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.
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.
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.
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.
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.
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.
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.
“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.
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.
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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