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.
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.
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.
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.
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.
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.
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.
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.
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