front cover of Hell Or High Water
Hell Or High Water
James White's Disputed Passage through Grand Canyon, 1867
Eilean Adams
Utah State University Press, 2001

Although John Wesley Powell and party are usually given credit for the first river descent through the Grand Canyon, the ghost of James White has haunted those claims. White was a Colorado prospector, who, almost two years before Powell's journey, washed up on a makeshift raft at Callville, Nevada. His claim to have entered the Colorado above the San Juan River with another man (soon drowned) as they fled from Indians was widely disseminated and believed for a time, but Powell and his successors on the river publically discounted it. Colorado River runners and historians have since debated whether White's passage through Grand Canyon even could have happened.

Hell or High Water is the first full account of White's story and how it became distorted and he disparaged over time. It is also a fascinating detective story, recounting how White's granddaughter, Eilean Adams, over decades and with the assistance of a couple of notable Colorado River historians who believed he could have done what he claimed, gradually uncovered the record of James White's adventure and put together a plausible narrative of how and why he ended up floating helplessly down a turbulent river, entrenched in massive cliffs, with nothing but a driftwood raft to carry him through.

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Activist WPA, The
Changing Stories About Writing and Writers
Linda Adler-Kassner
Utah State University Press, 2008
One wonders if there is any academic field that doesn’t suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies. The Activist WPA is an effort to address this range of issues for the field of English composition in the age of the Spellings Commission and the No Child Left Behind Act.

Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition’s best principles. Adler-Kassner argues that the “story” of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.
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Reframing Writing Assessment to Improve Teaching and Learning
Linda Adler-Kassner
Utah State University Press, 2010

Adler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, and discipline-appropriate.

Public discourse about writing instruction is currently driven by ideas of what instructors and programs “need to do,” “should do,” or “are not doing,” and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-Kassner and O'Neill, to help policymakers understand that the purpose of writing instruction is to help students develop critical thinking, reading, and writing strategies that will form the foundation for their future educations, professional careers, and civic engagement.

            Reframing Writing Assessment to Improve Teaching and Learning is grounded in the best of writing assessment research, and focuses on how to communicate it effectively to publics beyond academe.

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front cover of Naming What We Know, Classroom Edition
Naming What We Know, Classroom Edition
Threshold Concepts of Writing Studies
Linda Adler-Kassner
Utah State University Press, 2016
Naming What We Know, Classroom Edition examines the core principles of knowledge in the discipline of writing studies, using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. This edition focuses on the working definitions of thirty-seven threshold concepts that run throughout the research, teaching, assessment, and public work in writing studies. Developed from the highly regarded original edition in response to grassroots demand from teachers in writing programs around the United States and written by some of the field’s most active researchers and teachers, the classroom edition is clear and accessible for an audience of even first-year writing students.
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Naming What We Know
Threshold Concepts of Writing Studies
Linda Adler-Kassner
Utah State University Press, 2015

Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action.

Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

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(Re)Considering What We Know
Learning Thresholds in Writing, Composition, Rhetoric, and Literacy
Linda Adler-Kassner
Utah State University Press, 2019
Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing.
 
Part 1 raises questions about the ideologies of consensus that are associated with naming threshold concepts of a discipline. Contributions challenge the idea of consensus and seek to expand both the threshold concepts framework and the concepts themselves. Part 2 focuses on threshold concepts in action and practice, demonstrating the innovative ways threshold concepts and a threshold concepts framework have been used in writing courses and programs. Part 3 shows how a threshold concepts framework can help us engage in conversations beyond writing studies.
 
(Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies. It will be of great interest to scholars and graduate students in writing studies, especially those who have previously engaged with Naming What We Know.
 
Contributors:
Marianne Ahokas, Jonathan Alexander, Chris M. Anson, Ian G. Anson, Sarah Ben-Zvi, Jami Blaauw-Hara, Mark Blaauw-Hara, Maggie Black, Dominic Borowiak, Chris Castillo, Chen Chen, Sandra Descourtis, Norbert Elliot, Heidi Estrem, Alison Farrell, Matthew Fogarty, Joanne Baird Giordano, James Hammond, Holly Hassel, Lauren Heap, Jennifer Heinert, Doug Hesse, Jonathan Isaac, Katie Kalish, Páraic Kerrigan, Ann Meejung Kim, Kassia Krzus-Shaw, Saul Lopez, Jennifer Helane Maher, Aishah Mahmood, Aimee Mapes, Kerry Marsden, Susan Miller-Cochran, Deborah Mutnick, Rebecca Nowacek, Sarah O’Brien, Ọlá Ọládipọ̀, Peggy O’Neill, Cassandra Phillips, Mya Poe, Patricia Ratanapraphart, Jacqueline Rhodes, Samitha Senanayake, Susan E. Shadle, Dawn Shepherd, Katherine Stein, Patrick Sullivan, Brenna Swift, Carrie Strand Tebeau, Matt Thul, Nikhil Tiwari, Lisa Tremain, Lisa Velarde, Kate Vieira, Gordon Blaine West, Anne-Marie Womack, Kathleen Blake Yancey, Xiaopei Yang, Madylan Yarc
 
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Building a Resilient Twenty-First-Century Economy for Rural America
Don E. Albrecht
Utah State University Press, 2020
In Building a Resilient Twenty-First-Century Economy for Rural America, Don E. Albrecht visits rural communities that have traditionally been dependent on a variety of goods-producing industries, explores what has happened as employment in these industries has declined, and provides a path by which they can build a vibrant twenty-first-century economy. Albrecht describes how structural economic changes led rural voters to support Donald Trump in the 2016 election and why his policies will not relieve the economic problems of rural residents.
 
Trump’s promises to restore rural industrial jobs simply cannot be fulfilled because his policies do not address the base cause for this job loss—technological change, the most significant factor being the machine replacement of human labor in the production process. Bringing a personal understanding of the effects on rural communities and residents, Albrecht focuses each chapter on a community that has traditionally been economically dependent on a single industry—manufacturing, coal mining, agriculture, logging, oil and gas production, and tourism—and the consequences of losing that industry. He also lays out a plan for rebuilding America’s rural areas and creating an economically vibrant country with a more sustainable future.
 
The rural economy cannot return to the past as it was structured and instead must look to a new future. Building a Resilient Twenty-First-Century Economy for Rural America describes the source of economic concerns in rural America and offers real ways to address them. It will be vital to students, scholars, practitioners, community leaders, politicians, and policy makers concerned with rural community development.
 
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front cover of Reinventing (with) Theory in Rhetoric and Writing Studies
Reinventing (with) Theory in Rhetoric and Writing Studies
Essays in Honor of Sharon Crowley
Andrea Alden
Utah State University Press, 2019
Reinventing (with) Theory in Rhetoric and Writing Studies collects original scholarship that takes up and extends the practices of inventive theorizing that characterize Sharon Crowley’s body of work. Including sixteen chapters by established and emerging scholars and an interview with Crowley, the book shows that doing theory is a contingent and continual rhetorical process that is indispensable for understanding situations and their potential significance—and for discovering the available means of persuasion.
 
For Crowley, theory is a basic building block of rhetoric “produced by and within specific times and locations as a means of opening other ways of believing or acting.” Doing theory, in this sense, is the practice of surveying the common sense of the community (doxa) and discovering the available means of persuasion (invention). The ultimate goal of doing theory is not to prescribe certain actions but to ascertain what options exist for rhetors to see the world differently, to discover new possibilities for thought and action, and thereby to effect change in the world.
The scholarship collected in Reinventing (with) Theory in Rhetoric and Writing Studies takes Crowley’s notion of theory as an invitation to develop new avenues for believing and acting. By reinventing the understanding of theory and its role in the field, this collection makes an important contribution to scholarship in rhetorical studies and writing studies. It will be valuable to scholars, teachers, and students interested in diverse theoretical directions in rhetoric and writing studies as well as in race, gender, and disability theories, religious rhetorics, digital rhetoric, and the history of rhetoric.
 
Publication supported in part by the Texas Tech University Humanities Center.

Contributors: Jason Barrett-Fox, Geoffrey Clegg, Kirsti Cole, Joshua Daniel-Wariya, Diane Davis, Rebecca Disrud, Bre Garrett, Catherine C. Gouge, Debra Hawhee, Matthew Heard, Joshua C. Hilst, David G. Holmes, Bruce Horner, William B. Lalicker, Jennifer Lin LeMesurier, James C. McDonald, Timothy Oleksiak, Dawn Penich-Thacker, J. Blake Scott, Victor J. Vitanza, Susan Wyche
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front cover of Literacy, Sexuality, Pedagogy
Literacy, Sexuality, Pedagogy
Theory and Practice for Composition Studies
Jonathan Alexander
Utah State University Press, 2008
Despite its centrality to much of contemporary personal and public discourse, sexuality remains infrequently discussed in most composition courses, and in our discipline at large. Moreover, its complicated relationship to discourse, to the very languages we use to describe and define our worlds, is woefully understudied in our discipline. Discourse about sexuality, and the discourse of sexuality, surround us—circulating in the news media, on the Web, in conversations, and in the very languages we use to articulate our interactions with others and our understanding of ourselves. It forms a core set of complex discourses through which we approach, make sense of, and construct a variety of meanings, politics, and identities.
 
In Literacy, Sexuality, Pedagogy, Jonathan Alexander argues for the development of students' "sexual literacy." Such a literacy is not just concerned with developing fluency with sexuality as a "hot" topic, but with understanding the intimate interconnectedness of sexuality and literacy in Western culture. Using the work of scholars in queer theory, sexuality studies, and the New Literacy Studies, Alexander unpacks what he sees as a crucial--if often overlooked--dimension of literacy: the fundamental ways in which sexuality has become a key component of contemporary literate practice, of the stories we tell about ourselves, our communities, and our political investments.
 
Alexander then demonstrates through a series of composition exercises and writing assignments how we might develop students' understanding of sexual literacy. Examining discourses of gender, heterosexuality, and marriage allows students (and instructors) a critical opportunity to see how the languages we use to describe ourselves and our communities are saturated with ideologies of sexuality. Understanding how sexuality is constructed and deployed as a way to "make meaning" in our culture gives us a critical tool both to understand some of the fundamental ways in which we know ourselves and to challenge some of the norms that govern our lives. In the process, we become more fluent with the stories that we tell about ourselves and discover how normative notions of sexuality enable (and constrain) narrations of identity, culture, and politics. Such develops not only our understanding of sexuality, but of literacy, as we explore how sexuality is a vital, if vexing, part of the story of who we are.
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Multimodal Composing and Writing Transfer
Kara Poe Alexander
Utah State University Press, 2024
Multimodal Composing and Writing Transfer explores transfer across various contexts of multimodal composing, extending the early conversations connecting multimodality to writing. Contributors address how writing transfer theories intersect with multimodal composing and present methods for facilitating transfer across modes and media, offering insight into how writers can learn to compose when they encounter familiar modes in new contexts.
 
Over the past two decades the concepts of multimodal composing and writing transfer have grown and reshaped the nature of writing studies, but rarely have the ways in which these areas overlap been studied. This collection shows how this shift in writing studies has been mutually informative, covering a wider range of contexts for multimodality and writing transfer than just in first-year composition courses. It places composition teaching practices and multimodal research in conversation with learning transfer theory to provide an in-depth examination of how they influence one another.
 
Multimodal Composing and Writing Transfer develops these intersections to connect multimodal composition and writing practices across a wide array of fields and contexts. Scholars across disciplines, postsecondary writing teachers, writing program administrators, writing center directors, and graduate students will find this collection indispensable.
 
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front cover of Brigham Young, the Quorum of the Twelve, and the Latter-Day Saint Investigation of the Mountain Meadows Massacre
Brigham Young, the Quorum of the Twelve, and the Latter-Day Saint Investigation of the Mountain Meadows Massacre
Arrington Lecture No. Twelve
Thomas G Alexander
Utah State University Press, 2007
On September 11, 1857, a wagon train of emigrants passing through the Utah Territory on their way to California were massacred at Mountain Meadows. Although today’s historians agree that the principal perpetrators were members of the Mormon militia in southern Utah, how much the central Mormon leadership, especially Brigham Young at the top, knew about the massacre, when and how they learned about it, and the extent of a cover up afterward are still matters of controversy and debate.

In this 12th volume of the Arrington Lecture Series, Thomas Alexander (Lemuel  Redd Professor of Western American History, Emeritus, at Brigham Young University), asserts that Brigham Young and the LDS Church’s governing Quorum of Twelve made timely and diligent efforts to investigate the massacre and encouraged legal proceedings but were hindered by federal  territorial officials and lied to by massacre participant John D. Lee, preventing Young from learning the full truth for many years.

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Arc and the Sediment
a Novel
Christine Allen-Yazzie
Utah State University Press, 2007
Gretta Bitsilly, a gin-steeped mother of two and self-proclaimed expert at standing just outside the margins of ethnicity and peering in, has been all but eclipsed by the world that eludes her—as a wife, as a writer, as a skeptic in "the other land of Zion," Utah. Gretta has set off to Fort Defiance, Arizona, where she hopes to convince her Navajo husband, who has escaped not from his family but from alcoholism, to come home. Over a sputtering two-steps-forward, one-step-back desert journey, Gretta is diverted by chance, by seizures, an inconstant memory, and the disjointed character of her irresolute quest. She is fueled by a volatile mix of rage and curiosity and is rendered careless by ambivalence toward her marriage—she knows a welcome mat will not be waiting for her, "that white girl" who can't seem to get anything right. On route Gretta fi nds herself lost in the landscape, in strange company, or in her own convolution of language and inner space. With a dictionary and a laptop she attempts to write herself into a better existence—a hopeful existence—and to connect points of intellectual, physical, even spiritual reference.

This tale, though dark and difficult, is infused with tart, twisted humor. Confused, disheveled, self-deprecating, and self-destructive, Gretta is also sharp and funny. Here, first-time novelist Christine Allen-Yazzie breaks apart her own narrative arc but with gritty reality seals it near-shut again, if in rearrangement, drawing us into Gretta's wrestling match with herself, her husband, her addiction, and the road.

The Arc and the Sediment received an honorable mention from the James Jones First Novel Competition, and it won the Utah Arts Council Annual Writing Competiton Publishing Prize.
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Plural Wife
The Life Story of Mabel Finlayson Allred
Mabel Finlayson Allred
Utah State University Press, 2012

Mabel Finlayson Allred was a wife of Rulon Allred, leader of the Apostolic United Brethren, one of the major groups of fundamentalist Mormons who, since about the 1930s, have practiced plural marriage as separatists from the mainstream Latter-day Saints Church.
   Mabel’s autobiography maintains a mood of everyday normalcy strikingly in contrast with the stress of the ostracized life she was living. Her cheerful tone, expressive of her wish to live simply and gracefully in this world, is tempered by more somber descriptions of her personal struggle with clinical depression, of Rulon Allred’s inner struggles, of tensions with the law and with Allred’s fundamentalist colleagues, and ultimately by her forthright account of his assassination.
    Emerging from this unique narrative is the portrait of a woman buoyed by faith in both her religion and her husband, a window into the interior life of a woman seeking a resilient simplicity in an uncommonly challenging life.
    Plural Wife, conntextualized by Martha Bradley’s introduction, gives us insight into Mabel’s experience of history during an important period of the 20th century and advances our understanding of life ways of 20th century polygamy and the growth of the fundamentalist movement.

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Hashtag Activism Interrogated and Embodied
Case Studies on Social Justice Movements
Melissa Ames
Utah State University Press, 2022
Hashtag Activism Interrogated and Embodied analyzes the ways that hashtags repurpose and reclaim societal narratives, considering how these digital interactions carry over into external spaces and are embodied by both participants and spectators alike. A diverse set of contributors from a range of disciplines utilize a variety of methodologies to interrogate the lifespan and trajectories of specific hashtag campaigns, study rhetorical strategies engaged by online communities, and analyze how hashtags are employed for particular purposes.
 
The chapters capture twenty-first-century digital activism unfolding in different social and geopolitical climates. Delving into hashtag activism in various forms  (tweets, memes, and personal narratives) and spaces (Twitter, Facebook, and in-person protests), these chapters reveal how participants question and construct online and offline identities and imagined and actualized communities. They also showcase the complicated ways hashtag activism intersects with consumer, popular, and celebrity cultures.
 
Hashtag Activism Interrogated and Embodied calls for broader inclusion in what is considered hashtag activism, such as digital fandom, how hashtags are co-opted for nefarious purposes, the effects of anti-activism, and the role of journalism and the media. It will appeal to a range of disciplines including rhetoric and composition, internet studies, communication studies, media studies, feminist studies, affect studies, cultural studies, technical communication, and sociology.
 
Contributors: Robert Barry, André Brock, Elizabeth Buchanan, Rosemary Clark-Parsons, Gabriel I. Green, Neha Gupta, Jeffrey J. Hall, Kyesha Jennings, Morgan K. Johnson, Salma Kalim, Megan McIntyre, Sean Milligan, Avishek Ray, Sarah Riddick, Stephanie Vie, Erin B. Waggoner, Holly M. Wells, William I. Wolff
 You can use only one pair of em dashes in a sentence. :(
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front cover of Joseph Morris
Joseph Morris
and the Saga of the Morrisites Revisited
C. Leroy Anderson
Utah State University Press, 2010

LeRoy Anderson in 1981 first published, under the title For Christ Will Come Tomorrow, his definitive study of a charismatic, millenarian prophet and the Church of Jesus Christ of the Most High. He told there of a Mormon posse’s 1862 attack on the Morrisite compound, killing Joseph Morris, and of the continuing Morrisite movement, which survived into the mid-twentieth century. In this newly revised edition, Anderson revisits his subject by referring to more recently discovered documents, considering other scholars’ continuing work on Morris’s sect and related subjects, and examining a 1980s messianic sect that claimed a direct connection to the Morrisites.

New documentary sources include a holograph “History of George Morris,” written by Joseph Morris’s brother, which Anderson quotes at length. What was once a little-studied subject has since received attention from a number of scholars. Anderson references such current work on Mormon schismatic movements and broader subjects, much of which drew on his work. Perhaps the book’s most interesting and unintended influence was on that obscure 1980s messianic sect, in Montana, which learned of Morris through Joseph Morris and the Saga of the Morrisites.

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front cover of Mrs. Ramsay's Knee
Mrs. Ramsay's Knee
Idris Anderson
Utah State University Press, 2008
Volume 12 in the Swenson Poetry Award Series, Mrs. Ramsay's Knee offers fresh and elegant poems by Idris anderson, many of them ekphrastic considerations of visual works of art. Among her subjects are paintings by Rembrandt, Rousseau, Pollock, and Chagall, yet she equally explores a set of news photos from the 2006 war between Israel and Hezbollah.
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Wildflowers of the Mountain West
Richard M. Anderson
Utah State University Press, 2012

Many recreational hikers have stopped along the trail to admire a wildflower only to wonder what, exactly, they are looking at. Wildflowers of the Mountain West is a useful field guide that makes flower identification easy for the general outdoor enthusiast.

Many available plant guides are too technical or cumbersome for non-specialists to embrace. Covering New Mexico, Colorado, Wyoming, Idaho, Utah, Nevada and Oregon, this book is perfect for the enthusiasts who has little botanical knowledge but would like to know more about the wildflowers they are seeing. Organized by flower color for easy reference, plant records include the common and scientific names, a description of typical characteristics, habitat information and distribution maps, look-alike species, color photographs, and informative commentary. In addition, the book provides a useful introduction to the Mountain West region, along with line drawings to illustrate basic flower parts, shapes, and arrangements; a glossary of common botanical terms; a quick search key; and an index.

The book is spiral-bound, making it easy to bring along while hiking, backpacking, or biking, and stunning full color photographs make visual confirmation of flower type simple and straightforward.
 

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Grasses of the Intermountain Region
Laurel K. Anderton
Utah State University Press, 2009
Grasses of the Intermountain Region is a modification of the two grass volumes of the Flora of North America (FNA). It is designed for identifying members of the Poaceae in the region between the Sierra Nevada and Rocky Mountains, and is intended for use by botanists working with the grasses in this intermountain region of North America. The reduction in number of taxa included from FNA has reduced the length of the keys and made it possible to include, in a single volume, descriptions and illustrations for all taxa treated as well as provide distribution maps for species that are established in the area. Another difference from the FNA volumes is that the maps in this volume show only records from IMR and adjacent areas rather than the full North America range of the taxa.
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front cover of Composing Media Composing Embodiment
Composing Media Composing Embodiment
Kristin L Arola
Utah State University Press, 2012

“What any body is—and is able to do—cannot be disentangled from the media we use to consume and produce texts.” ---from the Introduction.

Kristin Arola and Anne Wysocki argue that composing in new media is composing the body—is embodiment. In Composing (Media) = Composing (Embodiment), they havebrought together a powerful set of essays that agree on the need for compositionists—and their students—to engage with a wide range of new media texts. These chapters explore how texts of all varieties mediate and thereby contribute to the human experiences of communication, of self, the body, and composing. Sample assignments and activities exemplify how this exploration might proceed in the writing classroom.

Contributors here articulate ways to understand how writing enables the experience of our bodies as selves, and at the same time to see the work of (our) writing in mediating selves to make them accessible to institutional perceptions and constraints. These writers argue that what a body does, and can do, cannot be disentangled from the media we use, nor from the times and cultures and technologies with which we engage.

To the discipline of composition, this is an important discussion because it clarifies the impact/s of literacy on citizens, freedoms, and societies. To the classroom, it is important because it helps compositionists to support their students as they enact, learn, and reflect upon their own embodied and embodying writing.

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A Mountain of Paper
The Extraordinary Diary of Leonard James Arrington
Carl Arrington
Utah State University Press, 2012

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.

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front cover of River Flowing From The Sunrise
River Flowing From The Sunrise
An Environmental History of the Lower San Juan
James M Aton
Utah State University Press, 2000
 The authors recount twelve millennia of history along the lower San Juan River, much of it the story of mostly unsuccessful human attempts to make a living from the river's arid and fickle environment. From the Anasazi to government dam builders, from Navajo to Mormon herders and farmers, from scientific explorers to busted miners, the San Juan has attracted more attention and fueled more hopes than such a remote, unpromising, and muddy stream would seem to merit.
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The River Knows Everything
Desolation Canyon and the Green
James M Aton
Utah State University Press, 2009
Desolation Canyon is one of the West's wild treasures. Visitors come to study, explore, run the river, and hike a canyon that is deeper at its deepest than the Grand Canyon, better preserved than most of the Colorado River system, and full of eye-catching geology-castellated ridges, dramatic walls, slickrock formations, and lovely beaches. Rafting the river, one may see wild horses, blue herons, bighorn sheep, and possibly a black bear. Signs of previous people include the newsworthy, well-preserved Fremont Indian ruins along Range Creek and rock art panels of Nine Mile Canyon, both Desolation Canyon tributaries. Historic Utes also pecked rock art, including images of graceful horses and lively locomotives, in the upper canyon. Remote and difficult to access, Desolation has a surprisingly lively history. Cattle and sheep herding, moonshine, prospecting, and hideaways brought a surprising number of settlers--ranchers, outlaws, and recluses--to the canyon.
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Mule Deer
A Handbook for Utah Hunters and Landowners
Dennis D. Austin
Utah State University Press, 2010

A complete guide to the history, biology, hunting, and management of mule deer in Utah. The author, Dennis D. Austin, is a retired research scientist with more than thirty years of experience working as a wildlife biologist for the Utah Division of Wildlife Resources.

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Voice in the Wilderness
Conversations with Terry Tempest Williams
Michael Austin
Utah State University Press, 2006
With her distinctive, impassioned voice and familiar felicity of language, Terry Tempest Williams talks about wilderness and wildlife, place and eroticism, art and literature, democracy and politics, family and heritage, Mormonism and religion, writing and creativity, and other subjects that engage her agile mind—in a set of interviews gathered and introduced by Michael Austin to represent the span of her career as a naturalist, author, and activist.
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