A SCHOLARLY BOOK REPOSITORY355 start with S start with S
H. L. Mencken’s reputation as a journalist and cultural critic of the twentieth century has endured well into the twenty-first. His early contributions as a writer, however, are not very well known. He began his journalistic career as early as 1899 and in 1910 cofounded the Baltimore Evening Sun. The next year he initiated a column—The Free Lance—that ran six days a week for four and a half years, until the Sun discontinued it, partially in response to Mencken’s controversial defense of Germany during World War One.
In this early forum for his renowned wit, Mencken broached many of the issues to which he would return again and again over his career, establishing himself as a fearless iconoclast willing to tackle the most divisive subjects and apply a heady mix of observation, satire, and repartee to clear away what he regarded as the “saturnalia of bunk” that clouded American thinking. The Free Lance reveals Mencken at his scintillating best as a journalist, polemicist, and satirist.
These columns are collected here for the first time, edited and annotated by Mencken expert and critic S. T. Joshi. This extraordinary collection is an invaluable resource for Mencken scholars and fans and provides an entertaining immersion into the early twentieth-century American zeitgeist.
Frank Farmer has contributed important essays to the study of Bakhtin in composition, and in Saying and Silence he gathers some of those, along with several new essays, into a single volume. Scholars who specialize in Bakhtin will find this work engaging, but equally Farmer wants to explicate and apply Bakhtin for readers whose focus is teaching or some other nonspecialist dimension of writing scholarship.
Farmer explores the relationship between the meaningful word and the meaningful pause, between saying and silence, especially as the relationship emerges in our classrooms, our disciplinary conversations, and encounters with publics beyond the academy. Each of his chapters here addresses some aspect of how we and our students, colleagues, and critics have our say and speak our piece, often under conditions where silence is the institutionally sanctioned and preferred alternative. He has enlisted a number of Bakhtinian ideas (the superaddressee, outsideness, voice in dialogue) to help in the project of interpreting the silences we hear, naming the silences we do not hear, and of encouraging all silences to speak in ways that are freely chosen, not enforced.
The definitive source for how to write and publish in the field of biblical studies
The long-awaited second edition of the essential style manual for writing and publishing in biblical studies and related fields includes key style changes, updated and expanded abbreviation and spelling-sample lists, a list of archaeological site names, material on qur’anic sources, detailed information on citing electronic sources, and expanded guidelines for the transliteration and transcription of seventeen ancient languages.
Features:
- Expanded lists of abbreviations for use in ancient Near Eastern, biblical, and early Christian studies
- Information for transliterating seventeen ancient languages
- Exhaustive examples for citing print and electronic sources
Antonin Scalia is considered one of the most controversial justices to have been on the United States Supreme Court. A vocal advocate of textualist interpretation, Justice Scalia argued that the Constitution means only what it says and that interpretations of the document should be confined strictly to the directives supplied therein. This narrow form of constitutional interpretation, which limits constitutional meaning to the written text of the Constitution, is known as textualism.
Scalia v. Scalia:Opportunistic Textualism in Constitutional Interpretation examines Scalia’s discussions of textualism in his speeches, extrajudicial writings, and judicial opinions. Throughout his writings, Scalia argues textualism is the only acceptable form of constitutional interpretation. Yet Scalia does not clearly define his textualism, nor does he always rely upon textualism to the exclusion of other interpretive means.
Scalia is seen as the standard bearer for textualism. But when textualism fails to support his ideological aims (as in cases that pertain to states’ rights or separation of powers), Scalia reverts to other forms of argumentation. Langford analyzes Scalia’s opinions in a clear area of law, the cruel and unusual punishment clause; a contested area of law, the free exercise and establishment cases; and a silent area of law, abortion. Through her analysis, Langford shows that Scalia uses rhetorical strategies beyond those of a textualist approach, concluding that Scalia is an opportunistic textualist and that textualism is as rhetorical as any other form of judicial interpretation.
The Scholarly Communications Cookbook features 84 recipes that can help you establish programs, teach concepts, conduct outreach, and use scholarly communications technologies in your library. The book is divided into 4 thorough sections:
- Taking Your Program to the Next Level
- Open Educational Resources
- Publishing Models and Open Access
- Tools, Trends, and Best Practices for Modern Researchers
As this Briefing explains, the workflow features planning and structure, and a recognizable sequence of activities. But so too is there room for imagination, improvisation, and serendipity. Science and scholarship are human activities and the workflow in all disciplines reflects both convention and innovation as scholars discover the extent and meanings of their professional interactions with technology. In the digital age the workflow is in a new stage of representing what scholars do to advance knowledge and their careers, at the same time it displays the durability of traditional research practices.
Historians have often been discouraged from writing about their relatives, subjects who are deemed too close for objective analysis. But new work by scholars interested in their own families raises fascinating questions about subjectivity—and how historians might put it to use. It also invites historians to abandon traditional aspects of academic writing and draw, instead, on literary forms more equipped to highlight the relationships between scholar and material, feeling and reason.
Scholars and Their Kin embraces diverse approaches to such writing, bringing into the open the personal, professional, and historiographic complexities that ensue when scholars write intimate yet self-aware histories about their families. The first book devoted to this genre, which editor Stéphane Gerson terms “personal family history,” this anthology features ten essays and an afterword by scholars working in this vein. The contributors—varied in their disciplines, themes, and nationalities—reflect on their motivations and methodological choices, the politics of family history, and the institutional constraints they have sometimes faced. Making full use of the creative possibilities of voice and form, they expand the literary ambitions of personal family history, provide readers with narrative models, and address questions of shame, responsibility, love, gendered and racial violence, family archives, as well as the tall tales, myths, misrepresentations, memories, and omissions that suffuse family lives. Scholars and Their Kin will interest historians, scholars in other disciplines, and readers interested in family histories that open broader worlds.
A decade ago in the Times Literary Supplement, Roderick Conway Morris claimed that “almost everything that was going to happen in book publishing—from pocket books, instant books and pirated books, to the concept of author’s copyright, company mergers, and remainders—occurred during the early days of printing.” Ian Maclean’s colorful survey of the flourishing learned book trade of the late Renaissance brings this assertion to life.
The story he tells covers most of Europe, with Frankfurt and its Fair as the hub of intellectual exchanges among scholars and of commercial dealings among publishers. The three major religious confessions jostled for position there, and this rivalry affected nearly all aspects of learning. Few scholars were exempt from religious or financial pressures. Maclean’s chosen example is the literary agent and representative of international Calvinism, Melchior Goldast von Haiminsfeld, whose activities included opportunistic involvement in the political disputes of the day. Maclean surveys the predicament of underfunded authors, the activities of greedy publishing entrepreneurs, the fitful interventions of regimes of censorship and licensing, and the struggles faced by sellers and buyers to achieve their ends in an increasingly overheated market.
The story ends with an account of the dramatic decline of the scholarly book trade in the 1620s, and the connivance of humanist scholars in the values of the commercial world through which they aspired to international recognition. Their fate invites comparison with today’s writers of learned books, as they too come to terms with new technologies and changing academic environments.
Bringing together genre studies and the rhetoric of science, Mehlenbacher examines a range of new forms of science communication that challenge traditional presumptions about experts and nonexperts—including Twitter and Reddit AMAs, crowdfunding proposals such as Kickstarter and Experiment.com, civic-minded databases such as Safecast, and the PLOS blogging network. Science Communication Online illustrates the unique features of these genres and connects them to their rhetorical functions and the larger context leading to their emergence and evolution—from the democratization of science, challenges to expertise and expert status, and new political economies. Science Communication Online captures the important moment we find ourselves in now—one not defined by science and society but science in society.
Ever since the threads of seventeenth-century natural philosophy began to coalesce into an understanding of the natural world, printed artifacts such as laboratory notebooks, research journals, college textbooks, and popular paperbacks have been instrumental to the development of what we think of today as “science.” But just as the history of science involves more than recording discoveries, so too does the study of print culture extend beyond the mere cataloguing of books. In both disciplines, researchers attempt to comprehend how social structures of power, reputation, and meaning permeate both the written record and the intellectual scaffolding through which scientific debate takes place.
Science in Print brings together scholars from the fields of print culture, environmental history, science and technology studies, medical history, and library and information studies. This ambitious volume paints a rich picture of those tools and techniques of printing, publishing, and reading that shaped the ideas and practices that grew into modern science, from the days of the Royal Society of London in the late 1600s to the beginning of the modern U.S. environmental movement in the early 1960s.
Reading is perhaps the essential practice of modern civilization. For centuries, it has been seen as key to both personal fulfillment and social progress, and millions today depend on it to participate fully in our society. Yet, at its heart, reading is a surprisingly elusive practice. This book tells for the first time the story of how American scientists and others have sought to understand reading, and, by understanding it, to improve how people do it.
Starting around 1900, researchers—convinced of the urgent need to comprehend a practice central to industrial democracy—began to devise instruments and experiments to investigate what happened to people when they read. They traced how a good reader’s eyes moved across a page of printed characters, and they asked how their mind apprehended meanings as they did so. In schools across the country, millions of Americans learned to read through the application of this science of reading. At the same time, workers fanned out across the land to extend the science of reading into the social realm, mapping the very geography of information for the first time. Their pioneering efforts revealed that the nation’s most pressing problems were rooted in drastic informational inequities, between North and South, city and country, and white and Black—and they suggested ways to tackle those problems.
Today, much of how we experience our information society reflects the influence of these enterprises. This book explains both how the science of reading shaped our age and why, with so-called reading wars still plaguing schools across the nation, it remains bitterly contested.
For the first time, the story of how and why we have plumbed the mysteries of reading, and why it matters today.
Reading is perhaps the essential practice of modern civilization. For centuries, it has been seen as key to both personal fulfillment and social progress, and millions today depend on it to participate fully in our society. Yet, at its heart, reading is a surprisingly elusive practice. This book tells for the first time the story of how American scientists and others have sought to understand reading, and, by understanding it, to improve how people do it.
Starting around 1900, researchers—convinced of the urgent need to comprehend a practice central to industrial democracy—began to devise instruments and experiments to investigate what happened to people when they read. They traced how a good reader’s eyes moved across a page of printed characters, and they asked how their mind apprehended meanings as they did so. In schools across the country, millions of Americans learned to read through the application of this science of reading. At the same time, workers fanned out across the land to extend the science of reading into the social realm, mapping the very geography of information for the first time. Their pioneering efforts revealed that the nation’s most pressing problems were rooted in drastic informational inequities, between North and South, city and country, and white and Black—and they suggested ways to tackle those problems.
Today, much of how we experience our information society reflects the influence of these enterprises. This book explains both how the science of reading shaped our age and why, with so-called reading wars still plaguing schools across the nation, it remains bitterly contested.
The essays in this volume set the historical exploration of the scientific and medical periodicals of the era on a new footing, examining their precise function and role in the making of nineteenth-century science and enhancing our vision of the shifting communities and practices of science in the period. This radical rethinking of the scientific journal offers a new approach to the reconfiguration of the sciences in nineteenth-century Britain and sheds instructive light on contemporary debates about the purpose, practices, and price of scientific journals.
In this accessible volume, Toomey unpacks why “facts” mean different things to different people and how science-based attitudes and behaviors spread. Using humor, stories, and down-to-earth examples from her own science journey, she explains why seemingly straightforward evidence can sometimes feel irrelevant, or even threatening, to a skeptical public. This practical, how-to guide will help scientists think more carefully about the choices they make even before collecting data. It explores how researchers and others who work with science can address public distrust, communicate about uncertainty, and engage with policymakers for real-world impact.
Science with Impact argues that science can—and should—make a meaningful difference in society. It offers hope and guidance to those of us who wish to take the steps to make it so.
So how did we get from there to here? How did French, German, Latin, Russian, and even Esperanto give way to English? And what can we reconstruct of the experience of doing science in the polyglot past? With Scientific Babel, Michael D. Gordin resurrects that lost world, in part through an ingenious mechanism: the pages of his highly readable narrative account teem with footnotes—not offering background information, but presenting quoted material in its original language. The result is stunning: as we read about the rise and fall of languages, driven by politics, war, economics, and institutions, we actually see it happen in the ever-changing web of multilingual examples. The history of science, and of English as its dominant language, comes to life, and brings with it a new understanding not only of the frictions generated by a scientific community that spoke in many often mutually unintelligible voices, but also of the possibilities of the polyglot, and the losses that the dominance of English entails.
Few historians of science write as well as Gordin, and Scientific Babel reveals his incredible command of the literature, language, and intellectual essence of science past and present. No reader who takes this linguistic journey with him will be disappointed.
The Scientific Journal tells the story of how that changed. Alex Csiszar takes readers deep into nineteenth-century London and Paris, where savants struggled to reshape scientific life in the light of rapidly changing political mores and the growing importance of the press in public life. The scientific journal did not arise as a natural solution to the problem of communicating scientific discoveries. Rather, as Csiszar shows, its dominance was a hard-won compromise born of political exigencies, shifting epistemic values, intellectual property debates, and the demands of commerce. Many of the tensions and problems that plague scholarly publishing today are rooted in these tangled beginnings. As we seek to make sense of our own moment of intense experimentation in publishing platforms, peer review, and information curation, Csiszar argues powerfully that a better understanding of the journal’s past will be crucial to imagining future forms for the expression and organization of knowledge.
The scientific article has been a hallmark of the career of every important western scientist since the seventeenth century. Yet its role in the history of science has not been fully explored. Joseph E. Harmon and Alan G. Gross remedy this oversight with The Scientific Literature, a collection of writings—excerpts from scientific articles, letters, memoirs, proceedings, transactions, and magazines—that illustrates the origin of the scientific article in 1665 and its evolution over the next three and a half centuries.
Featuring articles—as well as sixty tables and illustrations, tools vital to scientific communication—that represent the broad sweep of modern science, The Scientific Literature is a historical tour through both the rhetorical strategies that scientists employ to share their discoveries and the methods that scientists use to argue claims of new knowledge. Commentaries that explain each excerpt’s scientific and historical context and analyze its communication strategy accompany each entry.
A unique anthology, The Scientific Literature will allow both the scholar and the general reader to experience first hand the development of modern science.
Zacher's account delves into details inside a major newspaper operation during World War I and provides fascinating accounts of its struggles with competition, attending to patriotic duties, and internal editorial dissent. Zacher also looks at war-related issues, considering the newspapers' relationship with President Woodrow Wilson, American neutrality, the move to join the war, and fallout from disillusionment over the actuality of war. As Zacher shows, the progressive spirit and political independence at the Scripps newspapers came under attack and was changed forever during the era.
An anecdotal history published on the occasion of the one hundredth anniversary of Ohio University’s renowned E. W. Scripps School of Journalism.
After its founding in 1924, what is now the E. W. Scripps School of Journalism at Ohio University quickly became one of the premier programs in the country. For decades, it has produced leaders who have reached the highest levels of journalism and communication in their careers, and their success is a direct product not only of the education they get in Athens but of the community the school fosters.
In this book, nearly one hundred alumni, faculty, friends, and students offer their stories of life at and after Scripps. The result is a multilayered, inspiring portrait of the school and how it shapes those who pass through its doors. At the same time, The Scripps School gives a nuanced history of journalism education at Ohio University. From covering assassinations and presidential elections to major moments in sports, alumni have documented the unprecedented and the historic, and here they show just how Scripps prepared them to be there.
The Scripps School, edited by former director Ralph Izard, is a love letter to the people and the institution. At a time when journalism is more important than ever, this book humanizes and contextualizes the profession in ways that will resonate in the Scripps community and beyond.
Signed chapter summaries will be available on the Gallaudet University Press YouTube channel upon publication.
The chapters examine the writing that English learners are producing because of the Common Core and the writing they are required to do once they reach the college or university, and then consider where the intersections exist—that is, what do educators think English learners ought to be writing across educational levels?
Each chapter describes the educational setting where the researchers were engaged, examines specific issues related to transitions, and offers—where relevant—recommendations for classroom practices, teaching strategies, and instructional materials that may be useful for practicing teachers and all others professionally engaged in educating writers across K–16.
Mattingly shows that despite widespread fears and opposition, including attacks by vaunted northeastern Protestant pioneers of literacy, Catholic women nonetheless became important educators of women in many areas of America. They founded convents, convent academies, and schools; developed their own curricula and pedagogies; and persisted in their efforts in the face of significant prejudices. The convents faced sharp opposition from Protestant educators, who often played on anti-Catholic fears to gain support for their own schools. Using a performative rhetoric of good works that emphasized civic involvement, Catholic women were able to educate large numbers of women and expand opportunities for literacy instruction.
A needed corrective to studies that have focused solely on efforts by Protestant educators, Mattingly’s work offers new insights into early nineteenth-century women’s literacy, demonstrating that literacy education was more religiously and geographically diverse than previously recognized.
Through a radical rereading of Aristotle, Seneca, Thomas Hobbes, Sarah Fielding, and Judith Butler, among others, Daniel M. Gross reveals a persistent intellectual current that considers emotions as psychosocial phenomena. In Gross’s historical analysis of emotion, Aristotle and Hobbes’s rhetoric show that our passions do not stem from some inherent, universal nature of men and women, but rather are conditioned by power relations and social hierarchies. He follows up with consideration of how political passions are distributed to some people but not to others using the Roman Stoics as a guide. Hume and contemporary theorists like Judith Butler, meanwhile, explain to us how psyches are shaped by power. To supplement his argument, Gross also provides a history and critique of the dominant modern view of emotions, expressed in Darwinism and neurobiology, in which they are considered organic, personal feelings independent of social circumstances.
The result is a convincing work that rescues the study of the passions from science and returns it to the humanities and the art of rhetoric.
*Winner of the European Award for Investigative And Judicial Journalism 2021*
*Winner of the Premio Alessandro Leogrande Award for Investigative Journalism 2022*
*Winner of the Premio Angelo Vassallo Award 2022*
'I want to live in a society where secret power is accountable to the law and to public opinion for its atrocities, where it is the war criminals who go to jail, not those who have the conscience and courage to expose them.'
It is 2008, and Stefania Maurizi, an investigative journalist with a growing interest in cryptography, starts looking into the little-known organisation WikiLeaks. Through hushed meetings, encrypted files and explosive documents, what she discovers sets her on a life-long journey that takes her deep into the realm of secret power.
Working closely with WikiLeaks' founder Julian Assange and his organisation for her newspaper, Maurizi has spent over a decade investigating state criminality protected by thick layers of secrecy, while also embarking on a solitary trench warfare to unearth the facts underpinning the cruel persecution of Assange and WikiLeaks.
With complex and disturbing insights, Maurizi’s tireless journalism exposes atrocities, the shameful treatment of Chelsea Manning and Edward Snowden, on up to the present persecution of WikiLeaks: a terrifying web of impunity and cover-ups.
At the heart of the book is the brutality of secret power and the unbearable price paid by Julian Assange, WikiLeaks and truthtellers.
Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond.
Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition.
Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.
The rhetorical tradition, Michelle Ballif asserts, is based on the systematic exclusion of sophistry. In keeping with Aristotle’s prescription, rhetoric continues to be a counterpart to dialectic, a handmaiden to the pursuit of truth—even if that truth is merely probable.
According to Ballif, this search for truth manifests itself among current rhetoric and composition scholars in the form of an assumption that language is primarily communicative (i.e., that language can represent truth more or less faithfully). Ballif shows how invested we are in the notion of truth, in the idea that language represents truth, and in the assumption that the speaking/writing subject has, or should have, some essential relation to truth.
Provocatively, Ballif questions why the profession wants to retain these beliefs in the face of vociferous arguments from "new rhetorics" that the discipline no longer posits a foundational self or truth, and in the face of the poststructuralist critique, which has demonstrated that founding truth is always accomplished by first positing and then negating an “other.” As an alternative to this negative and violent rhetorical process, Ballif suggests a turn to sophistry as embodied in the figure of Woman, one with the power to seduce us (literally, to lead astray) from our truth and our demand for it.
This figuration of Woman, however, is not the dialectical other used to sustain the identity and privilege of Man. On the contrary, this Woman is an Other Woman: A Third Woman as a Third Sophistic practice that escapes Plato’s binary (philosophic rhetoric vs. sophistry) and renders the distinction between truth and deception incalculable. Ballif examines three figurations of the Third Woman as Third Sophistic as offered by Gorgias, Friedrich Nietzsche, and Jean Baudrillard.
See It Now, Edward R. Murrow and Fred W. Friendly’s early documentary television program, has come to be recognized as the exemplar of nonfiction television. One important element in its reputation is a series of four telecasts directly dealing with abuses of McCarthyism and the Red Scare. This book is about those programs, but it is also about the early 1950s in America, the troubled era in which these programs were broadcast. This book is, then, both cultural history and media analysis.
As media analysis, this book seeks to understand the symbolic form, the aesthetic construction, and the subsequent experience that these four programs offered viewers. This sort of critical analysis is a development of recent vintage in American media studies. Whereas a decade ago television and the media were studied largely through an empiricist social scientific paradigm, now humanistic approaches to media discourses engage the interest of scholars in history, rhetoric and communication, political science, anthropology, and American studies. As case study, then, this book bridges classical humanist and contemporary mass media approaches, and as we go, I shall essay the utility of humanistic methods for the understanding and explication of mass media that is primarily visual in nature.
As cultural history, this book seeks to illuminate a unique era in the recent American past. My aim is to understand the programs as articulations of public “common sense” and as artifacts that help convey this common sense. Thus, a second theme of this book will be to locate-through the analysis of public discourse cast in the television documentary form—an American ideology: a set of “templates” that both ground the programs and reveal the cultural assumptions of the historical period.
In addition, from a slightly different historical perspective, our increased understanding of these See It Now broadcasts gives us an appreciation of the development of the television industry and the genre of television documentary. Coming at a time when few Americans had television sets, these See It Now programs coincided with an exponential increase in television ownership and popularity. As an elaborate defense of free speech for the medium, these documentaries may have helped to establish autonomy and a direction for a nascent broadcasting industry. More specifically, as the paradigm for the television documentary and as the first regularly scheduled documentary series, these See It Now programs shaped expectations and set the benchmark to which all nonfiction television, from Twentieth Century to White Paper to Sixty Minutes, has been compared. Thus, a third theme will be the implications of these seminal programs for media institutions and for the genre of television news documentary.
In 1955 William C. Stokoe arrived at Gallaudet College (later Gallaudet University) to teach English where he was first exposed to deaf people signing. While most of his colleagues dismissed signing as mere mimicry of speech, Stokoe saw in it elements of a distinctive language all its own. Seeing Language in Sign traces the process that Stokoe followed to prove scientifically and unequivocally that American Sign Language (ASL) met the full criteria of linguistics—phonology, morphology, syntax, semantics and use of language—to be classified a fully developed language.
This perceptive account dramatically captures the struggle Stokoe faced in persuading the establishment of the truth of his discovery. Other faculty members ridiculed or reviled him, and many deaf members of the Gallaudet community laughed at his efforts. Seeing Language in Sign rewards the reader with a rich portrayal of an undaunted advocate who, like a latter-day Galileo, pursued his vision doggedly regardless of relentless antagonism. He established the Linguistics Research Laboratory, then founded the journal Sign Language Studies to sustain an unpopular dialogue until the tide changed. His ultimate vindication corresponded with the recognition of the glorious culture and community that revolves around Deaf people and their language, ASL.
Robin Reames’s Seeming & Being in Plato’s Rhetorical Theory marks a shift in Plato scholarship. Reames argues that an appropriate understanding of rhetorical theory in Plato’s dialogues illuminates how he developed the technical vocabulary needed to construct the very distinctions between seeming and being that separate true from false speech. By engaging with three key movements of twentieth- and twenty-first-century Plato scholarship—the rise and subsequent marginalization of “orality and literacy theory,” Heidegger’s controversial critique of Platonist metaphysics, and the influence of literary or dramatic readings of the dialogues—Reames demonstrates how the development of Plato’s rhetorical theory across several of his dialogues (Gorgias, Phaedrus, Protagoras, Theaetetus, Cratylus, Republic, and Sophist) has been both neglected and misunderstood.
The five essays presented here—Rhetoric, Style, Language, Conversation, and Greek Literature—were published together for the first time in The Collected Writings of Thomas De Quincey in 1889–1890. Frederick Burwick brings the essays together again in this volume, introducing them by tracing the sources and development of a belletristic theory of rhetoric, which he says “is one of the most original, and for a few critics, the most puzzling of the nineteenth century.” Burwick makes the edition complete with a comprehensive index and a selected bibliography.
Pagans’ advocate.
Libanius (AD 314–393) was one of the last great publicists and teachers of Greek paganism. His story, as presented in his Autobiography and the Life by Eunapius, is supplemented by information from a correspondence of over 1500 items and sixty-four extant orations. A native of Antioch, he began his teaching career in Constantinople in 340, but soon had to retire to Nicomedeia, where he became acquainted with St. Basil and influential in the development of Julian’s paganism. After a second tenure at Constantinople he returned home to become professor in Antioch in 354, a position which he held, through many vicissitudes, for the rest of his life.
As sophist of Antioch and a devoted exponent of the traditional Hellenic system of education, Libanius remained deliberately and contemptuously unacquainted with Latin, and deplored its growing influence. Naturally humane in outlook and sympathizing with the local bourgeoisie, he criticized bitterly the encroachments and oppressions of the central administration, and the general cruelty of his day. Sincerely pagan in an increasingly aggressive Christian society, he became an influential voice against religious persecution, official or unofficial. The orations on Julian, to whose memory he remained devoted all his life, were composed between 362 and 365, and present Libanius with a congenial subject, revealing him at the height of his powers and influence.
Also available in the Loeb Classical Library is a two-volume edition of Libanius’ Autobiography and Selected Letters.
Pagans’ advocate.
Libanius (AD 314–393) was one of the last great publicists and teachers of Greek paganism. His story, as presented in his Autobiography and the Life by Eunapius, is supplemented by information from a correspondence of over 1500 items and sixty-four extant orations. A native of Antioch, he began his teaching career in Constantinople in 340, but soon had to retire to Nicomedeia, where he became acquainted with St. Basil and influential in the development of Julian’s paganism. After a second tenure at Constantinople he returned home to become professor in Antioch in 354, a position which he held, through many vicissitudes, for the rest of his life.
As sophist of Antioch and a devoted exponent of the traditional Hellenic system of education, Libanius remained deliberately and contemptuously unacquainted with Latin, and deplored its growing influence. Naturally humane in outlook and sympathizing with the local bourgeoisie, he criticized bitterly the encroachments and oppressions of the central administration, and the general cruelty of his day. Sincerely pagan in an increasingly aggressive Christian society, he became an influential voice against religious persecution, official or unofficial. The orations on Julian, to whose memory he remained devoted all his life, were composed between 362 and 365, and present Libanius with a congenial subject, revealing him at the height of his powers and influence.
Also available in the Loeb Classical Library is a two-volume edition of Libanius’ Autobiography and Selected Letters.
Donald E. Knuth’s influence in computer science ranges from the invention of methods for translating and defining programming languages to the creation of the TeX and METAFONT systems for desktop publishing. His award-winning textbooks have become classics that are often given credit for shaping the field, and his scientific papers are widely referenced and stand as milestones of development over a wide variety of topics. The present volume is the eighth in a series of his collected papers.
Interest in autoethnography is growing among writing studies scholars, who see clear connections to well-known disciplinary conversations about personal narrative, as well as to the narrative turn in general and social justice efforts in particular. Contributions by authors from diverse backgrounds and institutional settings are organized into three parts: a section of writing studies autoethnographies, a section on how to teach autoethnography, and a section on how ideas about autoethnography in writing studies are evolving.
Self+Culture+Writing discusses the use of autoethnography in the writing classroom as both a research method and a legitimate way of knowing, providing examples of the genre and theoretical discussions that highlight the usefulness and limitations of these methods.
Contributors: Leslie Akst, Melissa Atienza, Ross Atkinson, Alison Cardinal, Sue Doe, Will Duffy, John Gagnon, Elena Garcia, Guadalupe Garcia, Caleb Gonzalez, Lilly Halboth, Rebecca Hallman Martini, Kirsten Higgins, Shereen Inayatulla, Aliyah Jones, Autumn Laws, Soyeon Lee, Louis M. Maraj, Kira Marshall-McKelvey, Jennifer Owen, Tiffany Rainey, Marcie Sims, Amanda Sladek, Trixie Smith, Anthony Warnke
Nick Tingle investigates the psychoanalytic dimensions of composition instruction in Self-Development and College Writing to boldly illustrate that mastering academic prose requires students to develop psychologically as well as cognitively. Asserting that writing instruction should be an engaging, developmental process for both teachers and students, he urges reaching for new levels of consciousness in the classroom to aid students in realigning their subjective relationships with knowledge and truth.
Drawing on psychoanalytic theory and twenty years of experience as a teacher, Tingle outlines the importance of moving beyond usual ways of thinking, abandoning the common sense of everyday reality, and coming to understand beliefs as beliefs and not absolutes. These developmental moves must be accompanied, Tingle says, by a new attitude towards language—not as something that points to things, but as a series of concepts that arrange the very things one points to. And this development is necessary not just in order to perform well in the writing class, but also to fully participate in and reap the academic rewards of structured, university life.
Self-Development and College Writing calls attention to the psychological destabilization this method may produce for students. Tingle explains that, if writing instructors are to respond to this destabilization, they must conceive of the classroom as a transitional space, or a kind of holding environment. They must also become aware of their psychological allegiances to particular theories of writing if they are to construct such environments.
But the goal of the transitional environment is worth pursuing, Tingle argues, contending that university education fails to address students’ developmental needs. With purposeful writing and deft analyses, Tingle shows that this goal also affords a means by which to place writing courses at the center of the educational curriculum. Conceived as a transitional space, the writing class may support and stabilize students in their developmental passage, thereby fostering an improved understanding of their academic work and, more importantly, an increased intellectual understanding of themselves and the complex world in which they live.
In Semantic and Conceptual Development, Frank Keil presents the firstpsychological investigation of thedeveloping child's ontological knowledge. Building on previous philosophical work, Keil shows that ontologicalcategories develop in a highly predictable progression. Moreover, Keil demonstrates that ontological development obeys a strong formal constrainton the relations among categories.Although there are many possibleontological systems, children appearto be inherently targeted to consider asystem of only one sort.
Keil's results represent exactly the sortof interdisciplinary study of thehuman mind which is graduallyemerging as the new field of cognitivescience. We are proud to publish hiswork as the first book in the CognitiveScience Series, which is designed tofoster major empirical and theoreticalcontributions to this new field.
The analysis presented in this book has important consequences for a cross-linguistic theory of anaphora. Linguists and logicians interested in discourse structure, cross-linguistic semantics, and the relationship between morpho-syntax and meaning will find this an engaging and innovative work.
The Semantics of Syntax is an elegant and powerful analysis of the relationship between syntax and semantics. Noting that meaning is underdetermined by form even in simple cases, Denis Bouchard argues that it is impossible to build knowledge of the world into grammar and still have a describable grammar. He thus proposes simple semantic representations and simple rules to relate linguistic levels. Focusing on a class of French verbs, Bouchard shows how multiple senses can be accounted for by the assumption of a single abstract core meaning along with background information about how objects behave in the world. He demonstrates that this move simplifies the syntax at no cost to the descriptive power of the semantics. In two important final chapters, he examines the consequences of his approach for standard syntactic theories.
Describing a process of continuous and enduring interaction between these geographically separate communities, Portis-Winner explains how, for instance, financial assistance from the emigrants enabled their Slovenian hometown to survive the economic depressions of the 1890s and 1930s. She also analyzes the extent to which memories, rituals, myths, and traditional activities from Slovenia have sustained their Cleveland relatives. The result is a unique anthropological investigation into the signifying practices of a strongly cohesive—yet geographically split—ethnic group, as well as an illuminating application of semiotic analyses to communities and the complex problems they face.
The Senegalese are notable, Smith suggests, both in their capacity for movement and in their multifaceted approach to language. She finds that, although the emigrants she interviews express complicated relationships to the multiple languages they speak and the places they inhabit, they also convey pleasure in both travel and language. Offering a mix of poignant, funny, reflexive, introspective, and witty stories, they blur the lines between the utility and pleasure of language, allowing a more nuanced understanding of why and how Senegalese move.
Why is it difficult to talk about climate change? Debra Hawhee argues that contemporary rhetoric relies on classical assumptions about humanity and history that cannot conceive of the present crisis. How do we talk about an unprecedented future or represent planetary interests without privileging our own species? A Sense of Urgency explores four emerging answers, their sheer novelty a record of both the devastation and possible futures of climate change. In developing the arts of magnitude, presence, witness, and feeling, A Sense of Urgency invites us to imagine new ways of thinking with our imperiled planet.
The book is divided into two sections: Sensemaking with Tutors and Teachers, and Sensemaking and Institutional Structures. Chapter authors employ several theoretical approaches to sensemaking, ranging from individual experience to institutional history to document design, providing readers with ideas for how to administer and teach within their programs more effectively; how to advocate for their programs within larger university contexts; and how to positively influence the lives and careers of those they work with.
Sensemaking for Writing Programs and Writing Centers theorizes daily experiences from working lives and suggests problem-solving strategies. Writing program administrators, writing department chairs, and writing center directors, tutors, and staff will find value in its pages.
In the course of research, most scholars have known moments of surprise, catastrophe, or good fortune, though they seldom refer to these occurrences in reports or discuss them with students. Serendipity in Rhetoric, Writing, and Literacy Research reveals the different kinds of work scholars, particularly those in rhetoric, writing, and literacy, need to do in order to recognize a serendipitous discovery or a missed opportunity.
In published scholarship and research, the path toward discovery seems clean and direct. The dead ends, backtrackings, start-overs, and stumbles that occur throughout the research process are elided, and seems that the researchers started at point A and arrived safely and neatly at point B without incident, as if by magic. The path, however, is never truly clear and straight. Research and writing is messy. Serendipity in Rhetoric, Writing, and Literacy Research features chapters from twenty-three writing scholars who have experienced moments of serendipity in their own work—not by magic or pure chance but through openness and active waiting, which offer an opportunity to prepare the mind.
Serendipity in Rhetoric, Writing, and Literacy Research illustrates the reality of doing research: there is no reliable prescription or one-size-fits-all manual, but success can be found with focused dedication and an open mind.
Contributors: Ellen Barton, Zachary C. Beare, Lynn Z. Bloom, Jennifer Clary-Lemon, Caren Wakerman Converse, Gale Coskan-Johnson, Kim Donehower, Bill Endres, Shirley E. Faulkner-Springfield, Lynée Lewis Gaillet, Brad Gyori, Judy Holiday, Gesa E. Kirsch, Lori Ostergaard, Doreen Piano, Liz Rohan, Ryan Skinnell, Patricia Wilde, Daniel Wuebben
Institutions of higher learning around the nation have embraced the concept of student civic engagement as part of their curricula, a movement that has spurred administrators in various fields to initiate programs as part of their disciplines. In response, sign language interpreting educators are attempting to devise service-learning programs aimed at Deaf communities. Except for a smattering of journal articles, however, they have had no primary guide for fashioning these programs. Sherry Shaw remedies this in her new book Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community.
Shaw begins by outlining how to extend student involvement beyond the field experience of an internship or practicum and suggests how to overcome student resistance to a course that seems atypical. She introduces the educational strategy behind service-learning, explaining it as a tool for re-centering the Deaf community in interpreter education. She then provides the framework for a service-learning course syllabus, including establishing Deaf community partnerships and how to conduct student assessments.
Service Learning in Interpreter Education concludes with first-person accounts from students and community members who recount their personal and professional experiences with service learning. With this thorough guide, interpreter education programs can develop stand-alone courses or modules within existing coursework.
- bridging the gap between people with disabilities and those without, through empathy, patience, and understanding;
- techniques for training staff and overcoming discomfort;
- making your library accessible for people with mobility issues;
- how to interact with and assist a person with limited sight or hearing;
- guidance for interacting with a service animal handler;
- advice on library programming for people with learning differences; and
- best practices for effective service to patrons who use a speech assistance device.
Daniel Reimold gives readers of all generations an inside look at this phenomenon. Student sex columnists and sex magazine editors are both celebrities on their home campuses. One columnist, echoing the sentiments of many, said he became an overnight rock star golden child of journalism. But, with celebrity comes controversy. These columns and magazines have sparked contentious and far-reaching legal, religious, and intergenerational debates about sex, the student press, and the place of both within higher education. They are also the most prominent modern student press combatants in the fight for free speech. And they have blurred journalistic boundaries between what is considered public and private, art and pornography, and gossip and news.
Sex and the University explores the celebrity status that student sex columnists and magazine editors have received, the controversies they have caused, and the sexual generation and student journalism revolution they represent. Complete with a sexicon of slang, this book also dives into the columns and magazines themselves, sharing for the first time what modern students are saying about their sex and love lives, in their own words.
Analyzes the rhetoric of contemporary sex panics to expose how homophobia, heterosexism, and transphobia define public, political, and scholarly preoccupations with sexuality and gender
In Sex Panic Rhetorics, Queer Interventions, Ian Barnard makes the counter-intuitive argument that contemporary “sex panics” are undergirded by queerphobia, even when the panics in question don’t appear to have much to do with queerness. Barnard presents six case studies that treat a wide range of sex panic rhetorics around child molesters, sex trafficking, transgenderism, incest, queer kids, and pedagogy to demonstrate this argument. By using examples from academic scholarship, political discourse, and popular culture, including the Kevin Spacey scandal and the award-winning film Moonlight, Barnard shows how homophobia and transphobia continue to pervade contemporary Western culture.
Barnard is concerned not so much with looking at the overt homophobia and transphobia that are the more obvious objects of antihomophobic and antitransphobic critique. The author’s focus, rather, is on excavating the significant traces of these panics in a neoliberal culture that has supposedly demonstrated its civility by its embrace of diversity, renunciation of its homophobic past, and attentiveness to the transgender revolution that has swept popular media and political culture in the United States and elsewhere. During a time of increasing conservative backlashes against advancing LGBTQ rights and human rights discourses in general, this book shows why it is important to attend to the liberal covers for sex panics that are not too far removed from their rhetorically conservative cousins.
Applying the complexities of literacy development and personal ethos to the teaching of composition, Zan Meyer Goncalves challenges writing teachers to consider ethos as a series of identity performances shaped by the often-inequitable social contexts of their classrooms and communities. Using the rhetorical experiences of students who identify as lesbian, gay, bisexual, and/or transgender, she proposes a new way of thinking about ethos that addresses the challenges of social justice, identity, and transfer issues in the classroom.
Goncalves offers an innovative approach to teaching identity performance theory bound by social contexts. She applies this new approach to theories of specificity and intersectionality, illustrating how teachers can help students redefine the relationship between their social identities and their writing. She also addresses bringing social activism and identity politics into the classroom, helping writers make transfers across rhetorical contexts and linking students' interests to public conversations.
Theoretical and practical, Sexuality and the Politics of Ethos in the Writing Classroom provides teachers of first-year and advanced composition studies with useful, detailed assignments based in specific identity performance. Goncalves offers techniques to subvert oppressive language practices, while encouraging students to recognize themselves as writers, citizens, and active participants in their own educations and communities.
From a behind-the-scenes perspective, David Witwer describes how Pegler and his publisher, the politically powerful Roy W. Howard, shaped the news coverage of this scandal in ways that obscured the corrupt ties between employers and the mob while emphasizing the perceived menace of union leaders empowered by New Deal legislation that had legitimized organized labor. Pegler, Howard, and the rest of the mainstream press pointedly ignored evidence of the active role that business leaders took in the corruption, which badly tarnished the newly reborn labor movement.
Because he was more concerned with pursuing political gains for the conservative movement, Pegler's investigative journalism did little to reform union governance or organized crime's influence on labor unions. The union corruption scandal only undercut the labor movement. Pegler's continuing campaign against labor corruption framed the issue in ways that set the stage for postwar political defeats, culminating with the 1947 Taft-Hartley Act, which greatly limited the power of labor unions in the United States.
Demonstrating clearly and convincingly how journalism is wielded as a political weapon, Witwer studies a broad range of forces at play in the labor union scandal and its impact, including the influence of the press, organized crime, political corruption, and businessmen following their own economic imperatives.
Originally published in cloth in 2001, the paperback includes a new foreword that will inspire all teachers who work with students others have deemed unteachable. A new afterword updates readers on the prison art's program -- and the author herself -- since 2001.
From charts, texts, and graphs to illustrations, icons, and screens, we live in an information age saturated with visual language. Yet the underlying principles that provide structure for visual language have long eluded scholars of rhetoric, design, and engineering. To function as a language that reliably conveys meaning, visual language must embody codes that normalize its practices among both the designers who employ it and the readers who interpret it.
In this wide-ranging analysis, Charles Kostelnick and Michael Hassett demonstrate how visual language in professional communication—text design, data displays, illustrations—is shaped by conventional practices that are invented, codified, and modified by users in visual discourse communities. Drawing on rhetorical theory, design studies, and a broad array of historical and contemporary examples, Shaping Information: The Rhetoric of Visual Conventions explores the processes by which conventions evolve and proliferate and shows how conventions serve as the medium that designers use to shape, stabilize, and streamline visual information.
Kostelnick and Hassett extend contemporary theories that define rhetoric as a social act, arguing that visual conventions also thrive within discourse communities and are fragile forms that vary widely in their longevity and scope. Shaping Information: The Rhetoric of Visual Conventions is a thorough guide for scholars, teachers and practitioners of rhetoric and business and technical communication and for professionals in engineering, science, design, and business.
In Shaping Language Policy in the U.S.: The Role of Composition Studies, author Scott Wible explores the significance and application of two of the Conference on College Composition and Communication’s key language policy statements: the 1974 Students’ Right to Their Own Language resolution and the 1988 National Language Policy. Wible draws from a wealth of previously unavailable archived material and professional literature to offer for the first time a comprehensive examination of these policies and their legacies that continue to shape the worlds of rhetoric, politics, and composition.
Wible demonstrates the continued relevance of the CCCC’s policies, particularly their role in influencing the recent, post-9/11 emergence of a national security language policy. He discusses in depth the role the CCCC’s language policy statements can play in shaping the U.S. government’s growing awareness of the importance of foreign language education, and he offers practical discussions of the policies’ pedagogical, professional, and political implications for rhetoric and composition scholars who engage contemporary debates about the politics of linguistic diversity and language arts education in the United States. Shaping Language Policy in the U.S. reveals the numerous ways in which the CCCC language policies have usefully informed educators’ professional practices and public service and investigates how these policies can continue to guide scholars and teachers in the future.
Divided into two parts, Shaping Phonology first explores the elaboration of abstract domains (or units of analysis) that fall under the purview of phonology. These chapters reveal the increasing multidimensionality of phonological representation through such analytical approaches as autosegmental phonology and feature geometry. The second part looks at how the advent of machine learning and computational technologies has allowed for the analysis of larger and larger phonological data sets, prompting a shift from using key examples to demonstrate that a particular generalization is universal to striving for statistical generalizations across large corpora of relevant data. Now fundamental components of the phonologist’s tool kit, these two shifts have inspired a rethinking of just what it means to do linguistics.
In Shaping Science with Rhetoric, Leah Ceccarelli addresses such questions through close readings of three scientific monographs in their historical contexts—Theodosius Dobzhansky's Genetics and the Origin of Species (1937), which inspired the "modern synthesis" of evolutionary biology; Erwin Schrödinger's What Is Life? (1944), which catalyzed the field of molecular biology; and Edward O. Wilson's Consilience (1998), a so far not entirely successful attempt to unite the social and biological sciences. She examines the rhetorical strategies used in each book and evaluates which worked best, based on the reviews and scientific papers that followed in their wake.
Ceccarelli's work will be important for anyone interested in how interdisciplinary fields are formed, from historians and rhetoricians of science to scientists themselves.
Lueck explores Civil War- and Reconstruction-era challenges to the University of Louisville and nearby local high schools, their curricular transformations, and their fate in regard to national education reform efforts. These institutions reflect many of the educational trends and developments of the day: college and university building, the emergence of English education as the dominant curriculum for higher learning, student-centered pedagogies and educational theories, the development and transformation of normal schools, the introduction of manual education and its mutation into vocational education, and the extension of advanced education to women, African American, and working-class students.
Lueck demonstrates a complex genealogy of interconnections among high schools, colleges, and universities that demands we rethink our categories and standards of assessment and our field’s history. A shift in our historical narrative would promote a move away from an emphasis on the preparation, transition, and movement of student writers from high school to college or university and instead allow a greater focus on the fostering of rich rhetorical practices and pedagogies at all educational levels. As the definition of college-level writing becomes increasingly contested once again, Lueck invites a reassessment of the discipline’s understanding of contemporary programs based in high schools like dual-credit and concurrent enrollment.
Shared Land/Conflicting Identity: Trajectories of Israeli and Palestinian Symbol Use argues that rhetoric, ideology, and myth have played key roles in influencing the development of the 100-year conflict between first the Zionist settlers and the current Israeli people and the Palestinian residents in what is now Israel. The Israeli-Palestinian conflict is usually treated as an issue of land and water. While these elements are the core of the conflict, they are heavily influenced by the symbols used by both peoples to describe, understand, and persuade each other. The authors argue that symbolic practices deeply influenced the Oslo Accords, and that the breakthrough in the peace process that led to Oslo could not have occurred without a breakthrough in communication styles.
Rowland and Frank develop four crucial ideas on social development: the roles of rhetoric, ideology, and myth; the influence of symbolic factors; specific symbolic factors that played a key role in peace negotiations; and the identification and value of criteria for evaluating symbolic practices in any society.
Praise for the first collection of stories:
Stephen Daubert's Threads from the Web of Life is written in the tradition of Aldo Leopold and Bernd Heinrich. It teaches by drawing you into the drama, excitement, and beauty of nature.
--Don Glass, host of the NPR-syndicated program "A Moment of Science"
Threads from the Web of Life is a uniquely wide-ranging combination of scientific research and literary imagination that takes the reader on journeys through time and space that even the most elaborate television programs still can't provide. Stephen Daubert's grasp of a variety of botanical, zoological, geological, and climatological disciplines is impressive, and he presents them and their interactions with grace and authority.
--David Rains Wallace, author of The Klamath Knot, The Monkey's Bridge, and Beasts of Eden
Each of these happenings is a thread in the intricate web of life, and Daubert, a molecular scientist at the University of California, Davis, demonstrates that these threads are easily broken by humans. ... Instructive and entertaining.
--Publishers Weekly
Threads from the Web of Life takes readers on a journey around the globe as the author describes unique and unusual ecological processes. It is ideal for casual reading as well as a source of selections to read aloud (!) or to link literature with the study of natural history.
--NSTA Recommends, National Science Teachers Association
Highly recommended. ... The stories are as much enjoyable as they are informative.
--Science Books& Films
In these sixteen stories of the interplay of organisms, weather, and geophysics, many a being succumbs to predation, and many another endures. Evolution happens as species learn the hard way. There is often a tragic element in these fascinating tales. . . . These vivid, poetic tales . . . afford good teaching. Threads from the Web of Life will appeal to any reader whose heart is in the living world.
-- ForeWord
Most scholarly speculation on the origin of human language has centered around speech. However, the growing understanding of sign languages on human development has transformed the debate on language evolution. David F. Armstrong’s new book Show of Hands: A Natural History of Sign Language casts a wide net in history and geography to explain how these visible languages have enriched human culture in general and how their study has expanded knowledge of the human condition.
Armstrong addresses the major theories of language evolution, including Noam Chomsky’s thesis of an innate human “organ” for language and Steven Pinker’s contention that there is language and not-language without any gradations between gesture and language. This engrossing survey proceeds with William C. Stokoe’s revival of the early anthropological cognitive-linguistic model of gradual development through the iconicity of sign languages. Armstrong ranges far to reveal the nature of sign languages, from the anatomy of early human ancestors to telling passages by Shakespeare, Dickens, and Pound, to the astute observations of Socrates, Lucretius, and Abbé de l’Epée on sign communication among deaf people. Show of Hands illustrates the remarkable development of sign languages in isolated Bedouin communities and among Australian indigenous peoples. It also explores the ubiquitous benefits of “Deaf Gain” and visual communication as they dovetail with the Internet and its mushrooming potential for the future.
From antiquity to the modern age, legal, documentary, exegetical, literary, and linguistic traditions have viewed the relationship between image and letter in diverse ways. There is a long history of scholarship examining this relationship, probing the manner and meaning of its dynamics in terms of equivalency, complementarity, and polarity.
This volume addresses the pictorial dimension of writing systems from cross-cultural and multidisciplinary perspectives. Historians—including specialists in art and literature—paleographers, and anthropologists consider imagistic scripts of the ancient and medieval Near East, Europe, Byzantium, and Latin America, and within Jewish, polytheistic, Christian, and Muslim cultures. They engage with pictographic, ideographic, and logographic writing systems, as well as with alphabetic scripts, examining diverse examples of cross-pollination between language and art.
By tracing the writings of selected individuals, this study reconstructs the historical context for early ASL grammar. It describes the language used in each century and how it changed, and focuses on the rediscovery of the literary legacy of the Deaf American voice. Sign Language Archaeology reveals the contrast between folk etymology and scientific etymology and allows readers to see ASL in terms of historical linguistics.
Sign Language Interpreting relies upon an interactional sociolinguistic approach to ask fundamental questions regarding interpreter neutrality. First, do interpreters influence discourse, and if so, how? Also, what kind of expectations do the participants bring to the event, and what do the interpreters bring to discussions? Finally, how do their remarks affect their alignment with participants in the interaction? Using careful assessments of how these interviews were framed, and also re-interviewing the participants for their perspectives, this penetrating book discloses the ways in which interpreters influence these situations. It also addresses the potential implications of these findings regarding sign language interpretation in medical, educational, and all other general interactions. Interpreter trainers and their students will join certified interpreters and Deaf studies scholars in applauding and benefiting from the fresh ground broken by this provocative study.
The 13th Volume in the Sociolinguistics in Deaf Communities Series
This volume collects for the first time various accounts of contact between sign languages throughout the world, presenting an exciting opportunity to further understand the structural and social factors of this linguistic component in Deaf communities. Editor David Quinto-Pozos has divided Sign Languages in Contact into four parts, starting with Contact in a Trilingual Setting. The sole essay in this section features a study of Maori signs by Rachel McKee, David McKee, Kirsten Smiler, and Karen Pointon that reveals the construction of indigenous Deaf identity in New Zealand Sign Language.
In Part Two: Lexical Comparisons, Jeffrey Davis conducts an historic, linguistic assessment of varieties of North American Indian sign languages. Daisuke Sasaki compares the Japanese Sign Language lexicon with that of Taiwan Sign Language by focusing on signs that share the same meaning and all parameters except for their handshapes. Judith Yoel’s chapter takes up the entirety of Part Three: Language Attrition, with her analysis of the erosion of Russian Sign Language among immigrants to Israel.
The final part describes how educators and other “foreign”visitors can influence indigenous sign languages. Karin Hoyer delineates the effects of international sign and gesture on Albanian Sign Language. Jean Ann, Wayne H. Smith, and Chiangsheng Yu close this significant collection by assessing contact between Mainland China’s sign language and Taiwan Sign Language in the Ch’iying School in Taiwan.
Some contributors explore the physical objects and industrial relations that make up an infrastructure. Others venture into the marginalized communities orphaned from the knowledge economies, technological literacies, and epistemological questions linked to infrastructural formation and use. The wide-ranging insights delineate the oft-ignored contrasts between industrialized and developing regions, rich and poor areas, and urban and rural settings, bringing technological differences into focus.
Contributors include Charles R. Acland, Paul Dourish, Sarah Harris, Jennifer Holt and Patrick Vonderau, Shannon Mattern, Toby Miller, Lisa Parks, Christian Sandvig, Nicole Starosielski, Jonathan Sterne, and Helga Tawil-Souri.
The ability to search corpora to obtain information about the frequency of patterns in language is an important step forward for signed language research. Access to large datasets will expand scholarly understandings of signed language structure in ways never before possible. Through reflective discussions on the processes of creating, using, and utilizing corpora, the editors and contributors hope that other linguists will be inspired to take similar steps. The descriptions provided in this book have been written to provide a framework for those eager to develop or make use of signed language corpora for their respective signed language varieties. Creating signed language corpora is significant not only for linguistic research, but for the long-term preservation of collected texts that include the stories and histories of signed language communities.
Additional areas of focus include the use of signed language corpora in applied settings, the ethics of working with signed language communities, and the future of this methodology in research.
The ten papers in Signed Language Interpretation and Translation Research cover a range of topics, including the need for Deaf perspectives in interpretation research, discourse strategies and techniques that are unique to video relay call settings, the benefits of using sociology as a lens for examining sign language interpreting work, translating university entrance exams from written Portuguese into Libras (Brazilian Sign Language), the linguistic choices interpreters make when interpreting ASL figurative language into English, the nature of designated interpreting, and grammatical ambiguity in trilingual VRS interpreting. The research findings and insights contained here will be invaluable to scholars, students, and practitioners.
The ninth volume in the Studies in Interpretation series offers six succinct chapters on the state of signed language interpreting by Brazil by editors Ronice Müller de Quadros, Earl Fleetwood, Melanie Metzger and ten Brazilian researchers. The first chapter advocates for the affiliation of Brazilian Sign Language (Libras) interpretation research with the field of Translation Studies to generate greater academic power empowerment of Libras. The second chapter outlines how Brazilian sign language interpreters construct a position in discourse. Chapter 3 explores the possibility that bimodal, bilingual interpreters—hearing children of deaf adults—face unique cognitive tasks compared to unimodal bilingual interpreters.
Chapter 4 describes how the systematic expansion and documentation of new academic and technical terms in Brazilian Sign Language, in which fingerspelling is uncommon, resulted in the development of an online glossary. The fifth chapter details the challenges of Libras interpreters in high schools. Chapter 6 concludes this revealing collection with findings on whether gender traits influence the act of interpretation of Brazilian Sign Language.
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