A SCHOLARLY BOOK REPOSITORY
Like its predecessor, Writing Mormon History, this book delves into the captivating narratives of multiple historians as they unfold the backstories of their various publishing endeavors. The authors detail their journeys in crafting influential books, articles, newspaper pieces, and anthologies that have significantly shaped our comprehension of Mormon history. Beyond the polished final products that readers typically encounter, the book explores the driving forces compelling authors to explore their topics and the sacrifices they make along the way.
The volume invites readers to ponder the motivations that fuel an author’s commitment to rigorous research and writing, and sheds light on the substantial time, ranging from minutes to long hours, invested in the sources they cite. Through these narratives, readers gain an appreciation for the dedication and passion that goes into the making of historical scholarship.
Whether you're an avid historian, a student of history, a scholar, or an aspiring author, Writing Mormon History 2 offers an important glimpse into the minds of these writers. This anthology provides a unique opportunity to connect with the human stories behind the academic works that have left an indelible mark on our understanding of Mormon history.
This volume was conceived as a "best practices" resource for writing teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. It was written to help ensure that writing teachers are not perpetuating the myths of teaching writing.
Each author is a practicing teacher who selected his or her "myth" based on classroom experience and expertise. Both the research and pedagogy in this book are based on the newest research in, for example, teacher preparation, EAP and ESP, and corpus linguistics. The myths discussed in this book are:
§ Teaching vocabulary is not the writing teacher's job. (Keith S. Folse)
§ Teaching citation is someone else's job. (Cynthia M. Schuemann)
§ Where grammar is concerned, one size fits all. (Pat Byrd and John Bunting)
§ Academic writing should be assertive and certain. (Ken Hyland)
§ Students must learn to correct all their writing errors. (Dana Ferris)
§ Corpus-based research is too complicated to be useful for writing teachers. (Susan Conrad)
§ Academic writing courses should focus on paragraph and essay development. (Sharon Cavausgil)
§ International and U.S. resident ESL writers cannot be taught in the same class. (Paul Kei Matsuda)
The book concludes with a discussion of students' myths about academic writing and teaching written by Joy Reid.
Writing Natural History is the edited record of four public dialogues held at the University of Utah in 1988 between eminent writers in the fields of natural history. In these interchanges the writers discussed their traditions, perspectives, values, purposes, techniques, and personal insights. Their conversations, like their work, link the sciences with the humanities in surprising ways, enhancing our understanding and appreciation of both. This volume maintains the vitality of the spoken dialogues and conveys a lively sense of each speaker’s concern with the processes of the natural world and our human position in it.
Half of the authors began as professionals in the natural sciences before becoming recognized for their literary skills; the other half are established writers whose works reflect their vital human affinity with and respect for nature. Writing Natural History will appeal to all readers involved in conservation, nature study, creative writing, environmental issues, the natural sciences, the outdoors, and the ecological politics of Earth.
Authors dialogues feature Barry Lopez and Edward O. Wilson, Robert Finch and Terry Tempest Williams, Gary Paul Nabhan and Ann Zwinger, Paul Brooks and Edward Lueders.
The story of New England writing begins some 400 years ago, when a group of English Puritans crossed the Atlantic believing that God had appointed them to bring light and truth to the New World. Over the centuries since, the people of New England have produced one of the great literary traditions of the world--an outpouring of poetry, fiction, history, memoirs, letters, and essays that records how the original dream of a godly commonwealth has been both sustained and transformed into a modern secular culture enriched by people of many backgrounds and convictions.
Writing New England, edited by the literary scholar and critic Andrew Delbanco, is the most comprehensive anthology of this tradition, offering a full range of thought and style. The major figures of New England literature--from John Winthrop and Anne Bradstreet to Emerson, Hawthorne, Dickinson, and Thoreau, to Robert Frost, Wallace Stevens, Robert Lowell, Anne Sexton, and John Updike--are of course represented, often with fresh and less familiar selections from their works. But Writing New England also samples a wide range of writings including Puritan sermons, court records from the Salem witch trials, Felix Frankfurter's account of the case of Sacco and Vanzetti, William Apess's eulogy for the Native American King Philip, pamphlets and poems of the Revolution and the Civil War, natural history, autobiographical writings of W. E. B. Du Bois and Malcolm X, Mary Antin's account of the immigrant experience, John F. Kennedy's broadcast address on civil rights, and A. Bartlett Giamatti's memoir of a Red Sox fan.
Organized thematically, this anthology provides a collective self-portrait of the New England mind. With an introductory essay on the origins of New England, a detailed chronology, and explanatory headnotes for each selection, the book is a welcoming introduction to a great American literary tradition and a treasury of vivid writing that defines what it has meant, over nearly four centuries, to be a New Englander.
From the Preface:
"Imposing one unitary meaning on New England would be as foolish as it would be unconvincing. Yet one purpose of this book is to convey some sense of New England's continuities and coherence...Not all the writers in this book are major figures (a few are barely known), but all are here because of the bracing freshness with which they describe places, people, ideas, and events to which, even if the subject is familiar, we are re-awakened."
As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work.
The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.
Writing Not Writing both confirms this question into which crisis puts poetry and explores alternative modes of “response” and “responsibility” that poetry makes possible. Reading the silences of Oppen, Carl Rakosi, and Bob Kaufman, the renunciation of Laura Riding, and other more contemporary instances of poetic abnegation, Tom Fisher explores silence, refusal, and disavowal as political and ethical modes of response in a time of continuous crisis. Through a turn away from writing, these poets offer strategies of refusal and departure that leave anagrammatical hollows behind, activating the negational capacities of writing and aesthetics to disrupt the empire of sense, speech, and agency.
Fisher’s work is both an engaging and detailed analysis of four individual poets who left poetry behind and a theoretically provocative exploration of the political and ethical possibilities of silence, not-doing, and disavowal. In lucid but nuanced terms, Fisher makes the case that, from at least modernism forward, poetry is marked by refusals of speech and sense in order to open possibilities of response outside conventional forms of responsibility.
Elena Poniatowska is one of Latin America's most distinguished and innovative living writers. Advocacy of women and the poor in their struggle for social and economic justice, denunciation of the repression of that struggle, and a tendency to blur the boundaries between conventional literary forms characterize her writing practice.
Asserting that Poniatowska's writing has been uniquely shaped by her experience as a journalist and interviewer, Beth Jörgensen addresses four important texts: Palabras cruzadas (interviews), Hasta no verte Jesús mío (testimonial novel), La noche de Tlatelolco (oral history), and La "Flor de Lis" (novel of development). She also treats related pieces, including Lilus Kikus (short fiction), De noche vienes (short stories), Fuerte es el silencio (chronicles), and several of Poniatowska's essays. Her readings incorporate a variety of critical approaches within a feminist framework.
After the failed revolution of 1848, the sense of disillusion that swept through France deeply affected the literature of the time. Chambers argues that literary melancholy and disorientation constituted a symptom of historical conditions rather than, as many other critics contend, a willful resistance to them.
Enriched by careful readings of works by Flaubert, Nerval, Baudelaire, Gautier, and Hugo, this book is a subtle meditation on the powers of writing and reading and a suggestive contribution to current debates over the historical status of literary texts. Originally published in French, the book has been revised and expanded to include a new chapter on Gérard de Nerval's "Sylvie."
Increased public and academic interest in drawing and sketching, both traditional and digital, has allowed drawing research to emerge recently as a discipline in its own right. In light of this development, Writing on Drawing presents a collection of essays that reveal a provocative agenda for the field, analyzing the latest work on creativity, education, and thinking from a variety of perspectives. Bringing together contributions by leading artists and researchers, this volume offers consolidation, discussion, and guidance for a previously fragmented discipline. Available for the first time in paperback, it will be an essential resource for artists, scientists, designers, and engineers.
This wide-ranging anthology—gathering short stories and essays, song lyrics and poems—offers readers a new appreciation of the border and its literature. Residents of the region may be startled to learn how many passers-by have been struck by this unruly slice of North America, while those living in other parts of the country may be surprised to find it more than a dateline for reports of smuggling and illegal immigration.
Collected here are both celebrated and underappreciated gems of American and Mexican literature depicting a region that for some writers represents an exotic land, for others home. Writing on the Edge juxtaposes passages by New Jersey poet William Carlos Williams and native songwriter Flaco Jiménez, British novelist Graham Greene and American poet Demetria Martínez, to show us the border from both sides and from a distance. In all of the selections, La Frontera looms larger than life—an energizing force that frames the lives of the characters living within its boundaries. Included in the book is a literary map of the border highlighting the sites with which each author is identified.
As editor Tom Miller observes, the very notion of literature in a region considered an "irrelevant nuisance" allows for more free-ranging creative output." Writing on the Edge sparkles with such creativity and invites readers to enjoy the best of two worlds—and of the world they share.
Print a literary map of the borderlands here!
Through qualitative case study research, Buck explores how literate activities on social network sites coalesced around three areas crucial for writing in digital environments: (1) a heightened awareness of audience and an ability to tailor messages to specific audiences; (2) an understanding of how personal data is collected and circulated in online spaces; and (3) a means through which to use the first two skills for self-promotion and self-presentation in both personal and professional settings. She identifies several distinct literacy practices and strategies used by participants to communicate effectively and addresses how these strategies can help writing researchers and internet scholars understand the impact of social media’s first decade and can inform the ways they will research and understand social media’s second decade.
Social media platforms represent important locations where the different influences on writing become visible. Writing on the Social Network is a close study of the rich literate practices individuals have engaged in on social network sites over the last ten years that allows for a better understanding of the role social media plays in shaping digital literacy.
Across contiguous nation-states in Eastern Africa, the geographic proximity disguises an ideological complexity. Land has meant something fundamental in the sociocultural history of each country. Those concerns, however, have manifested into varied political events, and the range of struggles over land has spawned a multiplicity of literary interventions. While Kenya and Uganda were both British colonies, Kenya's experience of settler land alienation made for a much more violent response against efforts at political independence. Uganda's relatively calm unyoking from the colonial burden, however, led to a tumultuous post-independence. Tanzania, too, like Kenya and Uganda, resisted British colonial administration—after Germany's defeat in World War 1.
In Writing on the Soil, author Ng’ang’a Wahu-Mũchiriargues that representations of land and landscape perform significant metaphorical labor in African literatures, and this argument evolves across several geographical spaces. Each chapter's analysis is grounded in a particular locale: western Kenya, colonial Tanganyika, post-independence Tanzania, Zimbabwe, Nairobi, Dar es Salaam, Anam Ka'alakol (Lake Turkana), Kampala, and Kitgum in Northern Uganda. Moreover, each section contributes to a deeper understanding of the aesthetic choices that authors make when deploying tropes revolving around land, landscape, and the environment. Mũchiri disentangles the numerous connections between geography and geopolitical space on the one hand, and ideology and cultural analysis on the other. This book embodies a multi-layered argument in the sphere of African critical scholarship, while adding to the growing field of African land rights scholarship—an approach that foregrounds the close reading of Africa’s literary canon.
The collection extends existing scholarship and research about the ways racist and colonial rhetorics impact writing education; the impact of translingual, transnational, and cosmopolitan ideologies on student learning and student writing; and the role international educational partnerships play in pushing back against isolationist ideologies. Established and early-career scholars who work in a broad range of institutional contexts highlight the historical connections among monolingualism, racism, and white nationalism and introduce community- and classroom-based practices that writing teachers use to resist isolationist beliefs and tendencies.
“Writing on the wall” serves as a metaphor for the creative, direct action writing education can provide and invokes border spaces as sites of identity expression, belonging, and resistance. The book connects transnational writing education with the fight for racial justice in the US and around the world and will be of significance to secondary and postsecondary writing teachers and graduate students in English, linguistics, composition, and literacy studies.
Contributors: Olga Aksakalova, Sara P. Alvarez, Brody Bluemel, Tuli Chatterji, Keith Gilyard, Joleen Hanson, Florianne Jimenez Perzan, Rebecca Lorimer Leonard, Layli Maria Miron, Tony D. Scott, Kate Vieira, Amy J. Wan
Writing on Water grasps the phenomenon of sound in prayer, that is, a meaning in sounds and soundscapes, and a musical essence in the act of praying.
The impetus for the book arose from the author’s fieldwork among traditional Jews during the era of communism in Budapest and Prague. In that period the Jewish religion and Jewishness in general were supressed and rituals became semi-secret and turned inward. The book is a witness to these communities and their rituals, but it goes beyond documentation. The uniqueness of the sounds of the rituals compelled the author to try to comprehend how melodies and soundscapes became the sustaining/protective environment, as well as the vehicle, for the expression of a world-orientation—in a situation where open discourse was inconceivable.
The book is based on extensive interviews, musical recordings, photographs and scholarly analyses. It is unique in its choice of communities, its wealth of original documents, and its novel interpretation of sound.
Writing on Water is creative non-fiction. The presentation is evocative and poetic, but at the same time it transmits knowledge. The book can aid research and serve in courses in philosophy, religion, music, ethnomusicology, anthropology, aesthetics, Jewish studies, folklore, oral history, and performance studies. It is also a work of art and literature.
Frances E. Willard's powerful leadership of the Woman's Christian Temperance Union (WCTU) made her one of the most commanding figures in the reform movements of the nineteenth century. World renowned and a force to be reckoned with, Willard grappled publicly and private with difficult issues, including temperance, slavery, women's rights, and her own sexuality. These selections from her forty-nine-volume journal reveal the private and confidential side of Willard for the first time. She comes to life in these pages--a person of character, passion, and self-determination who came to represent the woman of the dawning era.
Supplemented by an in-depth introduction and generous annotations, Writing Out My Heart sheds new light on an extraordinary individual and the lives of women in nineteenth-century America.
Regionalist writers such as Alice Cary, Mary E. Wilkins Freeman, Sarah Orne Jewett, Grace King, Alice Dunbar–Nelson, Sui Sin Far, and Mary Austin present narrators who serve as cultural interpreters for persons often considered "out of place" by urban readers. Critiquing the approaches to regional subjects characteristic of local color, this book gives contemporary readers a vantage point from which to approach regions and regional people in the global economy of our own time.
Reclaiming the ground of "close" reading for texts that have been insufficiently read, Fetterley and Pryse situate textual analyses within larger questions such as the ideology of form, feminist standpoint epistemology, queer theory, intersections of race and class, and narrative empathy. In its combination of the critical and the visionary, Writing out of Place proposes regionalism as a model for narrative connection between texts and readers that has the potential to transform American literary culture. Arguing the need for other models for human development than those produced in heroic stories about men and boys, the authors offer regionalism as a source of unconventional and counterhegemonic fictions that should be passed on to future generations of readers.
The 1910 Mexican Revolution saw Francisco "Pancho" Villa grow from social bandit to famed revolutionary leader. Although his rise to national prominence was short-lived, he and his followers (the villistas) inspired deep feelings of pride and power amongst the rural poor. After the Revolution (and Villa's ultimate defeat and death), the new ruling elite, resentful of his enormous popularity, marginalized and discounted him and his followers as uncivilized savages. Hence, it was in the realm of culture rather than politics that his true legacy would be debated and shaped.
Mexican literature following the Revolution created an enduring image of Villa and his followers. Writing Pancho Villa's Revolution focuses on the novels, chronicles, and testimonials written from 1925 to 1940 that narrated Villa's grassroots insurgency and celebrated—or condemned—his charismatic leadership. By focusing on works by urban writers Mariano Azuela (Los de abajo) and Martín Luis Guzmán (El águila y la serpiente), as well as works closer to the violent tradition of northern Mexican frontier life by Nellie Campobello (Cartucho), Celia Herrera (Villa ante la historia), and Rafael F. Muñoz (¡Vámonos con Pancho Villa!), this book examines the alternative views of the revolution and of the villistas. Max Parra studies how these works articulate different and at times competing views about class and the cultural "otherness" of the rebellious masses. This unique revisionist study of the villista novel also offers a deeper look into the process of how a nation's collective identity is formed.
Teachers of first-year composition courses do essential work. Teaching argumentation and conventions of university-level writing; demystifying citation and punctuation; promoting reading comprehension and analysis. Yet such skills, as important as they are, do not reflect the full scope of our discipline. Some of the best learning in composition coursework relates to students' growth as successful individuals able to live and write in a complex world. Composition instructors demand civil discourse and respect for diversity. They coach students in time management and the creative process. They build up confidence, break down learning obstacles, and promote self-examination. The essays found in Writing Pathways for Student Success, written by and for instructors of college writing, examine life lessons that both students and instructors learn from first-year composition courses.
Contributors: Lori Brown, Kathryn Crowther, Casie Fedukovich, Rachel Anya Fomalhaut, Lynée Lewis Gaillet, Christopher Garland, Ruth A. Goldfine, Pamela Henney, Rachel McCoppin, Deborah Mixson-Brookshire, Karen Bishop Morris, Sarah O’Connor, Abigail G. Scheg, Lisa Whalen
Ronald J. Pelias is concerned with writing about performance, from the everyday performative routines to the texts on stage. He seeks to write performatively, to offer poetic or aesthetic renderings of performance events in order to capture some sense of their nature. In his quest for the spirit of theatrical performances, Pelias asks more of the written word than the word can deliver. Yet the attempt is both desirable—and necessary. To discuss performance without some accounting for its essence as art, he asserts, is at best misleading, at worst, fraud.
Pelias divides his efforts to present performance events into three general categories: "Performing Every Day," "On Writing and Performing," and "Being a Witness." "Performing Every Day" focuses on performances ranging from the daily business of enacting roles to the telling of tales that make life meaningful. It incorporates essays about the ongoing process of presenting oneself in everyday life; the gender script that insists that men enact manly performances; the classroom performances of teachers and students; stories of gender, class, and race that mark identity; and a performance installation entitled "A Day’s Talk."
"On Writing and Performing" examines the written script and performance practices. It includes a description of a struggle between a writer and a performer as they protect their own interests; an intimate look at an apprehensive performer; a short play entitled "The Audition"; and a chronicle of performance process from the perspective of an actor.
"Being a Witness" examines performance from the perspective of the audience and the director: being an audience member; viewing theatre in the context of New York City; directing and being directed by actors’ bodies; and watching The DEF Comedy Jam.
One teacher's dispatches from the front lines of the culture wars.
In the early 1990s, Linda Brodkey ended up on the front page of the New York Times and in the columns of George Will and other conservative pundits. The furor was over the “Writing about Difference” syllabus she helped create at the University of Texas, an effort that came to be one more casualty in the debate over multiculturalism in the academy. Writing Permitted in Designated Areas Only is made up of Brodkey’s dispatches from the front lines of the culture wars.
The essays in this book raise provocative questions about the way writing is taught in the United States. Brodkey lambastes conventional composition courses, which since their inception in the mid-nineteenth century have been the site of conflict over what “literacy” really means. She argues that such courses have institutionalized the practice of separating form and content, relegating teachers to the tasks of policing grammar and patrolling the borders of style and literature. Ultimately, this separation of structure and meaning depoliticizes the act of writing, creating an artificial distinction between what is being said and how it is expressed. Comprising specific examples of student work in addition to Brodkey’s own essays, Writing Permitted in Designated Areas Only works against this dynamic. Ranging from personal essay (“Writing on the Bias”) to hard-hitting polemic (“Writing Permitted in Designated Areas Only”) and touching on many of the major issues in the teaching of writing today, this volume explores alternatives to the standard methods for teaching composition. The result is a passionate plea for the loosing of writing to achieve its full power and potential; to unharness writing—and its teachers—from the institutional strictures that stifle both creativity and independent thought.
Richard A. ("Red") Watson has published fiction, general nonfiction, and scholarly books. His essay "On the Zeedijk," about Descartes in Holland and first published in The Georgia Review, was the lead essay in The Pushcart Prize XV, 1990–1991: Best of the Small Presses. Red knows writing.
He also knows academe and has written Writing Philosophy as a kind of survival manual for undergraduates, graduate students, and junior faculty members in philosophy. Also helpful to those in the humanities and the social sciences, the book is a guide to the professional writing and publishing that are essential to an active participation in the conversation and discussion that constitute these professional fields. To the extent that publication is the crucial factor in tenure decisions, it will help the beginning scholar meet tenure criteria.
Despite the importance of the oral tradition in philosophy and the influence of the dialogue, many philosophical points are so intricate and complex that they can be advanced, followed, and criticized only if they are written as stepwise arguments for study and contemplation at length and at leisure. Watson provides a set of basic principles and a plan for writing argumentative papers of 1,500 to 15,000 words (3 to 30 printed pages) and books containing a sequence of sustained arguments of 70,000 to 150,000 words (200 to 300 printed pages).
Because the first book of most professional philosophers is a revised dissertation, Watson presents a plan for writing that dissertation in such a way that its chapters will serve as publishable articles and the dissertation itself will need very little rewriting as a book. His discussion of the principles of reason, clarity, and argument ranges from such topics as dangling participles and the proper usage of ellipses to matters of categorization and univocity.
Writing Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies.
Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader’s own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a “Primary Document” section of each chapter.
The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding—the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration.
Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda
This book is the definitive study of imperial Chinese local gazetteers, one of the most important sources for premodern Chinese studies. Methodologically innovative, it represents a major contribution to the history of books, publishing, reading, and society.
By examining how gazetteers were read, Joseph R. Dennis illustrates their significance in local societies and national discourses. His analysis of how gazetteers were initiated and produced reconceptualizes the geography of imperial Chinese publishing. Whereas previous studies argued that publishing, and thus cultural and intellectual power, were concentrated in the southeast, Dennis shows that publishing and book ownership were widely dispersed throughout China and books were found even in isolated locales. Adding a dynamic element to our earlier understanding of the publishing industry, Dennis tracks the movements of manuscripts to printers and print labor to production sites. By reconstructing printer business zones, he demonstrates that publishers operated across long distances in trans-regional markets. He also creates the first substantial data set on publishing costs in early modern China—a foundational breakthrough in understanding the world of Chinese books. Dennis’s work reveals areas for future research on newly-identified regional publishing centers and the economics of book production.
Writing Ravenna is an attempt to deal with this work's literary significance and specifically with what it tells us about the creation and circulation of narrative in the Early Middle Ages. The book's first chapter analyzes the ways in which the local and international interests of the Ravenna clergy are reflected in the design, genre, and narrative rhetoric of the Liber. The second chapter characterizes the specific textuality, given that the Liber was composed for oral delivery. The final chapter offers translations of the four most interesting narrative sequences in the Liber, followed by full analyses of sources, narrative technique, and ideological aims.
Writing Ravenna will be of interest to a broad spectrum of scholars, including art historians, scholars of late antiquity and the Early Middle Ages, religious historians, and literary critics.
Joaquin Martinez Pizarro is Associate Professor of English, State University of New York at Stony Brook. He is also the author of A Rhetoric of the Scene: Dramatic Narrative in the Early Middle Ages.
Key Features
- Readers will learn the theoretical context that defines the genre of letters of recommendation.
- The book highlights the similarities and differences between the three different types of letters of recommendation: letters written for graduate admission, letters written in support of fellowship applications, and letters written to support obtaining a faculty position.
- Chapters on different aspects of linguistic and rhetorical features discuss presenting the applicants' credentials, highlighting the strengths of their character, accentuating and downplaying certain traits, as well as the pros and cons of boilerplate language and the use of customary frames for opening and closing.
- Readers will see real-world examples of actual letters of recommendation to see how seasoned faculty build the case for the applicant.
Section one of the volume, “Writing Discourses,” features essays by Jonathan Z. Smith, Bruce Lincoln, and Ann Pellegrini that illustrate how critical study enables the analysis of discourses in society and history. Section two, “Riting Social Formations,” includes pieces by Arjun Appadurai, Judith Plaskow, and Nathan Katz that reference both the power of rites to construct society and the act of riting as a form of disciplining that both prescribes and proscribes. The writings of Tomoko Masuzawa, Amy-Jill Levine, Aaron W. Hughes, and Martin S. Jaffee appear in section three, “Righting the Discipline.” They emphasize the correction of movements within the academic study of religion.
Steven W. Ramey frames the collection with a thoughtful introduction that explores the genesis, development, and diversity of critical analysis in the study of religion. An afterword by Russell McCutcheon reflects on the critical study of religion at the University of Alabama and rounds out this superb collection.
The mission of the Department of Religious Studies is to “avoid every tendency toward confusing the study of religion with the practice of religion.” Instruction about—rather than in—religion is foundational to the department’s larger goal of producing knowledge of the world and its many practices and systems of beliefs. Infused with this spirit, these fascinating essays, which read like good conversations with learned friends, offer significant examples of each scholar’s work. Writing Religion will be of value to graduate students, advanced undergraduates, and scholars interested in the study of religion from a critical perspective.
In 1884, sixty-eight prisoners convicted of terrorism and revolutionary activity were transferred to a new maximum-security prison at Shlissel´burg Fortress near St. Petersburg. Inhuman conditions in the prison caused severe mental and physical deterioration among the prisoners, and over half died. However, the survivors fought back to reform the prison and improve the inmates’ living conditions. Their memoirs enshrined their experience in revolutionary mythology and served as an indictment of the Tsarist autocracy’s loss of moral authority. This book features three of these memoirs—translated into English for the first time—as well as an introductory essay that analyzes the memoirs’ construction of a collective narrative of resilience, resistance, and renewal. The first extended study of these memoirs in English, this book uncovers an important episode in the history of political imprisonment. It will be of interest to scholars and students of the Russian revolution, carceral history, penal practice and behaviors, and prison and life writing.
In the politically volatile period from the 1960s through the end of the twentieth century, Latin American authors were in direct dialogue with the violent realities of their time and place. Writing Revolution in Latin America is a chronological study of the way revolution and revolutionary thinking is depicted in the fiction composed from the eye of the storm.
From Mexico to Chile, the gradual ideological evolution from a revolutionary to a neoliberal mainstream was a consequence of, on the one hand, the political hardening of the Cuban Revolution beginning in the late 1960s, and, on the other, the repression, dictatorships, and economic crises of the 1970s and beyond. Not only was socialist revolution far from the utopia many believed, but the notion that guerrilla uprisings would lead to an easy socialism proved to be unfounded. Similarly, the repressive Pinochet dictatorship in Chile led to unfathomable tragedy and social mutation.
This double-edged phenomenon of revolutionary disillusionment became highly personal for Latin American authors inside and outside Castro's and Pinochet's dominion. Revolution was more than a foreign affair, it was the stuff of everyday life and, therefore, of fiction.
Juan De Castro's expansive study begins ahead of the century with José Martí in Cuba and continues through the likes of Mario Vargas Llosa in Peru, Gabriel García Márquez in Colombia, and Roberto Bolaño in Mexico (by way of Chile). The various, often contradictory ways the authors convey this precarious historical moment speaks in equal measure to the social circumstances into which these authors were thrust and to the fundamental differences in the ways they themselves witnessed history.
Scientific writing is often dry, wordy, and difficult to understand. But, as biologist and experienced teacher of scientific writing Anne E. Greene shows in Writing Science in Plain English, writers from all scientific disciplines can learn to produce clear, concise prose by mastering just a few simple principles. This short, focused guide presents roughly a dozen such principles based on what readers need to understand complex information, including concrete subjects, strong verbs, consistent terms, organized paragraphs, and correct sentence structure. Greene illustrates each principle with real-life examples of both good and bad writing and shows how bad writing might be improved. She ends each chapter with revision exercises (and provides suggested answers in a separate key) so that readers can come away with new writing skills after just one sitting. To help readers understand the grammatical terms used in the book, an appendix offers a refresher course on basic grammar.
For this second edition, Greene has incorporated the latest research on what makes writing effective and engaging and has revised or replaced exercises and exercise keys where needed. She has also added new features that make it easier to navigate the book. A new resource for instructors who use Writing Science in Plain English in their classes is a free, online teacher’s guide. Drawn from Greene’s long experience teaching students how to write science clearly, the teacher’s guide provides additional lectures, assignments, and activities that will inform and enliven any class.
An essential reference for students and scholars exploring the methods and methodologies of writing research.
What does it mean to research writing today? What are the practical and theoretical issues researchers face when approaching writing as they do? What are the gains or limitations of applying particular methods, and what might researchers be overlooking? These questions and more are answered by the writing research field’s leading scholars in Writing Studies Research in Practice: Methods and Methodologies.
Editors Nickoson and Sheridan gather twenty chapters from leaders in writing research, spanning topics from ethical considerations for researchers, quantitative methods, and activity analysis to interviewing and communitybased and Internet research. While each chapter addresses a different subject, the volume as a whole covers the range of methodologies, technologies, and approaches—both old and new—that writing researchers use, and examines the ways in which contemporary writing research is understood, practiced, and represented.
An essential reference for experienced researchers and an invaluable tool to help novices understand research methods and methodologies, Writing Studies Research in Practice includes established methods and knowledge while addressing the contemporary issues, interests, and concerns faced by writing researchers today.
Because the island of Taiwan spent the first half of the century as a colony of Japan and the second half in an umbilical relationship to China, its literature challenges basic assumptions about what constitutes a “national literature.” Several contributors directly address the methodological and epistemological issues involved in writing about “Taiwan literature.” Other contributors investigate the cultural and political grounds from which specific genres and literary movements emerged. Still others explore themes of history and memory in Taiwan literature and tropes of space and geography, looking at representations of boundaries as well as the boundary-crossing global flows of commodities and capital. Like Taiwan’s history, modern Taiwan literature is rife with conflicting legacies and impulses. Writing Taiwan reveals a sense of its richness and diversity to English-language readers.
Contributors. Yomi Braester, Sung-sheng Yvonne Chang, Fangming Chen, Lingchei Letty Chen, Chaoyang Liao, Ping-hui Liao, Joyce C. H. Liu, Kim-chu Ng, Carlos Rojas, Xiaobing Tang, Ban Wang, David Der-wei Wang, Gang Gary Xu, Michelle Yeh, Fenghuang Ying
While it includes a brief history of the roots of the fields of Chicanx literature and history, Writing that Matters emphasizes practice: how to research and write a Chicanx or Latinx history paper; how to research and write a Chicanx or Latinx literature or cultural studies essay; and how to conduct interviews, frame pláticas, and conduct oral histories. It also includes a brief chapter on nomenclature and a grammar guide. Each chapter includes questions for discussion, and all examples from across the subfields are from noted Chicanx and Latinx scholars. Women’s and queer scholarship and methods are not addressed in a separate chapter but are instead integral to the work.
For years Professors Heidenreich and Urquijo-Ruiz waited for a writing and research manual that was rooted in critical Chicanx and Latinx studies. Now, they have crafted one.
The contributors to this unique collection employ a wide range of methodological frameworks to demonstrate how pedagogical genres—even ones as seemingly straightforward as the class syllabus—have lives extending well beyond the classroom as they become part of how college teachers represent their own academic identities, advocate for pedagogical values, and negotiate the many external forces that influence the act of teaching. Writing the Classroom shines a light on genres that are often treated as two-dimensional, with purely functional purposes, arguing instead that genres like assignment prompts, course proposals, teaching statements, and policy documents play a fundamental role in constructing the classroom and the broader pedagogical enterprise within academia.
Writing the Classroom calls on experienced teachers and faculty administrators to critically consider their own engagement with pedagogical genres and offers graduate students and newer faculty insight into the genres that they may only now be learning to inhabit as they seek to establish their personal teacherly identities. It showcases the rhetorical complexity of the genres written in the service of pedagogy not only for students but also for the many other audiences within academia that have a role in shaping the experience of teaching.
Contributors: Michael Albright, Lora Arduser, Lesley Erin Bartlett, Logan Bearden, Lindsay Clark, Dana Comi, Zack K. De Piero, Matt Dowell, Amy Ferdinandt Stolley, Mark A. Hannah, Megan Knight, Laura R. Micciche, Cindy Mooty, Dustin Morris, Kate Navickas, Kate Nesbit, Jim Nugent, Lori A. Ostergaard, Cynthia Pengilly, Jessica Rivera-Mueller, Christina Saidy, Megan Schoen, Virginia Schwarz, Christopher Toth
Writing the Future: Perspectives on Nationally Competitive Scholarships offers a timely and nuanced exploration of fellowships advising. This volume brings together experienced practitioners, scholars, and scholarship foundation representatives to reflect on a rapidly evolving landscape—one shaped by shifting student demographics, emergent technologies, and renewed commitments to student success across a broad spectrum.
The essays in this collection engage deeply with the developmental, rhetorical, and institutional dimensions of nationally competitive awards advising. Topics include appreciative advising, writing strategies, and the complexities of guiding students as they envision and articulate aspirational futures. Contributors examine how fellowship applications serve as tools for student growth, knowledge transfer, and reflection. They also explore how advisors can navigate the tensions between authenticity, institutional representation, and the demands of prestige-based selection processes. Several chapters offer practical guidance on writing effective nomination letters, engaging in selection processes as external reviewers, and cultivating advising practices that are both ethical and empowering. A concluding chapter on NAFA’s history situates these contributions within a broader narrative of professionalization and purpose in the field.
Ideal for new and seasoned advisors alike—as well as faculty, administrators, and foundation partners—this volume affirms the transformative potential of a fellowships advising process that centers on student agency, fosters critical reflection, and reimagines what access to competitive awards can and should mean.
Yoonmee Chang examines the class structure of Chinatowns, Koreatowns, Little Tokyos, and Little Indias, arguing that ghettoization in these spaces is disguised. She maintains that Asian American literature both contributes to and challenges this masking through its marginalization by what she calls the "ethnographic imperative." Chang discusses texts from the late nineteenth century to the present, including those of Sui Sin Far, Winnifred Eaton, Monica Sone, Fae Myenne Ng, Chang-rae Lee, S. Mitra Kalita, and Nam Le. These texts are situated in the contexts of the Chinese Exclusion Era, Japanese American internment during World War II, the globalization of Chinatown in the late twentieth century, the Vietnam War, the 1992 Los Angeles riots, and the contemporary emergence of the "ethnoburb."
Goodlife writing has existed for at least the past century, Ybarra contends, but Chicana/o literary history’s emphasis on justice and civil rights eclipsed this tradition and hidden it from the general public’s view. Likewise, in ecocriticism, the voices of people of color most often appear in deliberations about environmental justice. The quiet power of goodlife writing certainly challenges injustice, to be sure, but it also brings to light the decolonial environmentalism heretofore obscured in both Chicana/o literary history and environmental literary studies.
Ybarra’s book takes on two of today’s most discussed topics—the worsening environmental crisis and the rising Latino population in the United States—and puts them in literary-historical context from the U.S.-Mexico War up to today’s controversial policies regarding climate change, immigration, and ethnic studies. This book uncovers 150 years’ worth of Mexican American and Chicana/o knowledge and practices that inspire hope in the face of some of today’s biggest challenges.
Much of what we know about these iconic literary figures comes from their own published letters and essays, revealing how adroitly they developed their own reputations by controlling the reception of their work. Surprisingly the literary world has paid less attention to their autobiographies.
In Writing the Lost Generation, Craig Monk unlocks a series of neglected texts while reinvigorating our reading of more familiar ones. Well-known autobiographies by Malcolm Cowley, Ernest Hemingway, and Gertrude Stein are joined here by works from a variety of lesser-known—but still important—expatriate American writers, including Sylvia Beach, Alfred Kreymborg, Samuel Putnam, and Harold Stearns. By bringing together the self-reflective works of the Lost Generation and probing the ways the writers portrayed themselves, Monk provides an exciting and comprehensive overview of modernist expatriates from the United States.
Jeffrey Angles focuses on key writers, examining how they experimented with new language, genres, and ideas to find fresh ways to represent love and desire between men. He traces the personal and literary relationships between contemporaries such as the poet Murayama Kaita, the mystery writers Edogawa Ranpo and Hamao Shiro, the anthropologist Iwata Jun’ichi, and the avant-garde innovator Inagaki Taruho.
Writing the Love of Boys shows how these authors interjected the subject of male–male desire into discussions of modern art, aesthetics, and perversity. It also explores the impact of their efforts on contemporary Japanese culture, including the development of the tropes of male homoeroticism that recur so often in Japanese girls’ manga about bishonen love.
Babad Jaka Tingkir, the historical prophecy that Writing the Past, Inscribing the Future translates and reads, is uniquely suited for such a study. Composing an engaging history of the emergence of Islamic power in central Java around the turn of the sixteenth century, Babad Jaka Tingkir was written from the vantage of colonial exile to contest the more dominant dynastic historical traditions of nineteenth-century court literature. Florida reveals how this history’s episodic form and focus on characters at the margins of the social order work to disrupt the genealogical claims of conventional royal historiography—thus prophetically to open the possibility of an alternative future.
Focusing on a series of autobiographical texts, published and private, well known and obscure, Writing the Pioneer Woman examines the writing of domestic life on the nineteenth-century North American frontier. In an attempt to determine the meanings found in the pioneer woman's everyday writings—from records of recipes to descriptions of washing floors—Janet Floyd explores domestic details in the autobiographical writing of British and Anglo-American female emigrants.
Floyd argues that the figure of the pioneer housewife has been a significant one within general cultural debates about the home and the domestic life of women, on both sides of the Atlantic. She looks at the varied ideological work performed by this figure over the last 150 years and at what the pioneer woman signifies and has signified in national cultural debates concerning womanhood and home.
The autobiographies under discussion are not only of homemaking but also of emigration. Equally, these texts are about the enterprise of emigration, with several of them written to advise prospective emigrants. Using the insights of diaspora and migration theory, Floyd shows that these writings portray a far subtler role for the pioneer woman than is suggested by previous scholars, who often see her either as participating directly in the overall domestication of colonial space or as being strictly marginal to that process.
Written in response to the highly critical discussion of the attitudes and activities of female "civilizers" within "New" Western history and postcolonial studies, Writing the Pioneer Woman will be a valuable addition to the burgeoning discussion of the literature of domesticity.
What is it about the nature of “soul” that makes it so difficult to adequately capture its complexity in a strictly discursive account? Why do some of the most profound human experiences elude our attempts to theorize them? How can a written document do justice to the dynamic activity of thinking, as opposed to merely presenting a collection of thoughts-as-artifacts? Finally, what can we learn about the activity of philosophizing, and about the human soul, by reflecting on the possibilities and limitations of writing?
These concerns, in various forms and in different registers, have preoccupied Michael Davis throughout his distinguished career. This volume is in honor of, and in dialogue with, Davis’s work, which spans ancient philosophy and literature, continental philosophy and political philosophy. It includes original essays by numerous distinguished scholars in the fields of philosophy and political science. The remarkable range and caliber of the contributions attest to the breadth and depth of Davis’s influence.
The essays in Part I of the volume explore the nature of soul through the lens of tragedy. Part II consists of three essays that explore the human longing for perfect knowledge and completion—and the obstacles to the fulfilment of that longing—in relation to the divine. In Part III, the essays address the distinctive challenges of the political sphere and philosophy’s relation to it. And while the relationship between philosophy and poetry is an implicit theme throughout the volume, the essays in Part IV focus directly on philosophy’s aestheticizing tendencies. Many different philosophical and literary works are discussed throughout these chapters, including ancient works such as Plato’s Republic, Euthydemus and Laws, Homer’s Iliad, and Euripides’ Trojan Women, as well as works by modern philosophers such as Rousseau, Kant, Hegel, Kierkegaard and Nietzsche. In addition, three essays analyze some of Shakespeare’s plays in relation to the thought of Plato and Machiavelli. All of the essays are thematically linked by a common thread as they attend to the poetic dimension of philosophical thinking.
Michael Davis is Professor of Philosophy at Sarah Lawrence College, where he has taught since 1977 and has been the Sarah Yates Exley Chair in Teaching Excellence (2003-2005). He has also taught on the graduate faculty at Fordham University and the New School for Social Research. He is the author of numerous articles and books, which include: Ancient Tragedy and the Origins of Modern Science; The Poetry of Philosophy: On Aristotle’s Poetics; The Politics of Philosophy: A Commentary on Aristotle’s Politics; The Autobiography of Philosophy; Rousseau’s The Reveries of the Solitary Walker; Wonderlust: Ruminations on Liberal Education; and The Soul of the Greeks: An Inquiry. He is also co-translator (with Seth Benardete) of Aristotle’s On Poetics.
Contributors include: Abraham Anderson, Jonathan Badger, Robert Berman, Ronna Burger, Kenneth DeLuca, Gwenda-lin Grewal, Scott Hemmenway, Paul Kirkland, Mary Nichols, Denise Schaeffer, Paul Stern, Richard Velkley, Lisa Pace Vetter, Ann Ward, Lee Ward, Catherine Zuckert and Michael Zuckert.
About the Editor: Denise Schaeffer is Professor of Political Science at the College of the Holy Cross. She is the author of Rousseau on Education, Freedom and Judgment and contributing co-editor (with Christopher Dustin) of Socratic Philosophy and Its Others. She is co-editor (with Gregory McBrayer and Mary P. Nichols) of the Focus Philosophical Library edition of Plato’s Euthydemus, for which she authored the Introduction and co-authored the Interpretive Essay.
Winner of the 2019 Oskar Halecki Prize (Polish American Historical Association)
Though often unnoticed by scholars of literature and history, Polish American women have for decades been fighting back against the patriarchy they encountered in America and the patriarchy that followed them from Poland. Through close readings of several Polish American and Polish Canadian novels and short stories published over the last seven decades, Writing the Polish American Woman in Postwar Ethnic Fiction traces the evolution of this struggle and women’s efforts to construct gendered and classed ethnicity.
Focusing predominantly on work by North American born and immigrant authors that represents the Polish American Catholic tradition, Grażyna J. Kozaczka puts texts in conversation with other American ethnic literatures. She positions ethnic gender construction and performance at an intersection of social class, race, and sex. She explores the marginalization of ethnic female characters in terms of migration studies, theories of whiteness, and the history of feminist discourse. Writing the Polish American Woman in Postwar Ethnic Fiction tells the complex story of how Polish American women writers have shown a strong awareness of their oppression and sought empowerment through resistive and transgressive behaviors.
In Writing: The Political Test, France’s leading political philosopher, Claude Lefort, illuminates the process by which writers negotiate difficult path to free themselves from the ideological and contextual traps that would doom their attempts to articulate a new vision. Lefort examines writers whose works provide special insights into this problem of risk, both literary artists and political philosophers. Among them are Salman Rushdie, Sade, Tocqueville,m Machiavelli, Leo Strauss, Orwell, Kant, Robespierre, Guizot, and Pierre Clastres. In Tocqueville, for example, Lefort finds that the author’s improvisatory and open-ended expression represents the character of the democratic experience. Orwell’s work on totalitarianism shows up the totalitarian subject’s complicity in this political regime. And Rushdie is remarkable for his solid attack on relativism. With the character and fate of the political forms of modernity, democracy, and totalitarianism a central theme, Lefort concludes with some reflections on the collapse of the Soviet Union.
This intriguing and accessible exploration of literature’s political aspects and political philosophy’s literary ones will be welcomed by those who have been stymied by current efforts to bridge these two fields. Taken together, the essays in this volume also stand as an intellectual autobiography of Lefort, making it an excellent introduction to his work for less experience students of political theory or philosophy.
In Writing the Record, Devon Powers explores this shift by focusing on The Village Voice, a key publication in the rise of rock criticism. Revisiting the work of early pop critics such as Richard Goldstein and Robert Christgau, Powers shows how they stood at the front lines of the mass culture debates, challenging old assumptions and hierarchies and offering pioneering political and social critiques of the music. Part of a college-educated generation of journalists, Voice critics explored connections between rock and contemporary intellectual trends such as postmodernism, identity politics, and critical theory. In so doing, they became important forerunners of the academic study of popular culture that would emerge during the 1970s.
Drawing on archival materials, interviews, and insights from media and cultural studies, Powers not only narrates a story that has been long overlooked but also argues that pop music criticism has been an important channel for the expression of public intellectualism. This is a history that is particularly relevant today, given the challenges faced by criticism of all stripes in our current media environment. Powers makes the case for the value of well-informed cultural criticism in an age when it is often suggested that "everyone is a critic."
Honest, aching, and intimate, self-elegies are unique poems focusing on loss rather than death, mourning versions of the self that are forgotten or that never existed. Within their lyrical frame, multiple selves can coexist—wise and naïve, angry and resigned—along with multiple timelines, each possible path stemming from one small choice that both creates new selves and negates potential selves. Giving voice to pain while complicating personal truths, self-elegies are an ideal poetic form for our time, compelling us to question our close-minded certainties, heal divides, and rethink our relation to others.
In Writing the Self-Elegy, poet Kara Dorris introduces us to this prismatic tradition and its potential to forge new worlds. The self-elegies she includes in this anthology mix autobiography and poetics, blending craft with race, gender, sexuality, ability and disability, and place—all of the private and public elements that build individual and social identity. These poems reflect our complicated present while connecting us to our past, acting as lenses for understanding, and defining the self while facilitating reinvention. The twenty-eight poets included in this volume each practice self-elegy differently, realizing the full range of the form. In addition to a short essay that encapsulates the core value of the genre and its structural power, each poet’s contribution concludes with writing prompts that will be an inspiration inside the classroom and out. This is an anthology readers will keep close and share, exemplifying a style of writing that is as playful as it is interrogative and that restores the self in its confrontation with grief.
The history of the Lone Star state is a narrative dominated by larger-than-life personalities and often-contentious legends, presenting interesting challenges for historians. Perhaps for this reason, Texas has produced a cadre of revered historians who have had a significant impact on the preservation (some would argue creation) of our state’s past. An anthology of biographical essays, Writing the Story of Texas pays tribute to the scholars who shaped our understanding of Texas’s past and, ultimately, the Texan identity.
Edited by esteemed historians Patrick Cox and Kenneth Hendrickson, this collection includes insightful, cross-generational examinations of pivotal individuals who interpreted our history. On these pages, the contributors chart the progression from Eugene C. Barker’s groundbreaking research to his public confrontations with Texas political leaders and his fellow historians. They look at Walter Prescott Webb’s fundamental, innovative vision as a promoter of the past and Ruthe Winegarten’s efforts to shine the spotlight on minorities and women who made history across the state. Other essayists explore Llerena Friend delving into an ambitious study of Sam Houston, Charles Ramsdell courageously addressing delicate issues such as racism and launching his controversial examination of Reconstruction in Texas, Robert Cotner—an Ohio-born product of the Ivy League—bringing a fresh perspective to the field, and Robert Maxwell engaged in early work in environmental history.
Beautifully illustrated with seventy full-color illustrations, this book tells the river’s remarkable story through art, poetry, and prose, while celebrating the writers who helped form its enduring legacy.
This approach tracks the relationship between curriculum and resistance and enumerates an anti-assimilationist methodology for teachers and scholars of writing in contemporary classrooms. From the Carlisle archive emerges the concept of a rhetoric of relations, a set of Native American communicative practices that circulates in processes of intercultural interpretation and world-making. Klotz explores how embodied and material practices allowed Indigenous rhetors to maintain their cultural identities in the off-reservation boarding school system and critiques the settler fantasy of benevolence that propels assimilationist models of English education.
Writing Their Bodies moves beyond language and literacy education where educators standardize and limit their students’ means of communication and describes the extraordinary expressive repositories that Indigenous rhetors draw upon to survive, persist, and build futures in colonial institutions of education.
Between 1967 and 1972, a previously obscure group of authors entered the US cultural spotlight. During this five-year period, at least thirty anthologies of poetry and prose by African American, Latinx, Asian American, and Native American children came out of adult-led workshops, classrooms, and sites of juvenile incarceration. Mass-market publishers, independent imprinters, and local mimeograph machines produced volumes with titles such as I Am Somebody! and The Me Nobody Knows: Children’s Voices from the Ghetto. These young writers actively participated in the Black Arts Movement, and some collaborated with well-known adult authors, most prominently June Jordan. Their anthologies gained national media coverage, occasionally became bestsellers, were quoted by James Baldwin, and even inspired a hit Broadway musical. While writings by children had long attracted adult attention, this flurry of youth writing and publishing was distinguished by the widespread belief that children of color from poor and working-class neighborhoods were uniquely able to speak truth about American racism and inequality.
Focusing on Black and Latinx youth authorship within New York City, and using deep archival research and elegant close readings, Amy Fish examines child-authored texts of this era within the context of their literary production and reception. These young writers were often supervised and edited by white adults, raising concerns about the authenticity and agency of their voices. Fish contends that young authors themselves shared these concerns and that they employed savvy rhetorical strategies of address, temporality, and trope to self-consciously interrogate the perils and possibilities of their adult-influenced work. Young writers thus contributed to the era’s important debates about the nature of authorship and readership within a racist society, while also using their writing as an intimate occasion of self-discovery.
Writing Together gathers accounts from graduate writing professionals about how social writing programs are imagined and delivered. It surveys the motivations, rationales, evaluation strategies, and structures that underpin these initiatives in order to create a practical resource for writing professionals who wish to establish or refine their own offerings. Rather than presenting “how to” approaches, the book presents “how we” accounts that enable readers to learn from the creative practices and experiences of others. By capturing a range of experiences, institutional models, and forms of social writing support, Writing Together explains the thinking behind social writing initiatives and the processes through which those initiatives have been assessed. It demonstrates that social writing practices are not just a means to an end, but an end in themselves—that writing together is a great way to write and a promising basis for graduate writing pedagogy and professional development.
Writing Under the Raj is the first study to challenge the long-held critical assumption that the rape of colonizing women by colonized men was the first, or the only, rape script in British colonial literature. Nancy Paxton asks why rape disappears in British literature about English domestic life in the 1790s and charts its reappearance in British literature about India written between 1830 and 1947. Paxton displays the hybrid qualities of familiar novels like Kipling’s Kim and Forster’s A Passage to India by situating them in a richly detailed cultural context that reveals the dynamic relationship between metropolitan British literature and novels written by men and women who lived in the colonial contact zone of British India throughout this period.
Drawing on current feminist and gender theory as well as a wide range of historical and cultural sources, Paxton identifies four different “scripts” about interracial and intraracial rape that appear in novels about India during the period of British rule. Surveying more than thirty canonized and popular Anglo-Indian novels, Paxton shows how the treatment of rape reflects basic conflicts in the social and sexual contracts defining British and Indian women’s relationship to the nation state throughout the period. This study reveals how and why novels written after the Indian Uprising of 1857 popularized the theme of English women victimized by Indian men. Paxton demonstrates how all these novels reflect unresolved ideological and symbolic conflicts in British ideas about sex, violence, and power.
Philip Caputo, Larry Heinemann, Tim O'Brien, and Robert Olen Butler: four young midwestern Americans coming of age during the 1960s who faced a difficult personal decision—whether or not to fight in Vietnam. Each chose to participate. After coming home, these four veterans became prizewinning authors telling the war stories and life stories of soldiers and civilians. The four extended conversations included in Writing Vietnam, Writing Life feature revealing personal stories alongside candid assessments of each author's distinct roles as son, soldier, writer, and teacher of creative writing.
As Tobey Herzog's thoughtful interviews reveal, these soldier-authors have diverse upbringings, values, interests, writing careers, life experiences, and literary voices. They hold wide-ranging views on, among other things, fatherhood, war, the military, religion, the creative process, the current state of the world, and the nature of both physical and moral courage. For each author, the conversation and richly annotated chronology provide an overview of the writer's life, the intersection of memory and imagination in his writing, and the path of his literary career. Together, these four life stories also offer mini-tableaux of the fascinating and troubling time of 1960s and 1970s America. Above all, the conversations reveal that each author is linked forever to the Vietnam War, the country of Vietnam, and its people.
To advance his argument Rabasa analyzes visual and verbal representations, colonialist programs, and the theories of colonization that informed the historiography of sixteenth-century New Mexico and Florida, which includes the territory from the Pacific coast to Kansas, and from present-day Florida to Tennessee and Arkansas. Using little-known materials from the northern borderlands of Spanish imperial expansion, Rabasa works to complicate notions of violence and their relationship to writing. Understood in juxtaposition with modern texts on postcolonial theory, his description of the dual function of these colonial texts—to represent material acts of violence and to act as violence itself—also emphasizes the lingering effects of this phenomenon in contemporary intellectual work and everyday life. In this way Writing Violence on the Northern Frontier serves not only as an explanation of what colonialist texts do but also instigates new ways of thinking about colonial discourse.
This book will interest scholars of colonial studies and early North American history, as well as a broader audience interested in interdisciplinary perspectives on the topic of racial, ethnic, and literary violences.
Historians have made widespread use of diaries to tell the story of the Second World War in Europe but have paid little attention to personal accounts from the Asia-Pacific Theater. Writing War seeks to remedy this imbalance by examining over two hundred diaries, and many more letters, postcards, and memoirs, written by Chinese, Japanese, and American servicemen from 1937 to 1945, the period of total war in Asia and the Pacific. As he describes conflicts that have often been overlooked in the history of World War II, Aaron William Moore reflects on diaries as tools in the construction of modern identity, which is important to our understanding of history.
Any discussion of war responsibility, Moore contends, requires us first to establish individuals as reasonably responsible for their actions. Diaries, in which men develop and assert their identities, prove immensely useful for this task. Tracing the evolution of diarists’ personal identities in conjunction with their battlefield experience, Moore explores how the language of the state, mass media, and military affected attitudes toward war, without determining them entirely. He looks at how propaganda worked to mobilize soldiers, and where it failed. And his comparison of the diaries of Japanese and American servicemen allows him to challenge the assumption that East Asian societies of this era were especially prone to totalitarianism. Moore follows the experience of soldiering into the postwar period as well, and considers how the continuing use of wartime language among veterans made their reintegration into society more difficult.
2024 Senators Bob and Elizabeth Dole Biennial Award for Distinguished Book in Veterans Studies, winner
Who writes novels about war? For nearly a century after World War I, the answer was simple: soldiers who had been there. The assumption that a person must have experienced war in the flesh in order to write about it in fiction was taken for granted by writers, reviewers, critics, and even scholars.
Contemporary American fiction tells a different story. Less than half of the authors of contemporary war novels are veterans. And that’s hardly the only change. Today’s war novelists focus on the psychological and moral challenges of soldiers coming home rather than the physical danger of combat overseas. They also imagine the consequences of the wars from non-American perspectives in a way that defies the genre’s conventions. To understand why these changes have occurred, David Eisler argues that we must go back nearly fifty years, to the political decision to abolish the draft. The ramifications rippled into the field of cultural production, transforming the foundational characteristics— authorship, content, and form—of the American war fiction genre.
For more than sixty years Alfred Kazin has been one of the most eloquent witnesses to the literary life of the mind in America. Writing Was Everything is a summation of that life, a story of coming of age as a writer and critic that is also a vibrant cultural drama teeming with such characters as Hart Crane and Allen Ginsberg, Simone Weil and Flannery O'Connor, Hannah Arendt and Robert Lowell, Edmund Wilson and George Orwell.
A deft blend of autobiography, history, and criticism that moves from New York in the 1930s to wartime England to the postwar South, Writing Was Everything emerges as a reaffirmation of literature in an age of deconstruction and critical dogma. In his encounters with books, Kazin shows us how great writing matters and how it involves us morally, socially, and personally on the deepest level. Whether reflecting on modernism, southern fiction, or black, Jewish, and New Yorker writing or reliving the work of Richard Wright, Saul Bellow, and John Cheever, he gives a penetrating, moving account of literature observed and lived. In his life as a critic, Kazin personifies the lesson that living and writing are necessarily intimate.
Writing Was Everything encapsulates the lively wit and authority of this timeless critic's unmistakable voice. It stands as clear testimony to Kazin's belief that "literature is not theory but, at best, the value we can give to our experience, which in our century has been and remains beyond the imagination of mankind."
Writing with Authority: Students’ Roles as Writers in Cross-National Perspective offers a comparison of student writers in two university cultures—one German and one American—as the students learn to connect their writing to academic content. David Foster demonstrates the effectiveness of using cross-cultural comparisons to assess differences in literacy activities and suggests teaching approaches that will help American students better develop their roles as writers in knowledge-based communities. He proposes that American universities make stronger efforts to nurture the autonomy of American undergraduates as learner-writers and to create apprenticeship experiences that more closely reflect the realities of working in the academic community.
This comparative analysis identifies crucial differences in the ways German and American students learn to become academic writers, emphasizing two significant issues: the importance of self-directed, long-term planning and goal setting in developing knowledge-based projects and the impact of time structures on students’ writing practices. Foster suggests that students learn to write as knowledge makers, using cumulative, recursive task development as reflexive writing practices. He argues for the full integration of extended, self-managed, knowledge-based writing tasks into the American undergraduate curriculum from the onset of college study.
A cross-national perspective offers important insights into the conditions that influence novice writers, Foster says, including secondary preparations and transitions to postsecondary study. Foster proposes that students be challenged to write transformatively—to master new forms of authorship and authority based on self-directed planning, researching, and writing in specific academic communities. The text also addresses contested issues of power relations in students’ roles as academic writers and their perception of personal authority and freedom as writers.
A course model incorporates significant, self-directed writing projects to help students build sustainable roles as transformative writers, outlines “change goals” to help teachers develop curricular structures that support cumulative writing projects across the undergraduate curriculum, and shows how teachers can develop self-directed writing projects in a variety of program environments.
Writing with Elbow is a must-read collection for composition scholars, teachers, English educationists, and graduate students.
The contributors--who include art historians, anthropologists, and literary theorists--examine the ways in which ancient Mesoamerican and Andean peoples conveyed meaning through hieroglyphic, pictorial, and coded systems, systems inseparable from the ideologies they were developed to serve. We see, then, how these systems changed with the European invasion, and how uniquely colonial writing systems came to embody the post-conquest American ideologies. The authors also explore the role of these early systems in religious discourse and their relation to later colonial writing.
Bringing the insights from Mesoamerica and the Andes to bear on a fundamental exchange among art history, literary theory, semiotics, and anthropology, the volume reveals the power contained in the medium of writing.
Contributors. Elizabeth Hill Boone, Tom Cummins, Stephen Houston, Mark B. King, Dana Leibsohn, Walter D. Mignolo, John Monaghan, John M. D. Pohl, Joanne Rappaport, Peter van der Loo
What is the relationship between history and fiction in a place with a contentious past? And of what concern is gender in the telling of stories about that past?
Writing Women in Central America explores these questions as it considers key Central American texts. This study analyzes how authors appropriate history to confront the rhetoric of the state, global economic powers, and even dissident groups within their own cultures. Laura Barbas-Rhoden winds a common thread in the literary imaginations of Claribel Alegría, Rosario Aguilar, Gioconda Belli, and Tatiana Lobo and shows how these writers offer provocative supplements to the historical record.
Writing Women in Central America considers more than a dozen narratives in which the authors craft their own interpretations of history to make room for women, indigenous peoples, and Afro-Latin Americans. Some of the texts reveal silences in the narratives of empire- and nation-building. Others reinterpret events to highlight the struggle of marginalized peoples for dignity and humanity in the face of oppression. All confront the ways in which stories have been told about the past.
Yet ultimately, Professor Barbas-Rhoden asserts, all concern the present and the future. As seen in Writing Women in Central America, though their fictions are historical, the writers direct their readers beyond the present toward a more just future for all who live in Central America.
When was feminism born—in the 1960s, or in the 1660s? For England, one might answer: the early decades of the seventeenth century. James I was King of England, and women were expected to be chaste, obedient, subordinate, and silent. Some, however, were not, and these are the women who interest Barbara Lewalski—those who, as queens and petitioners, patrons and historians, and poets took up the pen to challenge and subvert the repressive patriarchal ideology of Jacobean England.
Setting out to show how these women wrote themselves into their culture, Lewalski rewrites Renaissance history to include some of its most compelling—and neglected—voices. In these women, Lewalski identifies an early challenge to the dominant culture—and an ongoing challenge to our understanding of the Renaissance world.
Beginning in the 1980s, a number of popular and influential anthologies organized around themes of shared identity—Nice Jewish Girls, This Bridge Called My Back, Home Girls, and others—have brought together women’s fiction and poetry with journal entries, personal narratives, and transcribed conversations. These groundbreaking multi-genre anthologies, Cynthia G. Franklin demonstrates, have played a crucial role in shaping current literary studies, in defining cultural and political movements, and in building connections between academic and other communities.
Exploring intersections and alliances across the often competing categories of race, class, gender, and sexuality, Writing Women’s Communities contributes to current public debates about multiculturalism, feminism, identity politics, the academy as a site of political activism, and the relationship between literature and politics.
In Writing Workplace Cultures: An Archaeology of Professional Writing, Jim Henry analyzes eighty-three workplace writing ethnographies composed over seven years in a variety of organizations. He views the findings as so many shards in an archaeology on professional writing at the beginning of the twenty-first century.
These ethnographies were composed by either practicing or aspiring writers participating in a Master’s program in professional writing and editing. Henry solicited the writers' participation in "informed intersubjective research" focused on issues and questions of their own determination. Most writers studied their own workplace, composing "auto-ethnographies" that problematize these workplaces' local cultures even as they depict writing practices within them.
Henry establishes links between current professional writing practices and composition instruction as both were shaped by national economic development and local postsecondary reorganization throughout the twentieth century. He insists that if we accept basic principles of social constructionism, the text demonstrates ways in which writers "write" workplace cultures to produce goods and services whose effects go far beyond the immediate needs of its clients.
Writing Wrongs: The Work of Wallace Shawn is a close and personal look into the life and literary work of the man whom Joseph Papp called "a dangerous writer." As the son of the late William Shawn, renowned editor of The New Yorker, Wallace Shawn was born into privilege and trained to thoroughly liberal values, but his plays relentlessly question the liberal faith in individualism and common decency. In an uncompromising way that is all his own, Shawn registers the shock of the new.
In works such as Aunt Dan and Lemon, My Dinner with Andre, and The Designated Mourner, he wrenches out of place all of the usual, comfortable mechanisms by which we operate as audiences. Perhaps our discomfort and struggle to understand a play might provoke some change in the way we see ourselves and behave in relation to others -- but Shawn offers little in the way of solace.
W.D. King's incisive critiques of the plays and inquiry into the life and times of their author develop a portrait of Shawn as a major figure in contemporary theater.
With this new edition, Belcher expands her advice to reach beginning scholars in even more disciplines. She builds on feedback from professors and graduate students who have successfully used the workbook to complete their articles. A new chapter addresses scholars who are writing from scratch. This edition also includes more targeted exercises and checklists, as well as the latest research on productivity and scholarly writing.
Writing Your Journal Article in Twelve Weeks is the only reference to combine expert guidance with a step-by-step workbook. Each week, readers learn a feature of strong articles and work on revising theirs accordingly. Every day is mapped out, taking the guesswork and worry out of writing. There are tasks, templates, and reminders. At the end of twelve weeks, graduate students, recent PhDs, postdoctoral fellows, adjunct instructors, junior faculty, and international faculty will feel confident they know that the rules of academic publishing and have the tools they need to succeed.
Wendy Strachan documents this campus cultural transformation, exploring successes and impasses with equal interest. The study identifies factors to be considered to avoid isolating the teaching of writing in writing-intensive courses; to engender a university-wide culture that naturalizes writing as a vital part of learning across all disciplines; and to keep the teaching of writing organic and reflected upon in a scholarly manner across campus.
A valuable case history for scholars in writing studies, WAC/WID, and curricular change studies.
An international collection of ecumenical, gender-sensitive interpretations
The latest volume in the Bible and Women series seeks to provide an ecumenical, gender-sensitive interpretation and reception history of the Writings and later wisdom traditions including Ben Sira and the Wisdom of Solomon. Articles trace the living conditions of women, examine the presentation of female figures in the Israelite wisdom tradition, discuss women and gender relations in single books, and explore narratives about great female protagonists, such as Ruth, Esther, and Susanna, who prove their wit and strength in situations of conflict.
Features:
- Essays by scholars from five European countries, Israel, and the United States
- An introduction and fourteen essays focused on women and gender relations
- Coverage of power relations and ideologies within the texts and in current interpretations.
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