festival to the architecture of today's Mashantucket Pequot Museum and Research Center, Cohen shows that the era before the printing press came to New England was one of extraordinary fertility for communications systems in America.

The Third Volume in the Interpreter Education Series

The latest addition to the Interpreter Education series expands the tools available to instructors with six new, vital chapters on new curricula and creative teaching methods. Series editor Cynthia B. Roy leads the way by calling for the use of a discourse-oriented curriculum for educating interpreters. In the following chapter, Claudia Angelelli outlines the bottom-line principles for teaching effective health-care interpreting, postulating a model that depends upon the development of skills in six critical areas: cognitive-processing, interpersonal, linguistics, professional, setting-specific, and sociocultural. Risa Shaw, Steven D. Collins, and Melanie Metzger collaborate on describing the process for establishing a bachelor of arts program in interpreting at Gallaudet University distinct from the already existent masters program.

In the fourth chapter, Doug Bowen-Bailey describes how to apply theories of discourse-based interpreter education in specific contexts by producing customized videos. Jemina Napier blends three techniques for instructing signed language interpreters in Australia: synthesizing sign and spoken language interpreting curricula; integrating various interpreting concepts into a theoretical framework; and combining online and face-to-face instruction. Finally, Helen Slatyer delineates the use of an action research methodology to establish a curriculum for teaching ad hoc interpreters of languages used by small population segments in Australia.

In the space of the thirty-some years I have called myself a storyteller, the balance of what I tell has shifted from children’s stories and traditional folk and fairy tales told in schools, churches, and community centers to stories drawn directly from my own experiences. But I also understand that by adapting and re-imagining traditional folk and fairy tale material, you can provide a point of entry for contemporary listeners to experience, as psychologist Bruno Bettelheim has suggested in his book The Uses of Enchantment, the continuing power of the old stories to speak to the imagination and heart.

            Wanting to make a connection between the older stories and our existential circumstance, I sought to re-interpret folk and fairy tales by placing them in a more contemporary context. The confusing Black Forest of the Brothers Grimm became the crowded shopping mall. Rapunzel’s mother sought a more familiar drug than the painkilling herbs of the witch’s garden. I also created stories that were in the style of the older folk and fairy tales. One featured a lowly cucumber plant that, after consuming radioactive water and junk-food compost, became the glowing, green Godzilla of pickles. Another featured a boy named Jack, who found fame and fortune racing inner-city cockroaches.

            In creating and performing original stories and reimagined folk tales, as well as teaching stories to students of all ages, it has become clear to me that how we tell the story, as much as why, is at the very heart of the art. By “how,” I do not mean how we use voice and gesture, etc., but how we organize stories to get across their meanings to an audience.

            There are two central facts at the heart of the oral story. The first is that it begins when the teller begins and ends when the teller ends it, though I could argue that it actually ends when the audience dismisses it. This is fundamentally different from the written story, where a reader can go back and read the same words again. With the spoken word, we are in the moment. Even if we could ask the teller to go back and say something again, the very act of asking would alter the way in which the information is conveyed to us. This leads directly to the second basic fact: the act of telling is an expression of the relationship of the teller to the audience. We always tell to someone, even if it is to ourselves. It is incumbent upon us to recognize that the choice we make about how we tell a story to a given audience is as much about our understanding of who that audience is as it is about what we are saying to the audience.

It is this crucial understanding of how the narrative is shaped and the choices we make as tellers to share a particular version of a story with a particular audience that I wish to explore with you. Whether we are working with a live audience in performance or with an imagined one while typing away on our laptops, the creation of compelling fiction and non-fiction begins with how to frame the story.

             This book is for storytellers and would-be storytellers, whether you call yourself a writer, minister, politician, journalist, lawyer, teacher, therapist, or street-corner b.s.’er. Whatever the name, the benefit you derive from the application of this material to your creative process will come from understanding how narrative is shaped and making conscious decisions about shaping that narrative content. This book was developed in workshops and classes I’ve conducted with storytellers and writers since 1986. In the course of those years, this teaching practice has refined my thinking and improved my ability to help participants discover new approaches to creating powerful, authentic, and entertaining stories.

Much of what I say will be framed around the creation of stories as oral performance, but the concepts and exercises I suggest apply to written material as well. Whether the stories are oral or written, this book is about three things: the choice of an appropriate narrative form to provide the story’s structure, the choice of an appropriate point of view and timeframe to support the story’s emotional arc, and how those choices help or hinder the transmission of the meaning of the story to an audience.

When three deaf men in the 1960s invented and sold TTYs, the first teletypewriting devices that allowed deaf people to communicate by telephone, they started a telecommunications revolution for deaf people throughout America. A New Civil Right: Telecommunications Equality for Deaf and Hard of Hearing Americans chronicles the history of this movement, which lagged behind new technical developments decades after the advent of TTYs.

In this highly original work, Author Karen Peltz Strauss reveals how the paternalism of the hearing-oriented telecommunications industries slowed support for technology for deaf users. Throughout this comprehensive account, she emphasizes the grassroots efforts behind all of the eventual successes. A New Civil Right recounts each advance in turn, such as the pursuit of special customer premises equipment (SCPE) from telephone companies; the Telecommunications Act of 1982 and the Telecommunications Accessibility Enhancement Act of 1988 and the 1990 Americans with Disabilities Act, which required nationwide relay telephone services for deaf and hard of hearing users.

Strauss painstakingly details how all of these advances occurred incrementally, first on local and state levels, and later through federal law. It took exhaustive campaigning to establish 711 for nationwide relay dialing, while universal access to television captioning required diligent legal and legislative work to pass the Decoder Circuitry Act in 1990. The same persistence resulted in the enactment of the Telecommunications Act of 1996, which required all off-the-shelf communications equipment, including new wireless technology, to be readily accessible to deaf users.

An examination of Italian immigrants and their children in the early twentieth century, A New Language, A New World is the first full-length historical case study of one immigrant group's experience with language in America. Incorporating the interdisciplinary literature on language within a historical framework, Nancy C. Carnevale illustrates the complexity of the topic of language in American immigrant life. By looking at language from the perspectives of both immigrants and the dominant culture as well as their interaction, this book reveals the role of language in the formation of ethnic identity and the often coercive context within which immigrants must negotiate this process.

Case is one of the central concepts in modern generative syntax, doing the work of linking arguments to predicates, moving nominal expressions, and in some languages connecting the referential properties of nominal expressions. Different languages, however, make use of overt case distinctions to very different degrees, leaving the principles of case with many open questions. This volume offers analyses of case phenomena in a broad range of languages and frameworks, including some novel approaches to case that will invite much discussion.

In A New Writing Classroom, Patrick Sullivan provides a new generation of teachers a means and a rationale to reconceive their approach to teaching writing, calling into question the discipline's dependence on argument.

Including secondary writing teachers within his purview, Sullivan advocates a more diverse, exploratory, and flexible approach to writing activities in grades six through thirteen. A New Writing Classroom encourages teachers to pay more attention to research in learning theory, transfer of learning, international models for nurturing excellence in the classroom, and recent work in listening to teach students the sort of dialogic stance that leads to higher-order thinking and more sophisticated communication.

The conventional argumentative essay is often a simplistic form of argument, widely believed to be the most appropriate type of writing in English classes, but other kinds of writing may be more valuable to students and offer more important kinds of cognitive challenges. Focusing on listening and dispositions or "habits of mind” as central elements of this new composition pedagogy, A New Writing Classroom draws not just on composition studies but also on cognitive psychology, philosophy, learning theory, literature, and history, making an exciting and significant contribution to the field. 

At the turn of the twentieth century, the bustling railroad town of Lone Rock, Wisconsin, was home to about a thousand residents, and Freeland Dexter seemed to know the business of every single one. Dexter reported all the news from Lone Rock—from the significant to the trivial, the tragic to the comical—for the Weekly Home News of neighboring Spring Green from 1884 to 1912.

This collection of Dexter’s most fascinating, amusing, and poignant stories and observations brings back to life the colorful characters of his time and takes readers on a journey to a world that was both simpler and changing fast. Whether he was reporting who grew the biggest watermelon, teasing the local lovebirds, or taking a side on the ever-controversial question of whether the town should go dry, Dexter wrote with a distinctive wit and an obvious affection for his town and its people. The News from Lone Rock also provides an illuminating window into a time period of rapid technological progress, showing how the introduction of electric light, telephones, and cars changed lives and connected this quaint village more and more to the outside world.

Free and attentive news media are essential to the workings of a democratic nation. But how well does the news, in reality, actually serve the needs of citizens, and thereby democracy? How well do the major methods of sharing national political information work, and how well-informed do they leave voters? For years, News: The Politics of Illusion has been the leading textbook to address that question, and in this ninth edition W. Lance Bennett brings his analysis fully up to date, exploring recent developments in news media and showing how they have improved--or hampered--the wide sharing of political news and information.

For over thirty years, News: The Politics of Illusion has not simply reflected the political communication field—it has played a major role in shaping it. Today, the familiar news organizations of the legacy press are operating in a fragmenting and expanding mediaverse that resembles a big bang of proliferating online competitors that are challenging the very definition of news itself. Audience-powered sites such as the Huffington Post and Vox blend conventional political reporting with opinion blogs, celebrity gossip, and other ephemera aimed at getting clicks and shares. At the same time, the rise of serious investigative organizations such as ProPublica presents yet a different challenge to legacy journalism. Lance Bennett’s thoroughly revised tenth edition offers the most up-to-date guide to understanding how and why the media and news landscapes are being transformed. It explains the mix of old and new, and points to possible outcomes. Where areas of change are clearly established, key concepts from earlier editions have been revised. There are new case studies, updates on old favorites, and insightful analyses of how the new media system and novel kinds of information and engagement are affecting our politics. As always, News presents fresh evidence and arguments that invite new ways of thinking about the political information system and its place in democracy.
 

Association for Education in Journalism and Mass Communication Tankard Book Award winner
Weatherford Award winner, nonfiction

The News Untold offers an important new perspective on media narratives about poverty in Appalachia. It focuses on how small-town reporters and editors in some of the region’s poorest communities decide what aspects of poverty are news, how their audiences interpret those decisions, and how those two related processes help shape broader understandings of economic need and local social responsibility. Focusing on patterns of both media creation and consumption, The News Untold shows how a lack of constructive news coverage of economic need can make it harder for the poor to voice their concerns.
 
Critical and inclusive news coverage of poverty at the local level, Michael Clay Carey writes, can help communities start to look past old stereotypes and attitudes and encourage solutions that incorporate broader sets of community voices. Such an effort will require journalists and community leaders to reexamine some of the professional traditions and social views that often shape what news looks like in small towns. 

News Values is a concise, powerful statement of the fundamental issues, ethical and practical, confronting newspapers today. Jack Fuller not only makes those issues clear, but offers a provocative new perspective on questions journalists should be asking themselves now in order to prepare for tomorrow.

"Every talk show host should read this book. So should every newsroom cynic. . . . 'Pursuit of truth is not a license to be a jerk.' In all too many newsrooms, that statement would resound like a three-bell bulletin."—Martin F. Nolan, New York Times Book Review

"[News Values] ought to be required reading not just for those who work for newspapers, but for all those who read and care about them. . . . [This book] seems destined to become one of those slim but important volumes people read for a long time to come."—Richard J. Tofel, Wall Street Journal

"Fuller stays above the fray [of the many books on the media]: His is a deeply intellectual approach, one that provides serious context to the highly complicated issue of how the news 'works.'"—Duncan McDonald, Chicago Tribune Books

"News Values has the touch and feel of knowledgeable, authentic caring about the kind of journalism than can help make society more cohesive, even human." —"Monitor's Pick," Christian Science Monitor

Against all odds, the seeds of social change found purchase in mid-twentieth century South Carolina. Newspaperman John McCray and his allies at the Lighthouse and Informer challenged readers to "rebel and fight"--to reject the "slavery of thought and action" and become "progressive fighters" for equality. Newspaper Wars traces the role journalism played in the fight for civil rights in South Carolina from the 1930s through the 1960s. Moving the press to the center of the political action, Sid Bedingfield tells the stories of the long-overlooked men and women on the front lines of a revolution. African American progress sparked a battle to shape South Carolina's civic life, with civil rights activists arrayed against white journalists determined to preserve segregation through massive resistance. As that strategy failed, white newspapers turned to overt political action and crafted the still-prevalent narratives that aligned southern whites with the national conservative movement. A fascinating portrait of a defining time, Newspaper Wars analyzes the role journalism played--and still can play--during times of social, cultural, and political change.

At the turn of the twentieth century, ambitious publishers like Joseph Pulitzer, William Randolph Hearst, and Robert McCormick produced the most spectacular newspapers Americans had ever read.  Alongside current events and classified ads, publishers began running comic strips, sports sections, women’s pages, and Sunday magazines. Newspapers’ lavish illustrations, colorful dialogue, and sensational stories seemed to reproduce city life on the page. 

Yet as Julia Guarneri reveals, newspapers did not simply report on cities; they also helped to build them.  Metropolitan sections and civic campaigns crafted cohesive identities for sprawling metropolises.  Real estate sections boosted the suburbs, expanding metropolitan areas while maintaining cities’ roles as economic and information hubs.  Advice columns and advertisements helped assimilate migrants and immigrants to a class-conscious, consumerist, and cosmopolitan urban culture.

Newsprint Metropolis offers a tour of American newspapers in their most creative and vital decades.  It traces newspapers’ evolution into highly commercial, mass-produced media, and assesses what was gained and lost as national syndicates began providing more of Americans’ news.  Case studies of Philadelphia, New York, Chicago, and Milwaukee illuminate the intertwined histories of newspapers and the cities they served.  In an era when the American press is under attack, Newsprint Metropolis reminds us how papers once hosted public conversations and nurtured collective identities in cities across America. 

This collection contributes to an emerging body of research in sign language interpreter education, a field in which research on teaching practices has been rare. The Next Generation of Research in Interpreter Education investigates learning experiences and teaching practices that provide the evidence necessary to inform and advance instructional approaches. The five studies included in this volume examine role-play activities in the classroom, the experiences of Deaf students in interpreting programs, reducing anxiety in the interpreting process, mentoring, and self-assessment. The contributors are a nascent group of educators who represent a growing mastery of contemporary standards in interpreter education. Their chapters share a common theme: the experiences and learning environments of students as they progress toward entry into the interpreting profession.

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

In July 1973, for the first time in its history, the New York Times Magazine devoted a full issue to a single article: Pulitzer Prize–winning journalist J. Anthony Lukas’s account of the Watergate story to date. Six months later, a second installment ran in another full issue. Later the Times asked him to write a third issue, on the impeachment, which never appeared because of Nixon’s intervening resignation. But all of Lukas’s painstaking reporting on Nixon’s last months in office appears here, along with added information on every aspect of Watergate.

Widely acclaimed as a major text of the Watergate saga, J. Anthony Lukas’s Nightmare is a masterwork of investigation, highlighted by in-depth character sketches of the key players. For students of history coming to these events for the first time, this book reveals in depth the particular trauma of a nation in turmoil; for those who remember, the upheaval and what was at stake are once more brought to life.

Jane Austen's English is far different from Virginia Woolf's, but historians of the English language have given scant attention to the ways in which English changed over the course of the nineteenth century. In Nineteenth-Century English, Richard W. Bailey treads new ground by showing the extent to which the language changed as cultural and economic transformations brought us into the modern world.

Six aspects of nineteenth-century English are treated in separate chapters: writing, sounds, words, slang, grammar, and "voices." In each domain, innovation and obsolescence are discussed as they were observed by contemporary writers. Thus Bailey shows how linguistic details gained powerful social meaning in the emergent stratification by class, region, race, and gender of the anglophone community.

At the beginning of the century, the "Italian" sound of a in dance was thought to be an intolerable vulgarity; by the end, it was a sign of the highest refinement. At the beginning, OK had yet to be invented; by the end, it was being used in nearly all varieties of English and had appeared as a loanword in many languages touched by English. At the beginning, mixed forms of English--pidgins and creoles--were little known and thoroughly despised; by the end some of them had become vehicles for Bible translation. As English became a global language, it took on the local color of its surroundings, and proper usage became ever more important as an index of social worth, as a measure of intelligence, and as a gauge to a person's suitability for employment, often resulting in painful consequences. What the language was like changed dramatically. What people thought about the language changed even more.

"The tale that Bailey has to tell . . . is little short of enthralling. Drawing on previously neglected material--novels, magazines, letters and diaries--he shows how the language came into the century a Georgian popinjay and left it a sober-suited man of business, purged of quirks and flashy curiosities. Along the way, Bailey uncovers a language which, while it seems familiar enough on the printed page of a Jane Austen novel, was actually quite different from the English we use today. . . ." --Robert McCrum, Observer (London)

Language changes as time goes by. Modern listeners can barely comprehend Old and Middle English. Although we are able to understand nineteenth-century English, the language changed with the effects of industrialization, urbanization, bilingualism, and growing literacy. In this book, Richard Bailey uses numerous examples and illustrations to demonstrate the changes in English. Furthermore, he identifies the connections between social events and linguistic transformation.

". . . a highly engaging study of a broad and difficult subject. Bailey is an excellent writer--the chapters are well-organized and written in a vigorous style that is buoyed by a wry sense of humor. . . ." --Lexicographia

". . . entertaining, lucid, packed with detail, and refreshingly alert to the arresting quotation. If it is unusual to associate pleasurable reading with the scholarly analysis of language, Bailey also makes clear the serious philological and political implications of his study." -- Times Literary Supplement

Richard Bailey is Professor of English, University of Michigan, and is known internationally as an expert on social and regional varieties of English.

“The intellectual tradition is one of servility to power, and if I didn’t betray it I’d be ashamed of myself.” This declaration by Noam Chomsky exemplifies the uncompromising radicalism that has long defined his life and work. A linguist, philosopher, prolific author, and political activist, Chomsky is one of the most influential Western intellectuals of the last half-century. Yet it is this very capaciousness that biographers and interpreters have struggled with, and as a result, there are very few readable accounts of Chomsky and his project. Wolfgang B. Sperlich surmounts this challenge with his succinct yet in-depth introduction to the thinker in Noam Chomsky, one of the new titles in the acclaimed Critical Lives series. 

Beginning with Chomsky’s formative years as a sixteen-year-old student at the University of Pennsylvania, Sperlich traces his education in linguistics and politics in its rich historical context. He explores Chomsky’s main intellectual influences, particularly in language studies, and charts his strained relationship with mainstream American academia. Sperlich also offers an informed overview of Chomsky’s landmark linguistic contributions as a comprehensive introduction to his work, and he explains the latest developments in Chomskyan linguistics and how they influence research in fields as varied as neuroscience, biology, and evolution. Sperlich is equally attentive to Chomsky's political activism: through Sperlich’s account we follow Chomsky from his pacifist-anarchist lectures and writings of the 1950s and 1960s to his seminal 1988 treatise, Manufacturing Consent, and his relentless criticism of the American government over two decades. 

A compact and rich biographical study, Noam Chomsky is a brilliant introduction to one of the most polarizing intellectuals of our time, a thinker whose words continue to pierce the heart of public discourse.

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

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

The study of nominals—lingustic expressions whose core constituent is characteristically a noun—is of great interest to both theoretical and computational linguistics. Their internal structure, meaning, and use address intriguing issues of semantics and pragmatics that are intrinsically related to syntactic matters. Dimitra Kolliakou provides a detailed description and formal analysis of a wide range of intricate linguistic phenomena concerning nominal constructions in Modern Greek, while exploring the implications of those phenomena for the architecture of grammar both at a theoretical and computational level. In particular, this book supports the integration of semantic and contextual information in the grammar, formalizing it within the multi-dimensional framework of Head-Driven Phrase Structure Grammar.

Since the early 1970s, the proper treatment and nominals and nominalization has been fundamental to syntactic theory. And yet a satisfactory approach continues to prove elusive. Working within the framework of Lexical-Functional Grammar, this book discusses the precise reasons why pronouns show particular distributions, why nominalized verbs inherit the predicational power of the verbs they're derived from, and what kind of syntactic category derived nominals should be assigned. Recent developments in LFG make it possible to examine discourse clitics and case markers as well, meaning this collection can address both "classic" nominal issues and novel new perspectives.

Norman Corwin is regarded as the most acclaimed creative artist of radio’s Golden Age (mid 1930s to late 1940s). Corwin worked as a producer for CBS at a time when radio was the centerpiece of American family life. His programs brought high moments to the medium during a period when exceptional creativity and world crisis shaped its character and conviction. Bannerman’s book is more than biography: it is also social history—the story of network radio, its great achievements and ultimate decline. Many of Corwin’s programs are considered radio classics. During World War II his programs energized the people and marshaled morale. We Hold These Truths, commemorating the 150th anniversary of the American Bill of Rights, was broadcast eight days after the attack on Pearl Harbor, and On a Note of Triumph, a VE-Day special for CBS, marked the historic culmination of a momentous conflict. Bannerman’s work is a portrayal of a remarkable man, who led an influential fight for the art and integrity of broadcasting, who endured unfounded accusations during the blacklisting period of the McCarthy era, and who by his dedication accomplished significant programs of historic dimensions.

In this book, five leading scholars of media and communication take on the difficult but important task of explicating the role of journalism in democratic societies. Using Fred S. Siebert, Theodore Peterson, and Wilbur Schramm's classic Four Theories of the Press as their point of departure, the authors explore the philosophical underpinnings and the political realities that inform a normative approach to questions about the relationship between journalism and democracy, investigating not just what journalism is but what it ought to be. The authors identify four distinct yet overlapping roles for the media: the monitorial role of a vigilant informer collecting and publishing information of potential interest to the public; the facilitative role that not only reports on but also seeks to support and strengthen civil society; the radical role that challenges authority and voices support for reform; and the collaborative role that creates partnerships between journalists and centers of power in society, notably the state, to advance mutually acceptable interests. Demonstrating the value of a reconsideration of media roles, Normative Theories of the Media provides a sturdy foundation for subsequent discussions of the changing media landscape and what it portends for democratic ideals.

The Pacific Northwest has long been a linguistically rich region, yet there are few books devoted its unique linguistic heritage. The essays collected in Northwest Voices examine the historical background of the Pacific Northwest, the contributions of indigenous languages, the regional legacy of English, and the relationship between our perceptions of people and the languages they speak.

Although not often considered a bastion of diversity, linguistic or otherwise, in fact the Pacific Northwest has had a surprising number of influences on the English language, and a great number of other languages have left their mark on the region in a variety of ways. Individual essays examine the region's linguistic diversity, explore the origins and use of place names, and detail efforts to revive indigenous languages.

Written for both general readers and language scholars, Northwest Voices brings together research and perspectives from linguistics, history, and cultural studies to help readers understand how and why the language of our region is of utmost importance to our pasts, presents, and futures.

CONTRIBUTORS
Edwin Battistella
Kara Becker
Kathy Cole
Kristin Denham
Betsy Evans
Russell Hugo
Danica Sterud Miller
David Pippin
Allan Richardson
Jordan B. Sandoval
Alicia Beckford Wassink
Henry Zenk