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

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

In composition studies for the last two or three decades, Bakhtin has been especially influential through his theories of language, dialogue, and genre. His work is required reading in upper division and graduate rhetoric courses and is included in the recent major surveys if rhetoric.

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.

What he offers, then, is a compact collection that addresses major areas of Bakhtinian thought and influence on composition practice to date. And he does this in a voice and style that will be accessible to the general scholar as well as the specialist and will be suitable for use with the advanced composition student, too.

 Few composition scholars two decades ago would have imagined the rate at which their field is now developing, expanding beyond its boundaries, creating new alliances, and locating new sites for research and generation of knowledge. In their introduction to this volume, Farris and Anson argue that, faced with a welter of competing models, compositionists too quickly dichotomize and dismiss.

The contributors to Under Construction, therefore, address themselves to the need for commerce among competing visions of the field. They represent diverse settings and distinct points of view, but their over-riding interest is in promoting a view of the field that values interaction and mutual development above dogmatics and isolation.

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

Education is in crisis—at least, so we hear. And at the center of this crisis is technology. New technologies like computer-based classroom instruction, online K–12 schools, MOOCs (massive open online courses), and automated essay scoring may be our last great hope—or the greatest threat we have ever faced.

In The Problem with Education Technology, Ben Fink and Robin Brown look behind the hype to explain the problems—and potential—of these technologies. Focusing on the case of automated essay scoring, they explain the technology, how it works, and what it does and doesn’t do. They explain its origins, its evolution (both in the classroom and in our culture), and the controversy that surrounds it. Most significantly, they expose the real problem—the complicity of teachers and curriculum-builders in creating an education system so mechanical that machines can in fact often replace humans—and how teachers, students, and other citizens can work together to solve it.

Offering a new perspective on the change that educators can hope, organize, and lobby for, The Problem with Education Technology challenges teachers and activists on “our side,” even as it provides new evidence to counter the profit-making, labor-saving logics that drive the current push for technology in the classroom.

Ever since Horace Mann promoted state supported schooling in the 1850s, the aims of U.S. public education have been the subject of heated national debate. Whose Goals? Whose Aspirations? joins this debate by exploring clashing educational aims in a discipline-based university classroom and the consequences of these clashes for "underprepared" writers.

In this close-up look at a White middle-class teacher and his ethnically diverse students, Fishman and McCarthy examine not only the role of Standard English in college writing instruction but also the underlying and highly charged issues of multiculturalism, race cognizance, and social class.

Kathleen Flake, associate professor of American religious history at Vanderbilt University examines the logic of those women who thrived, rather than suffered, in early Mormon polygamy, and finds that the marriage covenant granted them priestly rights and independence through the powers of heaven.

After a long journey from Sugar City, Idaho, to France’s Argonne Forest France during World War I,
young Thomas Neibaur found himself in the core of the American Expeditionary Force’s most important offensive.
After becoming separated in advance of his unit, he, despite serious wounds, single-handedly stopped a German
counterattack at a critical hill known as Côte de Châtillon. For this remarkable feat of valor, he received the Medal of
Honor and other awards, becoming the first Idaho and first Mormon recipient of the nation’s highest combat award.
But after a heroic return and brief celebrity, his life followed a tragic downward arc, culminating in his attempt to return
his medal because, as he put it, it could not feed his family.

Although it is well known in other fields, the concept of “resilience” has not been addressed explicitly by feminist rhetoricians. This collection develops it in readings of rhetorical situations across a range of social contexts and national cultures. Contributors demonstrate that resilience offers an important new conceptual frame for feminist rhetoric, with emphasis on agency, change, and hope in the daily lives of individuals or groups of individuals disempowered by social or material forces. Collectively, these chapters create a robust conception of resilience as a complex rhetorical process, redeeming it from its popular association with individual heroism through an important focus on relationality, community, and an ethics of connection. Resilience, in this volume, is a specifically rhetorical response to complicated forces in individual lives. Through it, Feminist Rhetorical Resilience widens the interpretive space within which rhetoricians can work.

This volume introduces a new concept to explore the dynamic relationship between folklore and popular culture: the “folkloresque.” With “folkloresque,” Foster and Tolbert name the product created when popular culture appropriates or reinvents folkloric themes, characters, and images. Such manufactured tropes are traditionally considered outside the purview of academic folklore study, but the folkloresque offers a frame for understanding them that is grounded in the discourse and theory of the discipline.

Fantasy fiction, comic books, anime, video games, literature, professional storytelling and comedy, and even popular science writing all commonly incorporate elements from tradition or draw on basic folklore genres to inform their structure. Through three primary modes—integration, portrayal, and parody—the collection offers a set of heuristic tools for analysis of how folklore is increasingly used in these commercial and mass-market contexts.

The Folkloresque challenges disciplinary and genre boundaries; suggests productive new approaches for interpreting folklore, popular culture, literature, film, and contemporary media; and encourages a rethinking of traditional works and older interpretive paradigms.
 

Contributors: Trevor J. Blank, Chad Buterbaugh, Bill Ellis, Timothy H. Evans, Michael Dylan Foster, Carlea Holl-Jensen, Greg Kelley, Paul Manning, Daniel Peretti, Gregory Schrempp, Jeffrey A. Tolbert

Through an exploration of the literacy practices of undergraduate Chinese international students in the United States and China, Inventing the World Grant University demonstrates the ways in which literacies, mobilities, and transnational identities are constructed and enacted across institutional and geographic borders.

Steven Fraiberg, Xiqiao Wang, and Xiaoye You develop a mobile literacies framework for studying undergraduate Chinese international students enrolling at Western institutions, whose numbers have increased in recent years. Focusing on the literacy practices of these students at Michigan State University and at Sinoway International Education Summer School in China, Fraiberg, Wang, and You draw on a range of mobile methods to map the travel of languages, identities, ideologies, pedagogies, literacies, and underground economies across continents. Case studies of administrators’, teachers’, and students’ everyday literacy practices provide insight into the material and social structures shaping and shaped by a globalizing educational landscape.

Advocating an expansion of focus from translingualism to transliteracy and from single-site analyses to multi-site approaches, this volume situates local classroom practices in the context of the world grant university. Inventing the World Grant University contributes to scholarship in mobility, literacy, spatial theory, transnationalism, and disciplinary enculturation. It further offers insight into the opportunities and challenges of enacting culturally relevant pedagogies.

Transference of orientalist images and identities to the American landscape and its inhabitants, especially in the West—in other words, portrayal of the West as the “Orient”—has been a common aspect of American cultural history. Place names, such as the Jordan River or Pyramid Lake, offer notable examples, but the imagery and its varied meanings are more widespread and significant. Understanding that range and significance, especially to the western part of the continent, means coming to terms with the complicated, nuanced ideas of the Orient and of the North American continent that European Americans brought to the West. Such complexity is what historical geographer Richard Francaviglia unravels in this book.

 Since the publication of Edward Said’s book, Orientalism, the term has come to signify something one-dimensionally negative. In essence, the orientalist vision was an ethnocentric characterization of the peoples of Asia (and Africa and the “Near East”) as exotic, primitive “others” subject to conquest by the nations of Europe. That now well-established point, which expresses a postcolonial perspective, is critical, but Francaviglia suggest that it overlooks much variation and complexity in the views of historical actors and writers, many of whom thought of western places in terms of an idealized and romanticized Orient. It likewise neglects positive images and interpretations to focus on those of a decadent and ostensibly inferior East.

 We cannot understand well or fully what the pervasive orientalism found in western cultural history meant, says Francaviglia, if we focus only on its role as an intellectual engine for European imperialism. It did play that role as well in the American West. One only need think about characterizations of American Indians as Bedouins of the Plains destined for displacement by a settled frontier. Other roles for orientalism, though, from romantic to commercial ones, were also widely in play. In Go East, Young Man, Francaviglia explores a broad range of orientalist images deployed in the context of European settlement of the American West, and he unfolds their multiple significances.

 The series, established by one of the twentieth-century West's most distinguished historians, Leonard Arrington, has become a leading forum for prominent historians to address topics related to Mormon history. The first lecturer was Arrington himself. He was followed by Richard Lyman Bushman, Richard E. Bennett, Howard R. Lamar, Claudia L. Bushman, Kenneth W. Godfrey, Jan Shipps, Donald Worster, Laurel Thatcher Ulrich, and F. Ross Peterson. Utah State University hosts the Leonard J. Arrington Mormon History Lecture Series. The University Libraries' Special Collections and Archives houses the Arrington collection. The state's land grant university began collecting records very early, and in the 1960s became a major depository for Utah and Mormon records. Leonard and his wife Grace joined the USU faculty and family in 1946, and the Arringtons and their colleagues worked to collect original diaries, journals, letters, and photographs.

Although trained as an economist at the University of North Carolina, Arrington became a Mormon historian of international repute. Working with numerous colleagues, the Twin Falls, Idaho, native produced the classic Great Basin Kingdom: An Economic History of the Latter-day Saints in 1958. Utilizing available collections at USU, Arrington embarked on a prolific publishing and editing career. He and his close ally, Dr. S. George Ellsworth helped organize the Western History Association, and they created the Western Historical Quarterly as the scholarly voice of the WHA. While serving with Ellsworth as editor of the new journal, Arr ington also helped both the Mormon History Association and the independent journal Dialogue get established.

 

Francaviglia looks anew at the geographical-historical context of the driving of the golden spike in May 1869. He gazes outward from the site of the transcontinental railroad's completion—the summit of a remote mountain range that extends south into the Great Salt Lake. The transportation corridor that for the first time linked America's coasts gave this distinctive region significance, but it anchored two centuries of human activity linked to the area's landscape.

Francaviglia brings to that larger story a geographer's perspective on place and society, a railroad enthusiast's knowledge of trains, a cartographic historian's understanding of the knowledge and experience embedded in maps, and a desert lover's appreciation of the striking basin-and-range landscape that borders the Great Salt Lake.

Freisinger's new poetry collection is inhabited alike by bright, tangible images and thoughtful, intricate meditations. Pumpkins, poultry houses, sperm tests, a vacuum cleaner salesman, a father's damaged brain, an anatomist's tools, a baby falling from a fourth-story window-all of these come to the page distinct and palpable. At the same time, the work finds a central inspiration in theoretical work like Jeremy Rifkin's social criticism. Poetry of both the mind and the heart, Plato's Breath embraces the power of imagination to transform the ordinary into an extraordinary affirmation of life.

In the high country of the northern Wasatch Mountains, lies what is left of one of the West’s largest ranches. Deseret Live Stock Company was reputed at various times to be the largest private landholder in Utah and the single biggest producer of wool in the world. The ranch began as a sheep operation, but as it found success, it also ran cattle. Incorporated in the 1890s by a number of northern Utah ranchers who pooled their resources, the company was at the height of successful operations in the mid-twentieth century when a young Dean Frischknecht, bearing a recent degree in animal science, landed the job of sheep foreman. In his memoir he recounts in detail how Deseret managed huge herds of livestock, vast lands, and rich wildlife and recalls through lively anecdotes how stockmen and their families lived and worked in the Wasatch Mountains and Skull Valley’s desert wintering grounds.