logo for Utah State University Press
Missing Stories
Leslie Kelen
Utah State University Press, 2000

Utah's ethnic diversity is often overlooked. In a society sometimes presumed to be homogeneous, there is a danger that the varied experiences of its members will be lost to history. Missing Stories, available here for the first time in paperback, effectively counters such misconceptions and explores the rich history of ethnic and minority groups in the state. Several representatives from each of eight such groups tell in their own voices stories of themselves, their families, and their communities. The groups represented are Utes, African-Americans, Jews, Chinese, Italians, Japanese, Greeks, and Hispanics. In a preface to each section of oral history interviews, a respected historian of the community introduces background and heritage, setting the context for the personal recollections that follow. Also included are striking photographs by Kent Miles and George Janecek that capture much of the personality and character of the interviewees.

These oral histories recount migrations to new homes in Utah or adjustment to white settlement of traditional homelands in the state. They bring to light the struggles of individuals and families to survive and the formation and maintenance of communities in frequently adverse conditions, whether on reservations or farms, in small towns or large cities. The histories are enriched by accounts of challenges met and overcome and enlivened by stories of events and persons who sometimes achieved legendary status within and outside the groups. Missing Stories reveals the many ways that ethnic and minority groups have contributed to Utah's history and fills in missing pieces necessary to a complete portrayal of the state's society and culture.

[more]

front cover of Chasing Literacy
Chasing Literacy
Reading and Writing in an Age of Acceleration
Daniel Keller
Utah State University Press, 2013
Arguing that composition should renew its interest in reading pedagogy and research, Chasing Literacy offers writing instructors and literacy scholars a framework for understanding and responding to the challenges posed by the proliferation of interactive and multimodal communication technologies in the twenty-first century.

Employing case-study research of student reading practices, Keller explores reading-writing connections in new media contexts. He identifies a culture of acceleration—a gathering of social, educational, economic, and technological forces that reinforce the values of speed, efficiency, and change—and challenges educators to balance new “faster” literacies with traditional “slower” literacies. In addition, Keller details four significant features of contemporary literacy that emerged from his research: accumulation and curricular choices; literacy perceptions; speeds of rhetoric; and speeds of reading.

Chasing Literacy outlines a new reading pedagogy that will help students gain versatile, dexterous approaches to both reading and writing and makes a significant contribution to this emerging area of interest in composition theory and practice.

[more]

front cover of Unruly Audience
Unruly Audience
Folk Interventions in Popular Media
Greg Kelley
Utah State University Press, 2020
Unruly Audience explores grassroots appropriations of familiar media texts from film, television, stand-up comedy, popular music, advertising, and tourism. Case studies probe the complex relationship between folklore and media, with particular attention to the dynamics of production and reception.
 
Greg Kelley examines how “folk interventions” challenge institutional media with active—often public—social engagement. Drawing on a diverse range of examples—popular music parodies of “The Colonel Bogey March,” jokes about Disney’s Snow White and the Seven Dwarfs, touristic performance at Jamaica’s haunted Rose Hall, internet memes about NBC’s The Office, children’s parodies of commercials, and jokes about joking—Kelley demonstrates how active audiences mobilize folklore to disrupt dominant modes of media discourse. With materials both historical and contemporary and compiled from print, internet archives, and original fieldwork, Kelley’s audience-centered analysis demonstrates that producers of media are not the sole arbiters of meaning. With folklore as an important tool, unruly audiences refashion mediated expression so that the material becomes more relevant to their own circumstances.
 
Unruly Audience foregrounds the fluid interplay between media production and audience reception and between forces of cultural domination and cultural resistance, bringing new analytical insights to familiar folk practices. This carefully crafted book will speak to students and scholars in folklore, popular culture, and media studies in multidisciplinary ways.
 
[more]

front cover of Bridging the Multimodal Gap
Bridging the Multimodal Gap
From Theory to Practice
Santosh Khadka
Utah State University Press, 2018
Bridging the Multimodal Gap addresses multimodality scholarship and its use in the composition classroom. Despite scholars’ interest in their students’ multiple literacies, multimodal composition is far from the norm in most writing classes. Essays explore how multimodality can be implemented in courses and narrow the gap between those who regularly engage in this instruction and those who are still considering its scholarly and pedagogical value.
 
After an introductory section reviewing the theory literature, chapters present research on implementing multimodal composition in diverse contexts. Contributors address starter subjects like using comics, blogs, or multimodal journals; more ambitious topics such as multimodal assignments in online instruction or digital story telling; and complex issues like assessment, transfer, and rhetorical awareness.
 
Bridging the Multimodal Gap translates theory into practice and will encourage teachers, including WPAs, TAs, and contingent faculty, to experiment with multiple modes of communication in their projects.
 
 
Contributors: Sara P. Alvarez, Steven Alvarez, Michael Baumann, Joel Bloch, Aaron Block, Jessie C. Borgman, Andrew Bourelle, Tiffany Bourelle, Kara Mae Brown, Jennifer J. Buckner, Angela Clark-Oates, Michelle Day, Susan DeRosa, Dànielle Nicole DeVoss, Stephen Ferruci, Layne M. P. Gordon, Bruce Horner, Matthew Irwin, Elizabeth Kleinfeld, Ashanka Kumari, Laura Sceniak Matravers, Jessica S. B. Newman, Mark Pedretti, Adam Perzynski, Breanne Potter, Caitlin E. Ray, Areti Sakellaris, Khirsten L. Scott, Rebecca Thorndike-Breeze, Jon Udelson, Shane A. Wood, Rick Wysocki, Kathleen Blake Yancey
[more]

front cover of Professionalizing Multimodal Composition
Professionalizing Multimodal Composition
Santosh Khadka
Utah State University Press, 2023
Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse. Professionalizing Multimodal Composition embraces and enacts multimodal composition in various writing courses and programs by exploring institutional, programmatic, and individual faculty initiatives for capacity building and human resource development across institutions.
 
Academic leaders, scholars, and faculty who have successfully designed and launched academic programs or faculty development initiatives discuss the theoretical and logistical questions considered in their design, the outcomes they achieved, and how others can emulate them. This exchange of knowledge, insight, experiences, and lessons learned among community members is critical for enabling or inspiring other programs, departments, and institutions to conceive, design, and launch academic programs or faculty development initiatives for their own faculty.
 
The larger goal of professionalizing is to work with teaching faculty to increase their interactional expertise with multimodal composition, and this collection offers a set of models for how faculty can do that at their own institutions and in their own programs.
[more]

front cover of Rhetor Response
Rhetor Response
A Theory and Practice of Literary Affordance
Peter H. Khost
Utah State University Press, 2018

Bridging the disciplinary divide between writing and literature, Rhetor Response introduces the concept and pedagogical applications of “literary affordances”—the ways in which readers “use” and integrate literature into their own writing or lives. Unconcerned with authorial intent, interpretive meaning, or critical reception, “affordance” signifies a shift in focus from what literary texts mean and do to what one can do with them.

This book presents both opportunities and challenges to writing studies, a field whose burgeoning disciplinary independence ironically relies on a sizable underclass of specialists in literature rather than writing. Incorporating elements of rhetorical theory, literary criticism, pedagogical methodology, political critique, and psychological and philosophical memoir, Peter H. Khost complicates and revives the relevance of literature—from belles lettres to fanfiction—by turning from interpretation to affordance in order to identify readers’ applications of literary textual features to unrelated lived situations.

Rhetor Response theorizes and exemplifies literary affordance as a constructive step toward professional reconciliation, as well as an entry into greater textual power and pleasure for students and readers. It is a one-of-a-kind resource for college writing program administrators, faculty and scholars in English and writing studies, and graduate and advanced undergraduate students across both disciplines.

[more]

front cover of Translingual Pedagogical Perspectives
Translingual Pedagogical Perspectives
Engaging Domestic and International Students in the Composition Classroom
Julia Kiernan
Utah State University Press, 2021
Translingual Pedagogical Perspectives addresses the movement toward translingualism in the writing classroom and demonstrates the practical pedagogical strategies faculty can take to represent both domestic and international monolingual and multilingual students’ perspectives in writing programs. Contributors explore approaches used by diverse writing programs across the United States, insisting that traditional strategies used in teaching writing need to be reimagined if they are to engage the growing number of diverse learners who take composition classes.
 
The book showcases concrete and adaptable writing assignments from a variety of learning environments in postsecondary, English-medium writing classrooms, writing centers, and writing programs populated by monolingual and multilingual students. By providing descriptive and reflective examples of how understanding translanguaging can influence pedagogy, Translingual Pedagogical Perspectives fills the gap between theoretical inquiry surrounding translanguaging and existing translingual pedagogical models for writing classrooms and programs.
 
Additional appendixes provide a variety of readings, exercises, larger assignments, and other entry points, making Translingual Pedagogical Perspectives useful for instructors and graduate students interested in engaging translingual theories in their classrooms.
 
Contributors: Daniel V. Bommarito, Mark Brantner, Tania Cepero Lopez, Emily Cooney, Norah Fahim, Ming Fang, Gregg Fields, Mathew Gomes, Thomas Lavalle, Esther Milu, Brice Nordquist, Ghanashyam Sharma, Naomi Silver, Bonnie Vidrine-Isbell, Xiqiao Wang, Dan Zhu
 
 
[more]

front cover of Survivance, Sovereignty, and Story
Survivance, Sovereignty, and Story
Teaching American Indian Rhetorics
Lisa King
Utah State University Press, 2015

Focusing on the importance of discussions about sovereignty and of the diversity of Native American communities, Survivance, Sovereignty, and Story offers a variety of ways to teach and write about indigenous North American rhetorics.

These essays introduce indigenous rhetorics, framing both how and why they should be taught in US university writing classrooms. Contributors promote understanding of American Indian rhetorical and literary texts and the cultures and contexts within which those texts are produced. Chapters also supply resources for instructors, promote cultural awareness, offer suggestions for further research, and provide examples of methods to incorporate American Indian texts into the classroom curriculum.

Survivance, Sovereignty, and Story provides a decolonized vision of what teaching rhetoric and writing can be and offers a foundation to talk about what rhetoric and pedagogical practice can mean when examined through American Indian and indigenous epistemologies and contemporary rhetorics.

Contributors include Joyce Rain Anderson, Resa Crane Bizzaro, Qwo-Li Driskill, Janice Gould, Rose Gubele, Angela Haas, Jessica Safran Hoover, Lisa King, Kimberli Lee, Malea D. Powell, Andrea Riley-Mukavetz, Gabriela Raquel Ríos, and Sundy Watanabe.

[more]

front cover of Researching Writing
Researching Writing
An Introduction to Research Methods
Joyce Kinkead
Utah State University Press, 2016
Researching Writing is an accessible, informative textbook that teaches undergraduates how to conduct ethical, authentic research in writing studies. The book introduces students to the research approaches used most often and offers a course framework for professors creating or teaching research courses themselves.
 
Author Joyce Kinkead lays out the research process, including finding and defining questions, planning, and starting the research. Expository content introduces the language and methods of writing research, and specific methods are demonstrated in published examples, illustrating student work using student work and showing that it is possible for students to join the scholarly conversation in writing studies. Other features include student activities, instructor resources, student resources, and links to external content on journal websites, digital publications, YouTube, and similar work.
 
The first-ever textbook for research methods in writing studies for undergraduates, Researching Writing takes a hands-on approach that excites and engages students in the depth and complexities of research and will influence the creation of courses in new writing majors as the field continues to grow.
 
[more]

front cover of Farm
Farm
A Multimodal Reader
Joyce Kinkead
Utah State University Press, 2020
In Farm, Joyce Kinkead, Evelyn Funda, and Lynne S. McNeill explore the culture of agriculture through a diverse and multicultural collection of fiction, poetry, essays, art, recipes, and folklore. This reader views farming through a variety of lenses, asking students to consider what farms, farming, and farmers mean, and have meant, to culture in the United States.
 
In the text, readers are guided through the Jeffersonian idealism of the yeoman farmer (“cultivators of the earth are the chosen people of God”) to literature of the nineteenth and twentieth centuries (Thoreau’s “The Bean-Field,” Cather’s prairie trilogy, Steinbeck’s The Grapes of Wrath, and Carpenter’s Farm City). Contributors provide historical context for the literary texts, such as discussion of sharecropping vs. plantation systems, the rise of agribusiness and chemical farming, and Teddy Roosevelt’s Country Life Commission. Written, visual, and oral texts ask readers to consider the farm in art (Grant Wood), ecology (Rachel Carson’s Silent Spring), children’s and young adult literature (classic children’s books, YA novels, nonfiction, and poetry), advertising (from early boosterism to Chipotle videos), print culture (farmers’ market and victory garden posters from both world wars), folklore (food culture, vintners, and veterinarian practices), popular culture (Farm Aid concerts), and much more. Each reading is supported by activities, exercises, projects, and visual rhetorical elements that further connect students to agriculture and the essential work of farmers.
 
[more]

front cover of The Kiss of Death
The Kiss of Death
Contagion, Contamination, and Folklore
Andrea Kitta
Utah State University Press, 2019
Disease is a social issue, not just a medical issue. Using examples of specific legends and rumors, The Kiss of Death explores the beliefs and practices that permeate notions of contagion and contamination. Author Andrea Kitta offers new insight into the nature of vernacular conceptions of health and sickness and how medical and scientific institutions can use cultural literacy to better meet their communities’ needs.
 
Using ethnographic, media, and narrative analysis, this book explores the vernacular explanatory models used in decisions concerning contagion to better understand the real fears, risks, concerns, and doubts of the public. Kitta explores immigration and patient zero, zombies and vampires, Slender Man, HPV, and the kiss of death legend, as well as systematic racism, homophobia, and misogyny in North American culture, to examine the nature of contagion and contamination.
 
Conversations about health and risk cannot take place without considering positionality and intersectionality. In The Kiss of Death, Kitta isolates areas that require better communication and greater cultural sensitivity in the handling of infectious disease, public health, and other health-related disciplines and industries.
[more]

logo for Utah State University Press
Disruptive Stories
Amplifying Voices from the Writing Center Margins
Elizabeth Kleinfeld
Utah State University Press, 2024
Disruptive Stories uses an activist editing method to select and publish authors that have been marginalized in scholarly conversations and enrich the understanding of lived writing center experiences that have been underrepresented in writing center scholarship. These chapters explore how marginality affects writing centers, the people who work in them, and the scholarship generated from them by examining the consequences—both positive and negative—of marginalization through a mix of narratives and research. Contributors provide unique perspectives ranging across status, role, nationality, race, and ability.
 
While US tenure-track writing center administrators (WCAs) do not make up the majority of those who hold WCA positions in writing centers, they are more likely to be the storytellers of the writing center grand narrative. They publish more, present more conference papers, edit more journals, and participate more in organizational leadership. This collection complicates that narrative by adding marginalized voices and experiences in three thematic categories: structural marginalization, globalization and marginalization, and embodied marginalization.
 
Disruptive Stories spurs further conversations about ways to improve the review process in writing center scholarship so that it more accurately reflects the growing diversity of its administrators and practitioners.
 
[more]

front cover of Writing Their Bodies
Writing Their Bodies
Restoring Rhetorical Relations at the Carlisle Indian School
Sarah Klotz
Utah State University Press, 2020
Between 1879 and 1918, the Carlisle Indian Industrial School housed over 10,000 students and served as a prototype for boarding schools on and off reservations across the continent. Writing Their Bodies analyzes pedagogical philosophies and curricular materials through the perspective of written and visual student texts created during the school’s first three-year term. Using archival and decolonizing methodologies, Sarah Klotz historicizes remedial literacy education and proposes new ways of reading Indigenous rhetorics to expand what we know about the Native American textual tradition.
 
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.
 
 
[more]

front cover of Bodies of Knowledge
Bodies of Knowledge
Embodied Rhetorics in Theory and Practice
A. Abby Knoblauch
Utah State University Press, 2021
Bodies of Knowledge challenges homogenizing (mis)understandings of knowledge construction and provides a complex discussion of what happens when we do not attend to embodied rhetorical theories and practices. Because language is always a reflection of culture, to attempt to erase language and knowledge practices that reflect minoritized and historically excluded cultural experiences obscures th­e legitimacy of such experiences both within and outside the academy.
 
The pieces in Bodies of Knowledge draw explicit attention to the impact of the body on text, the impact of the body in text, the impact of the body as text, and the impact of the body upon textual production. The contributors investigate embodied rhetorics through the lenses of race and ethnicity, gender and sexuality, disability and pain, technologies and ecologies, clothing and performance, and scent, silence, and touch. In doing so, they challenge the (false) notion that academic knowledge—that is, “real” knowledge—is disembodied and therefore presumed white, middle class, cis-het, able-bodied, and male. This collection lays bare how myriad bodies invent, construct, deliver, and experience the processes of knowledge building.
 
Experts in the field of writing studies provide the necessary theoretical frameworks to better understand productive (and unproductive) uses of embodied rhetorics within the academy and in the larger social realm. To help meet the theoretical and pedagogical needs of the discipline, Bodies of Knowledge addresses embodied rhetorics and embodied writing more broadly though a rich, varied, and intersectional approach. These authors address larger questions around embodiment while considering the various impacts of the body on theories and practices of rhetoric and composition.
 
Contributors: Scot Barnett, Margaret Booker, Katherine Bridgman, Sara DiCaglio, Kristie S. Fleckenstein, Vyshali Manivannan, Temptaous Mckoy, Julie Myatt, Julie Nelson, Ruth Osorio, Kate Pantelides, Caleb Pendygraft, Nadya Pittendrigh, Kellie Sharp-Hoskins, Anthony Stagliano, Megan Strom
 
[more]

front cover of Discursive Ideologies
Discursive Ideologies
Reading Western Rhetoric
C. H. Knoblauch
Utah State University Press, 2014

In Discursive Ideologies, C. H. Knoblauch argues that European rhetorical theory comprises several distinct and fundamentally opposed traditions of discourse. Writing accessibly for the upper division student, Knoblauch resists the conventional narrative of a unified Western rhetorical tradition. He identifies deep ideological and epistemological differences that exist among strands of Western thought and that are based in divergent "grounds of meaningfulness.” These conflicts underlie and influence current discourse about vital public issues.

Knoblauch considers six "stories” about the meaning of meaning in an attempt to answer the question, what encourages us to believe that language acts are meaningful? Six distinctive ideologies of Western rhetoric emerge: magical rhetoric, ontological rhetoric, objectivist rhetoric, expressivist rhetoric, sociological rhetoric, and deconstructive rhetoric. He explores the nature of language and the important role these rhetorics play in the discourses that matter most to people, such as religion, education, public policy, science, law, and history.

[more]

front cover of Water-Efficient Landscaping in the Intermountain West
Water-Efficient Landscaping in the Intermountain West
A Professional and Do-It-Yourself Guide
Heidi Kratsch
Utah State University Press, 2011

This working manual provides complete information on the technical aspects of designing, building, and maintaining waterwise landscapes in the Mountain West. Written particularly for professionals, including landscape designers, architects, contractors, and maintenance and irrigation specialists, it has an attractive, well-illustrated, user-friendly format that will make it useful as well to DIY homeowners and to educators, plant retailers, extension agents, and many others.

The manual is organized according to landscape principles that are adapted to the climate of the intermountain region. Beginning with planning and design, the topical principles proceed through soil preparation, appropriate plant selection, practicalities of turfgrass, use of mulch, and irrigation planning, winding up with landscape maintenance. Designed for onsite, handy use, the book is illustrated with color images of landscapes, plants, and materials. Tables, charts, diagrams, landscape plans, plant lists, checklists, and other graphic resources are scattered throughout the manual, which is written in an accessible but information-rich style. Water-Efficient Landscaping in the Intermountain West answers, more comprehensively than any other single book, the need for professional information that addresses both growing awareness of the necessity for water conservation and the desire for beautiful, healthy yards and properties.

[more]

front cover of More than a Moment
More than a Moment
Contextualizing the Past, Present, and Future
Steven D. Krause
Utah State University Press, 2019
As recently as 2012, massive open online courses (MOOCs) looked poised to revolutionize higher education, but in just a few years their flaws and problems have made them into a less relevant model. In More than a Moment, Steven D. Krause explores MOOCs and their continuing impact on distance learning in higher education, putting them in the context of technical innovations that have come before and those that will be part of the educational future.
 
Krause writes about his own experiences as a participant in several MOOCs and the experiences of faculty who developed and taught MOOCs. Contrary to many early claims from educational entrepreneurs, they were never entirely “new,” and MOOCs and their aftermath are still at the heart of the tensions between nonprofit universities and for-profit entities, particularly online program management firms, in delivering distance education.
 
While MOOCs are no longer a threat to education in the United States, they are part of the ongoing corporatization of education and remain part of conversations about experienced-based credit, corporate training, and open education. Presenting historical, student, teacher, and administrative perspectives, More than a Moment is a well-rounded treatment that will be of interest to academics and entrepreneurs interested in distance education, online pedagogy, online program management, and public-private partnerships in higher education.
[more]

front cover of Washakie Letters Of Willie Ottogary
Washakie Letters Of Willie Ottogary
Matthew Kreitzer
Utah State University Press, 2000

Writings by American Indians from the early twentieth century or earlier are rare. Willie Ottogary's letters have the distinction of being firsthand reports of an Indian community's ongoing social life by a community member and leader. The Northwestern Shoshone residing at the Washakie colony in northern Utah descended from survivors of the Bear River Massacre. Most had converted to the Mormon Church and remained in northern Utah rather than moving to a federal Indian reservation. For over twenty years, local newspapers in Utah and southern Idaho regularly published letters from Ottogary reporting happenings-personal milestones and health crises, comings and goings, social events, economic conditions and activities, efforts at political redress-at Washakie and other Shoshone communities in the intermountain West.

Matthew Kreitzer compiled and edited the letters of Ottogary and added historical commentary and appendices, biographical data on individuals Ottogary mentioned, and eighty-five rare historical photographs. Written in a vernacular English and printed unedited in the newspapers, the letters describe a society in cultural transition and present Ottogary's distinctively Shoshone point of view on anything affecting his people. Thus, they provide an unusual picture of Shoshone life through a critical period, a time when many Indian communities reached a historical nadir. While the letters unflinchingly report the many difficulties and challenges the Shoshone faced, they portray a vital and dynamic society, whose members led full lives and actively pursued their own interests. Ottogary lobbied constantly for Shoshone rights, forging alliances with Shoshone throughout the region, visiting Washington D.C., advocating legislation, and participating in Goshute-Western Shoshone draft resistance during World War I.

[more]

front cover of The Open Hand
The Open Hand
Arguing as an Art of Peace
Barry M. Kroll
Utah State University Press, 2013
Based on five years of classroom experimentation, The Open Hand presents a highly practical yet transformational philosophy of teaching argumentative writing. In his course Arguing as an Art of Peace, Barry Kroll uses the open hand to represent an alternative approach to argument, asking students to argue in a way that promotes harmony rather than divisiveness and avoiding conventional conflict-based approaches.

Kroll cultivates a bodily investigation of noncombative argument, offering direct pedagogical strategies anchored in three modalities of learning—conceptual-procedural, kinesthetic, and contemplative—and projects, activities, assignments, informal responses, and final papers for students. Kinesthetic exercises derived from martial arts and contemplative meditation and mindfulness practices are key to the approach, with Kroll specifically using movement as a physical analogy for tactics of arguing.

Collaboration, mediation, and empathy are important yet overlooked values in communicative exchange. This practical, engaging, and accessible guide for teachers contains clear examples and compelling discussions of pedagogical strategies that teach students not only how to write persuasively but also how to deal with personal conflict in their daily lives.

[more]

logo for Utah State University Press
Guide To The Trees Of Utah
Michael Kuhns
Utah State University Press, 1998
Accessible and informative, this comprehensive guide to the all native and introduced trees of the Intermountain West is a welcome addition to the library of the homeowner, landscaper, recreationist, traveler, or student in this large and unique region of the American Rocky Mountain West. Includes identification keys and hundreds of authoritative illustrations.
[more]


Send via email Share on Facebook Share on Twitter