Writers have created fictions of social per­fection at least since Plato’s Republic. Sir Thomas More gave this thread of intel­lectual history a name when he called his contribution to it Utopia, Greek for noplace.

With each subsequent author cog­nizant of his predecessors and subject to altered real-world conditions which sug­gest ever-new causes for hope and alarm, “no place” changed. The fourteen essays presented in this book critically assess man’s fascination with and seeking for “no place.”

“In discussing these central fictions, the contributors see ‘no place’ from di­verse perspectives: the sociological, the psychological, the political, the aesthetic. In revealing the roots of these works, the contributors cast back along the whole length of utopian thought. Each essay stands alone; together, the essays make clear what ‘no place’ means today. While it may be true that ‘no place’ has always seemed elsewhere or elsewhen, in fact all utopian fiction whirls contemporary ac­tors through a costume dance no place else but here.”—from the Preface

The contributors are Eric S. Rabkin, B. G. Knepper, Thomas J.Remington, Gorman Beauchamp, William Matter, Ken Davis, Kenneth M. Roemer, Wil­liam Steinhoff, Howard Segal, Jack Zipes, Kathleen Woodward, Merritt Abrash, and James W. Bittner.

Self-help authors like Tom Peters and Stephen Covey, who have dominated best-seller lists over the last two decades, have exercised increasing influence on political, governmental, and educational organizations. By contrast, the topic of American success books— texts that promise to help readers succeed by retrofitting their identity to meet workplace demands—has been ignored by scholars since the 1980s. John Ramage challenges the neglect of this hugely popular literature and revives a once-lively conversation among eminent critics about the social phenomenon represented in the work of Bruce Barton, Dale Carnegie, and Norman Vincent Peale, among others.

Using literary texts from Don Quixote to Catch-22 to gloss the discussion, Ramage utilizes Kenneth Burke’s rhetorical theory to understand symbolic acts and social issues and brings together earlier commentaries within a new critical framework. He considers the problematic and paradoxical nature of success and examines its meaning in terms of its traditional dialectic partner, happiness. A synopsis of seventeenth- to nineteenth-century forerunners prefaces this analysis in which Ramage links literary code heroes with the activities of twentieth-century business leaders to determine whether, in the search for authenticity, the heroic individual or the corporation is ultimately served.

This comprehensive study chronicles the legitimation of the success book genre, enumerates rhetorical strategies used to win over readers, and supplies the historical context that renders each book’s message timely. After considering some of the dangers of crossing disciplinary borders, as exemplified by Deborah Tannen’s work, Ramage critiques Stanley Fish’s theoretical strictures against this practice, finally summoning academic critics to action with a strong call to exert greater influence within the popular marketplace.

Long-ignored within rhetoric and composition studies, listening has returned to the disciplinary radar. Rhetorical Listening: Identification, Gender, Whiteness argues that rhetorical listening facilitates conscious identifications needed for cross-cultural communication.

Krista Ratcliffe establishes eavesdropping, listening metonymically, and listening pedagogically as approaches to rhetorical listening. She defines and models rhetorical listening, addressing identifications with gender and whiteness within public debates, scholarship, and pedagogy. Offering an approach grounded in classical rhetorical theory, Heideggerian theory, feminist theory, and critical race theory, Ratcliffe presents rhetorical listening as an invention tactic that engages spoken and written texts and supplements reading, writing, speaking, and silence as a rhetorical art.

Theorizing intersections of gender and whiteness, Rhetorical Listening examines how whiteness functions as an "invisible" racial category and provides disciplinary and cultural reasons for the displacement of listening and for the use of rhetorical listening as a code of cross-cultural conduct. Ratcliffe presents rhetorical listening in terms of cultural logics, stances, and dominant interpretive tropes. She highlights the modern identification theory of Kenneth Burke and the postmodern identification and disidentification theory of Diana Fuss and presents nonidentification as a more productive site for rhetorical listening.

In the early 1920s, Fannie Hurst’s enormous popularity made her the highest-paid writer in America. She conquered the literary scene at the same time the silent movie industry began to emerge as a tremendously profitable and popular form of entertainment. Abe C. Ravitz parallels Hurst’s growing acclaim with the evolution of silent films, from which she borrowed ideas and techniques that furthered her career. Ravitz notes that Hurst was amazingly adept at anticipating what the public wanted. Sensing that the national interest was shifting from rural to urban subjects, Hurst set her immigrant tales and her "woiking goil" tales in urban America. In her early stories, she tried to bridge the gap between Old World and New World citizens, each somewhat fearful and suspicious of the other. She wrote of love and ethnicity—bringing the Jewish Mother to prominence—of race relations and prejudice, of the woman alone in her quest for selfhood. Ravitz argues, in fact, that her socially oriented tales and her portraits of women in the city clearly identify her as a forerunner of contemporary feminism.

Ravitz brings to life the popular culture from 1910 through the 1920s, tracing the meteoric rise of Hurst and depicting the colorful cast of characters surrounding her. He reproduces for the first time the Hurst correspondence with Theodore Dreiser, Charles and Kathleen Norris, and Gertrude Atherton. Fellow writers Rex Beach and Vachel Lindsay also play important roles in Ravitz’s portrait of Hurst, as does Zora Neale Hurston, who awakened Hurst’s interest in the Harlem Renaissance and in race relations, as shown in Hurst’s novel Imitation of Life.

“Now, let’s find out where those fish are and how to catch a few,” says Art Reid in his Preface.

And that is the essence of this comprehensive guide to fishing in Southern Illinois. In the colorful language of one who has fished the waters and swapped tales over many a campfire, Reid draws upon more than 25 years of experience fishing the United States and several foreign countries.

Liberally spiced with anecdotes, this book tells not only where the fish are and how to catch them but who catches them: no history of fishing in Southern Illinois would be complete without an abundance of profiles of the colorful people who for years have been dedicated anglers. The stories are fun and related with verve, the people fascinating, and the information as com­plete as a fisherman could find anywhere.

In this broadly conceived study, Ralf Remshardt delineates the theatre’s deep connection with the grotesque and traces the historically extensive and theoretically intensive relationship between performance and its “other,” the grotesque. Staging the Savage God: The Grotesque in Performance examines the aesthetic complicity shared by the two in both art and theatre and presents a general theory of the grotesque.

Performing the grotesque is both a challenge to a culture’s order and the affirmation of certain ethical principles that it recognizes as its own. Remshardt investigates the aesthetics and ideology of grotesque theatre from antiquity—in works such as The Bacchae and Thyestes—to modernity—in Ubu Roi and Hamletmachine—and opens up new critical possibilities for the analysis of both classical and avant-gardetheatre.

Divided into three sections, Staging the Savage God first interrogates the grotesque as primarily a visual artistic and theatrical mode and then inventories various critical approaches to the grotesque, establishing the outlines of a theory with regard to drama. In the most extensive part of the study, Remshardt shifts his emphasis to the theatre of the grotesque, from self-consuming tragedies and the modernist trope of the artificial human figure to the characterology of the grotesque. Remshardt’s conclusion takes bold steps toward unraveling the paradox inherent in the grotesque theatre.

Written in an engaging style and aided by nine illustrations, Staging the Savage God is a comprehensive and rigorous study that incorporates critical approaches from disciplines such as philosophy, psychoanalysis, art history, literature, and theatre to fully investigate the historical function of the grotesque in performance. 

From All Anybody Ever Wanted of Me Was to Work...

"Starting around 1950, people stopped raising chickens, milking cows, and raising hogs. They just buy it at the store, ready to eat. A lot buy a steer and have it processed in Dongola and put it in their freezer. What a difference! Girls have got it so easy now. They don't even know what it was like to start out. And I guess my mother's life, when she started out, was as hard again as mine, because they had to make everything by hand. I don't know if it could get any easier for these girls. But they don't know what it was like, and they never will. Everything is packaged. All you do is go to the store and buy you a package and cook it. Automatic washers and dryers. I'm glad they don't have to work like I did. Very glad."

Edith Bradley Rendleman's story of her life in southern Illinois is remarkable in many ways. Recalling the first half of the twentieth century in great detail, she vividly cites vignettes from her childhood as her family moved from farm to farm until settling in 1909 in the Mississippi bottoms of Wolf Lake. She recounts the lives and times of her family and neighbors during an era gone forever.

Remarkable for the vivid details that evoke the past, Rendleman's account is rare in another respect: memoirs of the time—usually written by people from elite or urban families—often reek of nostalgia. But Rendleman's memoir differs from the norm. Born poor in rural southern Illinois, she tells an unvarnished tale of what it was really like growing up on a tenant farm early this century.

Jessica Restaino offers a snapshot of the first semester experiences of graduate student writing teachers as they navigate predetermined course syllabi and materials, the pressures of grading, the influences of foundational scholarship, and their own classroom authority. With rich qualitative data gathered from course observations, interviews, and correspondence, Restaino traces four graduate students’ first experiences as teachers at a large, public university. Yet the circumstances and situations she relates will ring familiar at widely varying institutions.

Twenty-first-century technological innovations have revolutionized the way we experience space, causing an increased sense of fragmentation, danger, and placelessness. In Geographies of Writing: Inhabiting Places and Encountering Difference, Nedra Reynolds addresses these problems in the context of higher education, arguing that theories of writing and rhetoric must engage the metaphorical implications of place without ignoring materiality.

Geographies of Writing makes three closely related contributions: one theoretical, to reimagine composing as spatial, material, and visual; one political, to understand the sociospatial construction of difference; and one pedagogical, to teach writing as a set of spatial practices. Aided by seven maps and illustrations that reinforce the book’s visual rhetoric, Geographies of Writing shows how composition tasks and electronic space function as conduits for navigating reality.

Jennifer Richter presents a series of poems that explore the many facets of the term "threshold." Throughout the collection, the narrator experiences several acts of threshing, or separating—from birth and the small yet profound distances that part a mother and child, to the separation caused by illness and its toll on relationships. At the same time, she is progressively gathering, piecing together the remnants of her life, collecting her children into her arms, and welcoming a future without pain. Pain is often present in these poems, as the narrator frequently confronts her own threshold for enduring a ravaging illness. Her harrowing struggle through recovery is chronicled by a poem at the end of each section, tracing her powerful journey from deep suffering to a fragile yet steadfast sense of hope.
     These gripping lyric and prose poems explore duality in its many forms: the private, contemplative world versus a world of action; the mirror sides of health and sickness; the warmth of a June sun and the deep, long nights of winter; mother and child; collecting and letting go. From the comfort of a morning bed at home to the desperate streets of Hanoi, Threshold is a searing portrait of healing, the courage it takes to bridge the gulfs that divide, and the wonder of the ties that bind.

What Is My Body Without You?

My son’s pajamas unsnapped

on the floor: small husk

of his body relaxing on its back,

legs and sleeves still filled

with his rush.  This part of him

hasn’t outgrown my arms

and sometimes lets me lift

him up our steep stairs,

carry him to bed and pull

his shade against the gray

thin winter sky like milk

my daughter wakes up wanting. 

In the last days of lifting her

to my breast, I fill her less

than the air already gone

from my son’s flat shape.

Twice like that I have lain back,

the doctor opening me

along the same clean seam. 

Each time I was watching:

with a few tugs the child

was out, naked and heading

toward other hands, each child

cut loose before I knew it.

In this first modern book-length biography of native Englander William E. Burton, theatre historian David L. Rinear explores Burton’s diary, letters, published reviews, and various reminiscences to reveal the tumultuous personal and professional lives of the mid-nineteenth-century actor/manager and his role in American literary history. Stage, Page, Scandals, and Vandals: William E. Burton and Nineteenth-Century American Theatre also provides insight into the cultural and artistic climate of an early period in American history when the country was still forming a national identity.

Burton fled England in 1834 and came to America in the wake of a public scandal caused by his marriage to a sixteen-year-old orphan. Burton was then already married with a ten-year-old son. Settling in Philadelphia, the thirty-two-year-old actor rapidly established himself in the city’s theatrical productions and quickly became an audience favorite.

In 1837, while continuing to act, Burton founded and edited The Gentleman’s Magazine, a monthly literary publication later called Burton’s Gentleman’s Magazine. Burton hired struggling author Edgar Allan Poe as coeditor, and the journal achieved literary acclaim as it first published many of Poe’s short stories and poems.

Burton sold the journal in 1841 and used the money to build a new theatre, which he managed, although the depression of the early 1840s soon drove his venture out of business. After declaring bankruptcy the following year, Burton worked as a touring actor before returning to theatre management in 1845. For the next thirteen years, Burton managed a succession of theatres in Philadelphia, Baltimore, and New York.

Burton’s work as a producer of Shakespearean comedies and romances marks him as the first of the intellectual theatre managers to raise the theatrical experience from mere popular culture to high art. Burton made a fortune in his ventures, amassed the finest private Shakespearean library in the country, and built a grand seaside estate in Glen Cove, Long Island. Shrewd in his personal affairs and in business, Burton also had a violent temper, which led him to viciously attack his competitors. His peculiar domestic relationships marred his brilliant career as an actor, manager, and man of letters; he may have been married to three women at once and lived with two of these women simultaneously.

Fully revealing Burton’s contributions to American culture, Rinear traces Burton’s personal and professional pursuits from his emigration to his death in 1860. Bolstered by twenty-two illustrations, Stage, Page, Scandals, and Vandals sheds light on the history of American entertainment during the antebellum era, exposes the ruthless business practices required to succeed in theatre and literary magazine publishing, and reveals a sense of what constituted celebrity status in mid-nineteenth-century America.

Many recognize Giant City State Park as one of the premier recreation spots in southern Illinois, with its unspoiled forests, glorious rock formations, and famous sandstone lodge. But few know the park’s history or are aware of the remarkable men who struggled to build it. Giant City State Park and the Civilian Conservation Corps: A History in Words and Pictures provides the first in-depth portrait of the park’s creation, drawing on rarely seen photos, local and national archival research, and interviews to present an intriguing chapter in Illinois history.

Kay Rippelmeyer traces the geological history of the park, exploring the circumstances that led to the breathtaking scenery for which Giant City is so well known, and providing insightful background on and cultural history of the area surrounding the park. Rippelmeyer then outlines the effects of the Great Depression and the New Deal on southern Illinois, including relief efforts by the Civilian Conservation Corps, which began setting up camps at Giant City in 1933. The men of the CCC, most of them natives of southern and central Illinois, are brought to life through vividly detailed, descriptive prose and hundreds of black-and-white photographs that lavishly illustrate life in the two camps at the park. This fascinating book not only documents the men’s hard work—from the clearing of the first roads and building of stone bridges, park shelters, cabins, and hiking and bridle trails, to quarry work and the raising of the lodge’s famous columns—it also reveals the more personal side of life in the two camps at the park, covering topics ranging from education, sports, and recreation, to camp newspapers, and even misbehavior and discipline.

Supplementing the photographs and narrative are engaging conversations with alumni and family members of the CCC, which give readers a rich oral history of life at Giant City in the 1930s. The book is further enhanced by maps, rosters of enrollees and officers, and a list of CCC camps in southern Illinois. The culmination of three decades of research, Giant City State Park and the Civilian Conservation Corps provides the most intimate history ever of the park and its people, honoring one of Illinois’s most unforgettable places and the men who built it.

In Deliberate Conflict: Argument, Political Theory, and Composition Classes, Patricia Roberts-Miller argues that much current discourse about argument pedagogy is hampered by fundamental unspoken disagreements over what democratic public discourse should look like. The book’s pivotal question is, In what kind of public discourse do we want our students to engage? To answer this, the text provides a taxonomy, discussion, and evaluation of political theories that underpin democratic discourse, highlighting the relationship between various models of the public sphere and rhetorical theory.

Deliberate Conflict cogently advocates reintegrating instruction in argumentation with the composition curriculum. By linking effective argumentation in the public sphere with the ability to effect social change, Roberts-Miller pushes compositionists beyond a simplistic Aristotelian conception of how argumentation works and offers a means by which to prepare students for active participation in public discourse.

Designed to help bird watchers in the field and at home discover the significance of their observations, Southern Illinois Birds documents current knowledge of the birds of southern Illinois by surveying both the published literature on the subject and the unpublished field notes of active observers summarizing many important observations that are not readily available elsewhere.

Bordered on three sides by major rivers, with both upland and lowland forests and dramatic topographic relief in the unglaciated Shawnee Hills, southern Illinois offers a wide variety of habitats and birds unusual to Illinois and the Midwest in general. Compared with studies in central and northern Illinois, there have been few active field observers in the south; yet the contributions of those who worked in southern Illinois have been considerable. Robinson displays their efforts convincingly in this book.

Southern Illinois Birds includes information on early arrival and late departure dates of migrants, the highest reported single-day counts in each season, and records of all vagrants. In addition, Robinson includes maps and guides to some of the best birding areas in the region to encourage birders and others to explore the many birding and scenic attractions in southern Illinois.

Robinson has produced a definitive reference for ornithologists and amateur bird watchers, conservation and government agencies, college students in biology, and future researchers who wish to determine the status and abundance of southern Illinois birds.

Drawing on decades of teaching experience and the collective wisdom of dozens of the most creative theorists in the country, Michael R. Rogers’s diverse survey of music theory—one of the first to comprehensively survey and evaluate the teaching styles, techniques, and materials used in theory courses—is a unique reference and research tool for teachers, theorists, secondary and postsecondary students, and for private study. This revised edition of Teaching Approaches in Music Theory: An Overview of Pedagogical Philosophies features an extensive updated bibliography encompassing the years since the volume was first published in 1984.

In a new preface to this edition, Rogers references advancements in the field over the past two decades, from the appearance of the first scholarly journal devoted entirely to aspects of music theory education to the emergence of electronic advances and devices that will provide a supporting, if not central, role in the teaching of music theory in the foreseeable future. With the updated information, the text continues to provide an excellent starting point for the study of music theory pedagogy.

Rogers has organized the book very much like a sonata. Part one, “Background,” delineates principal ideas and themes, acquaints readers with the author’s views of contemporary musical theory, and includes an orientation to an eclectic range of philosophical thinking on the subject; part two, “Thinking and Listening,” develops these ideas in the specific areas of mindtraining and analysis, including a chapter on ear training; and part three, “Achieving Teaching Success,” recapitulates main points in alternate contexts and surroundings and discusses how they can be applied to teaching and the evaluation of design and curriculum.

Teaching Approaches in Music Theory emphasizes thoughtful examination and critique of the underlying and often tacit assumptions behind textbooks, materials, and technologies. Consistently combining general methods with specific examples and both philosophical and practical reasoning, Rogers compares and contrasts pairs of concepts and teaching approaches, some mutually exclusive and some overlapping. The volume is enhanced by extensive suggested reading lists for each chapter.

Lady Murasaki wrote in The Tale of Genji that thirty-seven is “a dangerous year” for women. Evoking the styles of Murasaki and other women writers of the Heian-period Japanese court, Lee Ann Roripaugh presents a collection of confessional poems charting the course of that perilous year. Roripaugh, in both an homage to and a dialogue with women writers of the past, explores the trials of women facing the treacherous waters of time while losing none of the grace and decadence of femininity. Often calling upon the passing of the seasons and revelations of nature, these lyrically elegant poems chronicle the dangers and delights of a range of issues facing contemporary women—from bisexuality and biracial culture and identity, to restless nights and lingering memories of the past. The pleasures of the senses collide with parallels of time and the natural world; tangible solitude lies down beside wistful memories of relationships gone by. What is ultimately revealed is both heartbreaking and illuminating. At once provocative, humorous, and bittersweet, On the Cusp of a Dangerous Year is a pillow book for the twenty-first century, providing a candid and whimsical look into the often tumultuous universe of the modern woman.

In her second collection of poems, Lee Ann Roripaugh probes themes of mixed-race female identities, evoking the molting processes of snakes and insects who shed their skins and shells as an ongoing metaphor for transformation of self. Intertwining contemporary renditions of traditional Japanese myths and fairy tales with poems that explore the landscape of childhood and early adolescence, she blurs the boundaries between myth and memory, between real and imagined selves. This collection explores cultural, psychological, and physical liminalities and exposes the diasporic arc cast by first-generation Asian American mothers and their second-generation daughters, revealing a desire for metamorphosis of self through time, geography, culture, and myth.

Writer’s block is more than a mere matter of discomfort and missed dead­lines; sustained experiences of writer’s block may influence academic success and career choices. Writers in the business world, profes­sional writers, and students all have known this most common and least studied problem with the composing process. Mike Rose, however, sees it as a limitable problem that can be precisely analyzed and remedied through instruc­tion and tutorial programs.

Rose defines writer’s block as “an in­ability to begin or continue writing for reasons other than a lack of skill or com­mitment,” which is measured by “pas­sage of time with limited productive involvement in the writing task.” He applies insights of cognitive psychology to reveal dimensions of the problem never before examined.

In his three-faceted approach, Rose de­velops and administers a questionnaire to identify writers experiencing both high and low degrees of blocking; through stimulated recall he examines the composing processes of these writers; and he proposes a cognitive conceptualization of writer’s block and of the composing process.

In drawing up his model, Rose delin­eates many cognitive errors that cause blocking, such as inflexible rules or con­flicting planning strategies. He also dis­cusses the practices and strategies that promote effective composition.

The reissue of this classic study of writer’s block includes a new preface by the author that advocates more mixed-methods research in rhetoric and composition, details how he conducted his writer’s block study, and discusses how his approach to a study like this would be different if conducted today.

Louise M. Rosenblatt’s award-winning work continues increasingly to be read in a wide range of academic fields—literary criticism, reading theory, aesthetics, composition, rhetoric, speech communication, and education. Her view of the reading transaction as a unique event involving reader and text at a particular time under particular circumstances rules out the dualistic emphasis of other theories on either the reader or the text as separate and static entities. The transactional concept accounts for the importance of factors such as gender, ethnicity, culture, and socioeconomic context. Essential reading for the specialist, this book is also well suited for courses in criticism, critical theory, rhetoric, and aesthetics.

Starting from the same nonfoundationalist premises, Rosenblatt avoids the extreme relativism of postmodern theories derived mainly from Continental sources. A deep understanding of the pragmatism of Dewey, James, and Peirce and of key issues in the social sciences is the basis for a view of language and the reading process that recognizes the potentialities for alternative interpretations and at the same time provides a rationale for the responsible reading of texts.

The book has been praised for its lucid explanation of the multidimensional character of the reading process—evoking, interpreting, and evaluating the work. The nonliterary (efferent) and the literary (aesthetic) are shown not to be opposites but to represent a continuum of reading behaviors. The author amply illustrates her theoretical points with interpretations of varied texts. The epilogue carries further her critique of rival contemporary theories.

When the 1990 English docudrama Who Bombed Birmingham? cast serious doubt on the guilt of six men convicted of bombing two British pubs in 1974, Prime Minister Margaret Thatcher declared that a "television program alters nothing." But, as Alan Rosenthal concludes, Thatcher was wrong. The film engendered a new inquiry that led to the release of the convicted men.

Rosenthal notes that docudrama wields more influence than the average documentary and that "reality-based stories taken from topical journalism are the most popular drama genre on U.S. and British television today." This three-part collection of diverse and provocative essays addresses the dominant questions and controversies the genre poses.

Defining and examining the rationale of docudrama, the nine essayists in the first part discuss the history and development of docudrama on TV and in film; they also consider the place of truth in docudrama, the main critiques of the form, and the audience's susceptibilities and expectations. In investigating the actual filmmaking process, the eight essays in the second part focus on how "docudrama as a 'commodity' is created in the United States and England." Part essay, part case study, and part interview, this section also explores how Hollywood and the commercial networks as well as producers and writers work and think. The final part presents an in-depth critique of a number of controversial docudramas that have helped form and shape public opinion, including Battleship Potemkin, Roots, Reds, JFK, Mississippi Burning, Schindler's List, and In the Name of the Father.

In addition to Rosenthal, the contributors are John Corner, George F. Custen, David Edgar, Leslie Fishbein, George MacDonald Fraser, Todd Gitlin, Douglas Gomery, Richard Grenier, Sumiko Higashi, Tom W. Hoffer, Jerry Kuehl, Steve Lipkin, Yosefa Loshitsky, Ian McBride, Richard Alan Nelson, Conor Cruise O'Brien, Derek Paget, Robert A. Rosenstone, Betsy Sharkey, Irene Shubik, Jeff Silverman, D. J. Wenden, Sita Williams, and Leslie Woodhead.

In her second collection of poems, J. Allyn Rosser explores the human condition in all its gloriously valiant pathos. Misery Prefigured dwells on our continual reinventions of self and world and the restless dynamic that vibrates between them.Whether contemplating a failed marriage, a visit from God, or a pearl dropped into a bottle of Prell shampoo, Rosser's wry yet impassioned eye looks hard for a habitable and abiding truth. Alternating between deadpan and dead serious, these poems are often darkly funny, exposing the contradictions inherent in every desire. Misery Prefigured is fueled by a cocky, unsentimental determination to make some consolatory sense of what passes for reality.

In Contemporary Latina/o Theater, Jon D. Rossini explores the complex relationship between theater and the creation of ethnicity in an unprecedented examination of six Latina/o playwrights and their works: Miguel Piñero, Luis Valdez, Guillermo Reyes, Octavio Solis, José Rivera, and Cherríe Moraga. Rossini exposes how these writers use the genre as a tool to reveal and transform existing preconceptions about their culture. Through “wrighting”—the triplicate process of writing plays, righting misconceptions about ethnic identity, and creating an entirely new way of understanding Latina/o culture—these playwrights directly intervene in current conversations regarding ethnic identity, providing the tools for audiences to reexplore their previously held perspectives outside the theater.

Examining these writers and their works in both cultural and historical contexts, Rossini reveals how playwrights use the liminal space of the stage—an area on the thresholds of both theory and reality—to “wright” new insights into Latina/o identity. They use the limits of the theater itself to offer practical explorations of issues that could otherwise be discussed only in highly theoretical terms.

Rossini traces playwrights’ methods as they address some of the most challenging issues facing contemporary Latinas/os in America: from the struggles for ethnic solidarity and the dangers of a community based in fear, to stereotypes of Latino masculinity and the problematic fusion of ethnicity and politics. Rossini discusses the looming specter of the border in theater, both as a conceptual device and as a literal reality—a crucial subject for modern Latinas/os, given recent legislation and other actions. Throughout, the author draws intriguing comparisons to the cultural limbo in which many Latinas/os find themselves today.

An indispensable volume for anyone interested in drama and ethnic studies, Contemporary Latina/o Theater underscores the power of theatricality in exploring and rethinking ethnicity. Rossini provides the most in-depth analysis of these plays to date, offering a groundbreaking look at the ability of playwrights to correct misconceptions and create fresh perspectives on diversity, culture, and identity in Latina/o America.

Exceptionally rare and valued by book collectors, Otto A. Rothert’s riveting saga of the outlaws and scoundrels of Cave-in-Rock chronicles the adventures of an audacious cast of river pirates and highwaymen who operated in and around the famous Ohio River cavern from 1795 through 1820 (adventures featured in Disney’s Davy Crockett and the film How the West Was Won). Once sporting the enticing sign "Liquor Vault and House for Entertainment," this beautiful cavern location decoyed the unsuspecting by offering a venue for food, drink, and rest.

Compellingly lively, The Outlaws of Cave-in-Rock is nonetheless the work of a scholar, a historian who documents his findings and leaves a detailed bibliographical trail. Presenting many eyewitness accounts, Rothert supplies the lore and legend of the colorful villains of Cave-in-Rock. Always maintaining the difference between stories he tells with historical authority and those that are pure speculation, Rothert provides both a fascinating narrative and a valuable regional history.

Donnalee Rubin examines the responses of thirty-one freshman composition teachers to student writing and shows the negative effects of gender bias on assessment to prove that gender perceptions and expectations can influence assessment decisions that seem neutral on the surface. Arguing that certain pedagogies are more likely to minimize gender bias than others, Rubin believes that teachers are more likely to overcome the influence of gender bias on their teaching if they adopt a process-based method and work intimately with their students through nondirective, supportive conferences.

Rubin characterizes the conference/process-centered class as the type of environment in which maternal teaching can be cultivated. She stresses that maternal can describe any teacher, male or female, who exhibits the nurturing and supportive qualities that the conference/process approach embodies. With a primary focus on the student’s well-being and development as a person and a writer, the maternal teacher is in a better position to overcome gender bias that could distort the interpretation of student texts. In order for writing instructors to increase their sensitivity to gender issues in assessment, Rubin recommends that they self-consciously engage in what she calls "responsive reading." Responsive reading occurs when the teacher reads with an eye toward providing the sorts of supportive feedback and dialectic exchange that will encourage student writers to think for themselves and to revise effectively. Rubin argues that when teachers commit to a responsive-reading pedagogy, they are more likely to question their reactions to student writing along the lines of gender influence and to strive for self-conscious awareness of how their own inner male-female voices may distort their reading of student texts. She challenges all writing teachers to become more aware of the inevitable challenge gender influence presents.

With the skills of a playwright, the vision of a producer, and the wisdom of an experienced teacher, David Rush offers a fresh and innovative guide to interpreting drama in A Student Guide to Play Analysis, the first undergraduate teaching tool to address postmodern drama in addition to classic and modern. Covering a wide gamut of texts and genres, this far-reaching and user-friendly volume is easily paired with most anthologies of plays and is accessible even to those without a literary background.

Contending that there are no right or wrong answers in play analysis, Rush emphasizes the importance of students developing insights of their own. The process is twofold: understand the critical terms that are used to define various parts and then apply these to a particular play. Rush clarifies the concepts of plot, character, and language, advancing Aristotle’s concept of the Four Causes as a method for approaching a play through various critical windows. He describes the essential difference between a story and a play, outlines four ways of looking at plays, and then takes up the typical structural devices of a well-made play, four primary genres and their hybrids, and numerous styles, from expressionism to postmodernism.

For each subject, he defines critical norms and analyzes plays common to the canon. A Student Guide to Play Analysis draws on thoughtful examinations of such dramas as The Cherry Orchard, The Good Woman of Setzuan, Fences, The Little Foxes, A Doll House, The Glass Menagerie, and The Emperor Jones. Each chapter ends with a list of questions that will guide students in further study.

“To understand the ways students learn to write, we must go beyond the small and all too often marginalized component of the curriculum that treats writing explicitly and look at the broader, though largely tacit traditions students encounter in the whole curriculum,” explains David R. Russell, in the introduction to this singular study. The updated edition provides a comprehensive history of writing instruction outside general composition courses in American secondary and higher education, from the founding public secondary schools and research universities in the 1870s, through the spread of the writing-across-the-curriculum movement in the 1980s, through the WAC efforts in contemporary curriculums.