Around the Texts of Writing Center Work reveals the conceptual frameworks found in and created by ordinary writing center documents. The values and beliefs underlying course syllabi, policy statements, website copy and comments, assessment plans, promotional flyers, and annual reports critically inform writing center practices, including the vital undertaking of tutor education.
In each chapter, author R. Mark Hall focuses on a particular document. He examines its origins, its use by writing center instructors and tutors, and its engagement with enduring disciplinary challenges in the field of composition, such as tutoring and program assessment. He then analyzes each document in the contexts of the conceptual framework at the heart of its creation and everyday application: activity theory, communities of practice, discourse analysis, reflective practice, and inquiry-based learning.
Around the Texts of Writing Center Work approaches the analysis of writing center documents with an inquiry stance—a call for curiosity and skepticism toward existing and proposed conceptual frameworks—in the hope that the theoretically conscious evaluation and revision of commonplace documents will lead to greater efficacy and more abundant research by writing center administrators and students.
Successful professor Nick Hoffman finds his secure, happy, college-town life changed forever after a nightmarish encounter with police. But even when that horrible night is over, life doesn't return to normal. Someone is clearly out to destroy him. Nick and his partner Stefan Borowski face an escalating series of threats that lead to a brutal and stunning confrontation.
A novel of suspense set in the academic world, Assault with a Deadly Lie probes the disturbing psychological impact of slander, harassment, stalking, police brutality, and the loss of personal safety. What will Nick do when his world threatens to collapse? How can he reestablish order in a suddenly chaotic life? Assault with a Deadly Lie, the eighth installment of Lev Raphael's Nick Hoffman Mysteries, propels the series to a new level of danger and intrigue as Nick and Stefan are catapulted out of their tranquil existence by shocking accusations.
Finalist, Midwest Book Award for Mystery/Thriller Fiction, Midwest Independent Publishers Association
“A riveting great read for mystery/suspense fans, author Lev Raphael once again documents his impressive gifts as a storyteller, holding the reader’s rapt attention from beginning to end with unexpected plot twists and surprise twists.”—Jack Mason, Midwest Book Review
“Raphael portrays with frightening power the wrenching experience of victimization by the corporatized, PR-prioritized groves of academia, where both men teach, and by local authorities militarized into SWAT teams practicing police brutality. . . . The compelling core of this unusual novel is Raphael’s depiction of the agonizing reality of victims’ shame, in which someone ‘feels doubly exposed talking about the violation’ and so says nothing.”—Booklist
“Professor Nick Hoffman learns that even tenure can’t guarantee real security.”—Kirkus Reviews
Joan Weimer had spent three years researching the life of nineteenth-century novelist Constance Fenimore Woolson for a critical biography when a devastating back injury left her virtually immobile. Pain reshaped her research as she discovered more about Woolson's writing, family, and grief. The imaginative relationship she developed with Woolson—chronicled in this heart-felt book— helped Weimer to escape her physical disability as she wrestled with the question of how to redefine herself.
In this elegant, humorous, and brutally frank memoir, Weimer's discoveries—documentative and imaginative, historical and personal—reveal much about what motivates research, and what motivates healing.
Becoming What One Is
Austin Warren University of Michigan Press, 1995 Library of Congress PN75.W3A3 1995 | Dewey Decimal 809
The late Austin Warren was one of the most distinguished literary scholars of the twentieth century, well known as a biographer, literary critic, and teacher. He retired from the University of Michigan English Department in 1968 after twenty years on the faculty. Warren's memoir ends at age forty, because, as he explains in the preface, the most interesting part of anyone's life is the formative years.
He begins with his childhood in Massachusetts and education at Wesleyan, Harvard, and Princeton, and ends with reflections on the problems of integrating his profession, teaching, with his vocation, writing. The journey in between is extraordinary, a re-creation of the scholar's search for identity, religion, wisdom, and a new vision of the role of a teacher.
Warren "forged his soul when others weren't looking," writes Russell Fraser in his foreword to the book. He grew up on a lonely New England farm, went to a school where he learned to hate even Shakespeare, and entered college without enthusiasm. But the history of his education, as is often the case, was one first of rescue by inspiring mentors, then of outgrowing those mentors, and finally of forging a vision of his own. By the 1930s he had shaken up classrooms by abandoning formal lectures and become an inspiration in his own right.
A singular personality who never stopped searching for meaningful spirituality and a wider intellectual world, Austin Warren was among the most important scholars of the twentieth century. His memoirs of "becoming" are an elegant and absorbing chronicle.
Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.
In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.
Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.
In Continuing Cooperative Development, a series of guided tasks helps the reader acquire specific skills of listening and responding that, in turn, help a speaker to express and articulate thoughts and plans that lie just beyond what they knew that they knew.
By adopting a certain style of speaking and listening to colleagues for agreed periods of time, motivated professionals can take individual control of their own development and increase the feeling of collegiality in their workplace. Continuing Cooperative Development draws on Edge's experience of more than ten years using this framework worldwide and provides authentic examples to guide the reader. This interactive framework is demonstrated in the book as part of a reflective teaching approach in response to everyday classroom problems, and also as part of a more formal, action-research approach to the formulation of local educational theory.
The key theme of this book is the power of non-judgmental discourse to facilitate the development of ideas and action, accessing both cognitive and emotional intelligence. The transcribed and interpreted data of authentic interactions from the Americas, Europe, and Asia serve as evidence for the argument and as guidelines for implementation.
The work is set in the field of TESOL, although its relevance reaches across discipline boundaries. The teachers featured in the book have duties ranging from the instruction of young learners to the supervision of doctoral research. The common denominator is that these people are motivated educators, committed to extending their own understanding and developing their own style of being an aware professional.
CounterStories from the Writing Center gathers emerging scholars of colour and their white accomplices to challenge some of the most cherished lore about the work of writing centres. Writing within an intersectional feminist frame, this volume’s contributors name and critique the dominant role that white, straight, cis-gendered women have played in writing centre administration as well as in the field of writing centre studies. This work will shake the field’s core assumptions about itself.
Practicing what Derrick Bell has termed “creative truth telling,” these writers are not concerned with individual white women in writing centres but with the social, political, and cultural capital that is the historical birthright of white, straight, cis-gendered women, particularly in writing centre studies. The essays collected in this volume test, defy, and overflow the bounds of traditional academic discourse in the service of powerful testimony, witness, and counterstory.
CounterStories from the Writing Center is a must-read for writing centre directors, scholars, and tutors who are committed to antiracist pedagogy and offers a robust intersectional analysis to those who seek to understand the relationship between the work of writing centres and the problem of racism. Accessible and usable for both graduate and undergraduate students of writing centre theory and practice, this work troubles the field’s commonplaces and offers a rich envisioning of what writing centres materially committed to inclusion and equity might be and do.
Tounderstand the history of "English," Ross Winterowd insists, one must understand how literary studies, composition-rhetoric studies, and influential textbooks interrelate. Stressing the interrelationship among these three forces, Winterowd presents a history of English studies in the university since the Enlightenment.
Winterowd’s history is unique in three ways. First, it tells the whole story of English studies: it does not separate the history of literary studies from that of composition-rhetoric studies, nor can it if it is going to be an authentic history. Second, it traces the massive influence on English studies exerted by textbooks such as Adventures in Literature, Understanding Poetry, English in Action, and the Harbrace College Handbook. Finally, Winterowd himself is very much a part of the story, a partisan with more than forty years of service to the discipline, not simply a disinterested scholar searching for the truth.
After demonstrating that literary studies and literary scholars are products of Romantic epistemology and values, Winterowd further invites controversy by reinterpreting the Romantic legacy inherited by English departments. His reinterpretation of major literary figures and theory, too, invites discussion, possibly argument. And by directly contradicting current histories of composition-rhetoric that allow for no points of contact with literature, Winterowd intensifies the argument by explaining the development of composition-rhetoric from the standpoint of literature and literary theory.
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.
First Semester: Graduate Students, Teaching Writing, and the Challenge of Middle Ground presents a fresh and challenging theoretical approach to understanding and improving the preparation of graduate students for the writing classroom. Restaino uses a three-part theoretical construct—labor, action, and work, as defined in Hannah Arendt’s work of political philosophy, The Human Condition—as a lens for reading graduate students’ struggles to balance their new responsibilities as teachers with their concurrent roles as students. Arendt’s concepts serve as access points for analysis, raising important questions about graduate student writing teachers’ first classrooms and uncovering opportunities for improved support and preparation by university writing programs.
Combining anecdotal evidence (the personal stories of rhetoric and composition teachers) with hard data, Theresa Enos offers documentation for what many have long suspected to be true: lower-division writing courses in colleges and universities are staffed primarily by women who receive minimal pay, little prestige, and lessened job security in comparison to their male counterparts. Male writing faculty, however, also are affected by factors such as low salaries because of the undervaluation of a field considered feminized. As Enos notes in her preface: "The rhetoric of our institutional lives is connected especially to the negotiations of gender roles in rhetoric and composition."
Enos describes and classifies narratives gathered from surveys, interviews, and campus visits and interweaves these narratives with statistical data gathered from national surveys that show gendered experiences in the profession. Enos discusses the ways in which these experiences affect the working conditions of writing teachers and administrators in various programs at different types of institutions.
Enos points out that fields in which women excel—and are acknowledged—receive less prestige than other fields. On the university level, those genres in which women have demonstrated competence are not taken as seriously as those dominated by men. In practical terms, academia affords more glory for teaching literature than for teaching rhetoric and composition.
Within the field of rhetoric and composition, however, Enos finds it difficult to determine why the accomplishments of women receive less credit than those of men. She speculates as to whether it is part of the larger pattern in society—and in academia—to value men more than women or something in the field itself that keeps women from real power, even though women make up the majority of composition and rhetoric teachers.
Enos provides fascinating personal histories of composition and rhetoric teachers whose work has been largely disregarded. She also provides information about writing programs, teaching, administrative responsibilities, ranks among teachers, ages, salary, tenure status, distribution of research, service responsibilities, records of publication, and promotion and tenure guidelines.
Although the word gliderman does not appear in the dictionary, a brave group of World War II soldiers known as glidermen flew into combat inside unarmed and unarmored canvas-covered gliders known as "flying coffins."
Charles J. Masters points out that because World War II was the first truly mechanized and armored global conflict, the role of the glidermen and their combat gliders was at best anachronistic. Fighter planes exceeded speeds of 400 miles per hour and were heavily armed with multiple machine guns. Dogfights had taken on new dimensions, eclipsing the tactics, speed, and firepower first evidenced by the fragile biplanes of World War I. Tanks achieved a lethal efficiency barely dreamed of even five years before the war. An array of weaponry never seen in any previous military engagement confronted the combat soldier during World War II.And yet there were gliders. And glidermen.
Masters tells of these men and of their fragile aircraft in a war of mechanized chaos. In copious detail, he describes the gliders and the Americans who boarded them during the American D-Day glider attack, a mission that was part of the overall cross-channel plan code-named "Operation Neptune." The son of a gliderman with the 82nd Airborne Division, Masters had unique access to the surviving glidermen and comrades of his father. During the course of his research, he located and interviewed 106 of the men who had flown the D-Day mission in gliders. As an insider—in a sense almost a member of the family and fraternity of glider-men—Masters was cordially received by the members of the American airborne divisions that participated in D-Day, many of whom told him stories they had seldom told their own friends and families. Often harrowing and always riveting, the stories these men told an eager listener and researcher are very much a part of this narrative.
Masters has also assembled the finest existing collection of photographs of the American D-Day glider attack. These photographs—many of which have never before been published—provide a spectacular photographic record of a little-known aspect of this war. In fact, because of the short military history of the American combat glider, most readers, including veterans of World War II, will not have seen one of these "flying coffins," even at a distance. These photographs afford the opportunity to actually examine the inside of the combat gliders used on D-Day, to observe the glidermen in action, and to witness the often tragic consequences of the glider attack.
In Search of Susanna
Suzanne L. Bunkers University of Iowa Press, 1996 Library of Congress PE64.B86A3 1996 | Dewey Decimal 929.20893
On a summer day in 1980 in Niederfeulen, Luxembourg, Suzanne Bunkers pored over parish records of her maternal ancestors, immigrants to the rural American Midwest in the mid 1800s. Suddenly, chance led her to the name Simmerl and to the missing piece in the genealogical puzzle that had brought her so far: Susanna Simmerl, Bunkers' paternal great-great-grandmother, who had given birth to an illegitimate daughter in 1856 before coming to America. Finding Susanna was the catalyst for Bunkers' intensely personal book, which blends history, memory, and imagination into a drama of two women's lives within their multigenerational family.
In the Archives of Composition offers new and revisionary narratives of composition and rhetoric’s history. It examines composition instruction and practice at secondary schools and normal colleges, the two institutions that trained the majority of U.S. composition teachers and students during the nineteenth and twentieth centuries. Drawing from a broad array of archival and documentary sources, the contributors provide accounts of writing instruction within contexts often overlooked by current historical scholarship. Topics range from the efforts of young women to attain rhetorical skills in an antebellum academy, to the self-reflections of Harvard University students on their writing skills in the 1890s, to a close reading of a high school girl’s diary in the 1960s that offers a new perspective on curriculum debates of this period. Taken together, the chapters begin to recover how high school students, composition teachers, and English education programs responded to institutional and local influences, political movements, and pedagogical innovations over a one-hundred-and-thirty-year span.
Incidents in an Educational Life chronicles the educational journey of John M. Swales. A leading scholar in the field of Applied Linguistics and its subfield of English for Specific Purposes, Swales has taught across the globe in places such as Italy, Sweden, Libya, the United Kingdom, and the University of Michigan. His memoir offers a rare glimpse into the professional journey of a prominent scholar and educator.
Incidents in an Educational Life explores the lessons Swales learned by teaching and by being taught. The story follows his gradual transformation from an English as a Second Language teacher to one of the leading international figures in his field, stopping along the way to tell the sometimes amusing, sometimes painful anecdotes that have made him the recognized educator he is today. His entertaining prose make this volume a must-read for anyone considering the field, or the many ways in which we all become teachers.
John M. Swales is one of the leading international scholars in the field of English for Specific Purposes. He retired in the summer of 2006 from the University of Michigan after teaching at multiple universities overseas. He is the co-author of the international bestseller Academic Writing for Graduate Students (3rd ed.).
Interrogating Privilege is a welcome combination of personal essays and academic research, blending theory, analysis, and narrative to explore the function and consequences of privilege in second language education.
While teachers’ focus on the learning process and class goals are quite important, there is not enough attention paid to the types of privilege—or lack thereof—that individuals bring to the classroom. Through chapters that can either stand alone or be read together, with topics such as gender, age, and colonialism (the author is the daughter of missionary parents) in second language teaching, this book seeks to address the experiences of teachers, scholars, and students as “whole persons” and to observe the workings of identity and privilege in the educational setting.
By the end of the nineteenth century, rhetoric had not yet been established as a legitimate discipline. Fred Newton Scott (1860-1931) spent his life broadening the scope of rhetoric studies through his imaginative, interdisciplinary research. Scott was both a pragmatic reformer and a visionary scholar who used empirical methods and cognitive psychology to expand this field. In this study, Donald Stewart and his wife Patricia examine Scott's essays, speeches, and books to write the first comprehensive biography of the man who became one of the most influential figures in language studies during the early twentieth century.
This volume was conceived as a "best practices" resource for teachers of ESL listening courses in the way that Vocabulary Myths by Keith S. Folse (and Writing Myths by Joy Reid) is one for reading and vocabulary teachers. It was written to help ensure that teachers of listening are not perpetuating the myths of teaching listening.
Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. Steven Brown is the author of the Active Listening textbook series and is a teacher trainer.
The myths debunked in this book are:
§ Listening is the same as reading.
§ Listening is passive.
§ Listening equals comprehension.
§ Because L1 language ability is effortlessly acquired, L2 listening ability is too.
§ Listening means listening to conversations.
§ Listening is an individual, inside-the-head process.
§ Students should only listen to authentic materials.
In 2011, the National Council of Teachers of English (NCTE) turned one hundred years old. But our profession is endlessly beginning, constantly transforming itself and its purpose as new voices and identities claim their rights in our classrooms and in our country. The recognition of such claims, however, does not occur without a struggle, without collective work. Listening to our Elders attempts to capture the history of those collective moments where teachers across grade levels and institutions of higher education organized to insure that the voices, heritages, and traditions of their students and colleagues were recognized within our professional organizations as a vital part of our classrooms and our discipline. In doing so, Listening to Our Elders demonstrates this recognition was not always easily given. Instead, whether the issue was race, sexuality, class, or disability, committed activist organizations have often had to push against the existing limits of our field and its organizations to insure a broader sense of common responsibility and humanity was recognized. Listening to Our Elders features interviews with Malea Powell (Native American Caucus), Joyce Rain Anderson (Native American Caucus), Jeffery Paul Chan (Asian/Asian American), James Hill (Black Caucus), James Dolmage (Committee for Disability Issue in College Composition), Geneva Smitherman (Language Policy Commitee), Carlota Cárdenas de Dwyer (Latino/a Caucus), Victor Villanueva (Latino/a Caucus), Louise Dunlap (Progressive Caucus), Karen Hollis (Progressive Caucus), Louie Crew (Queer Caucus), William Thelin (Working Class Culture and Pedagogy SIG), Bill Macauley (Working Class Culture and Pedagogy SIG).
Gilbert, Sandra M Rutgers University Press, 1995 Library of Congress PS3557.I34227M37 1995 | Dewey Decimal 812.54
Is there a plot against the life of letters today?!!!! A mysterious assailant has tied a nameless text to a railroad track near Boondock State University. While young untenured English professor Jane Marple enlists a group of odd and oddly rivalrous academicians to help her identify and save the text, a coalition of powerful conservatives begins to suspect and rally against a left-wing conspiracy. But all are foiled when the amnesiac text is abducted on the Euro-Centric Express, where Ms. Marple encounters a number of suspiciously eccentric theorists temporarily set loose from their usual haunts in Marxist, deconstructionist, new historicist, and postcolonial circles. You'll laugh with our heroine, you'll cry with her, but you'll never guess how--using the very latest technology and in the midst of sometimes sinister stage and screen celebrities--she brings the last of three thrilling episodes in the canon wars to an end at a WOW (Writers of the World) conference set in the heart of the Big Apple.
In this hilarious romp through the culture wars, Sandra M. Gilbert and Susan Gubar send up everyone including, sometimes, themselves, while at the same time they speculate seriously on the future of literature and literacy in a society where both are increasingly endangered. The cast includes well-known critics, politicians, writers, pop stars, media personalities, and a juicy assortment of technocrats, CEOs, and other culture vultures. Any similarities you find between these characters and actual persons, living or dead, are probably glaring. So, hum the opening notes of Masterpiece Theatre as you sit back, relax, and consider (yes!) the fate of the printed word in Western civilization.
Masterpiece Theatre is the latest--and funniest--round in the culture wars. No member of Modern Language Association, lover of literature and literacy, cultural pundit, or talking head should be without a copy.
Sara Suleri Goodyear University of Chicago Press, 1989 Library of Congress PE64.S84A3 1989 | Dewey Decimal 954.910460924
In this finely wrought memoir of life in postcolonial Pakistan, Suleri intertwines the violent history of Pakistan's independence with her own most intimate memories—of her Welsh mother; of her Pakistani father, prominent political journalist Z.A. Suleri; of her tenacious grandmother Dadi and five siblings; and of her own passage to the West.
"Nine autobiographical tales that move easily back and forth among Pakistan, Britain, and the United States. . . . She forays lightly into Pakistani history, and deeply
into the history of her family and friends. . . . The Suleri women at home in Pakistan make this book sing."—Daniel Wolfe, New York Times Book Review
"A jewel of insight and beauty. . . . Suleri's voice has the same authority when she speaks about Pakistani politics as it does in her literary interludes."—Rone Tempest, Los Angeles Times Book Review
"The author has a gift for rendering her family with a few, deft strokes, turning them out as whole and complete as eggs."—Anita Desai, Washington Post Book World
"Meatless Days takes the reader through a Third World that will surprise and confound him even as it records the author's similar perplexities while coming to terms with the West. Those voyages Suleri narrates in great strings of words and images so rich that they left this reader . . . hungering for more."—Ron Grossman, Chicago Tribune
"Dazzling. . . . Suleri is a postcolonial Proust to Rushdie's phantasmagorical Pynchon."—Henry Louise Gates, Jr., Voice Literary Supplement
“…a groundbreaking book that will…engage, inform, and connect with present and future teachers and teacher educators.”
---Stephanie Vandrick, Foreword to Narrating Their Lives
The field of TESOL has called attention to the ways that the issues of race and ethnicity, language status and power, and cultural background affect second language learners’ identities and, to some degree, those of teachers. In Narrating Their Lives, Kamhi-Stein examines the process of identity construction of classroom teachers so as to make connections between their personal and professional identities and their instructional practices. To do that, she has selected six autobiographical narratives from teachers who were once part of her TESL 570 (Educational Sociolinguistics) class in the MA TESOL program at California State University, Los Angeles. These six narratives cover a surprisingly wide range of identity issues but also touch on broader instructional themes that are part of teacher education programs.
Because of the reflective nature of the narratives—with the teachers using their stories to better understand how their experiences shape what they do in the classroom—this volume includes provocative chapter-opening and reflective chapter-closing questions. An informative discussion of the autobiographical narrative assignment and the TESL 570 course (including supplemental course readings and assessment criteria) is also included.
The Ninth Decade is a path-breaking and timely book on aging: the first to focus explicitly and at length on eighty-somethings, the fastest-growing demographic in the industrialized world. Covering eight years in lively six-month installments, Klaus tells a vivid story not only of his own ninth decade and survival routines, but also of his loving companion, Jackie, who is strikingly different from him in her physical well-being, practical outlook, sociable temperament, and vigorous workouts. Cameos of their octogenarian friends and relatives near and far add to a wide-ranging and revelatory portrayal of advanced aging, as do bios of notable octogenarians.
The multi-year scope of his chronicle reveals the numerous physical and mental problems that arise during octogenarian life and how eighty-year-olds have dealt with those challenges. The Ninth Decade is a unique, first-hand source of information for anyone in their sixties, seventies, or eighties, as well as for persons devoted to care of the aged. Though the challenges of octogenarian life often require specialized care, The Ninth Decade also shows the pleasures of it to be so special as to have inspired Lillian Hellman’s paradoxical description of “longer life” as “the happy problem of our time.”
In his enduring fiction and criticism, Walter Sullivan has invited readers to share the thoughts of a penetrating, contemporary intellect. Now he turns his pen on his own life to forge a stirring memoir that fondly recounts the life of the mind.
From childhood in 1920s Nashville, where his father died three months after he was born, to the halls of Vanderbilt University, where he taught creative writing for more than fifty years, Sullivan recalls key episodes in his life—often pausing to ponder why some memories of seemingly trivial events persist while others, seemingly more important, have faded from view.
As witness to a series of social and cultural moments, Sullivan passes on his sharp observations about depression and war, southern renascence and civil rights. He also includes lively anecdotes and sharp character sketches, with personalities ranging from his grandmother “Chigger” and Sally Fudge—who had lived through the Civil War and was said to attend the funerals of people she didn’t know—to Mrs. Gertrude Vanderbilt, with whose eccentricities he sometimes had to contend.
Readers will discover a treasure trove of insights, as Sullivan’s views of academic life are complemented by remembrances of important writers: John Crowe Ransom, Robert Lowell, Eudora Welty, Robert Penn Warren, James Dickey, Flannery O’Connor, and a host of others, blending the formal and familiar in a style befitting a lingering southernness. He also recalls his shock at being branded a racist by Kingsley Amis and addresses issues of race in academia and southern culture. Throughout his career, he sees himself as a guardian of lost causes, continuing to teach an appreciation of literature in the face of encroaching post-structuralism and political correctness.
Laced with humor while maintaining a profound seriousness about what really matters in life, Nothing Gold Can Stay is a lively narrative of a life well lived that will charm any reader interested in American society during and after the Great Depression. Graced with emotional coherence achieved by an almost ironic tone that is sustained from first sentence to last, it is a book in which a distinguished writer considers his world—and his own mortality—and leaves us richer for it.
“When I was starting College Presidents for Gun Safety, one of the concerns I heard was the idea that there were just too many issues on which to articulate an opinion. Where would it stop? Where would we draw the line? . . . In light of this latest tragedy, on a college campus that could have been any of ours, I would say: ‘We are nowhere near the line yet.’” (Lawrence Schall, quoted in “Tragedy at Umpqua,” by Paul Fain, Inside Higher Ed, October 2, 2015)
In this short work, Elizabeth Boquet explores the line Lawrence Schall describes above, tracing the overlaps and intersections of a lifelong education around guns and violence, as a student, a teacher, a feminist, a daughter, a wife, a citizen and across the dislocations and relocations that are part of a life lived in and around school. Weaving narratives of family, the university classroom and administration, her husband’s work as a police officer, and her work with students and the Poetry for Peace effort that her writing center sponsors in the local schools, she recounts her efforts to respond to moments of violence with a pedagogy of peace. “Can we not acknowledge that our experiences with pain anywhere should render us more, not less, capable of responding to it everywhere?” she asks. “Compassion, it seems to me, is an infinitely renewable resource.”
Oy Pioneer!: A Novel
Marleen S. Barr University of Wisconsin Press, 2003 Library of Congress PS3602.A836O9 2003 | Dewey Decimal 813.54
What would happen if a feminist Jewish wit and scholar invaded David Lodge’s territory? Marleen S. Barr, herself a pioneer in the feminist criticism of science fiction, provides a giddily entertaining answer in this feisty novel. Oy Pioneer! follows professor Sondra Lear as she makes her inimitable way through a world of learning—at times fantastic, at times all too familiar, often hilarious, and always compulsively interesting.
As if Mel Brooks and Erica Jong had joined forces to recreate Sex and the City for the intellectual set, the story is a heady mix of Jewish humor, feminist insight, and academic satire. Lear is a tenured radical and a wildly ambitious intellectual, but is subject nonetheless to the husband-hunting imperatives of her Jewish mother. Her adventures expand narrative parameters according to Barr’s term "genre fission."
Mixing elements of science fiction, fantasy, ethnic comedy, satire, and authentic experience of academic life, Oy Pioneer! is uncommonly fun—a Jewish feminist scholar’s imaginative text boldly going where no academic satire has gone before—and bringing readers along for an exhilarating ride.
“This book is the record of a struggle between two temperaments, two consciousnesses and almost two epochs.” That’s how Edmund Gosse opened Father and Son, the classic 1907 book about his relationship with his father. Seth Lerer’s Prospero’s Son is, as fits our latter days, altogether more complicated, layered, and multivalent, but at its heart is that same problem: the fraught relationship between fathers and sons.
At the same time, Lerer’s memoir is about the power of books and theater, the excitement of stories in a young man’s life, and the transformative magic of words and performance. A flamboyantly performative father, a teacher and lifelong actor, comes to terms with his life as a gay man. A bookish boy becomes a professor of literature and an acclaimed expert on the very children’s books that set him on his path in the first place. And when that boy grows up, he learns how hard it is to be a father and how much books can, and cannot, instruct him. Throughout these intertwined accounts of changing selves, Lerer returns again and again to stories—the ways they teach us about discovery, deliverance, forgetting, and remembering.
“A child is a man in small letter,” wrote Bishop John Earle in the seventeenth century. “His father hath writ him as his own little story.” With Prospero’s Son, Seth Lerer acknowledges the author of his story while simultaneously reminding us that we all confront the blank page of life on our own, as authors of our lives.
Redefining Roles is the first book to recognize and provide sustained focus on the presence of professional, faculty, and graduate student consultants in writing centers. A significant number of writing centers employ non-peer consultants, yet most major training manuals are geared toward undergraduate tutoring practices or administrators. This collection systematically addresses this gap in the literature while initiating new conversations regarding writing center staffing.
Thirty-two authors, consultants, and administrators from diverse centers—from large public four-year institutions to a private, online for-profit university—provide both theoretical frameworks and practical applications in eighteen chapters. Ten chapters focus on graduate consultants and address issues of authority, training, professional development, and mentoring, and eight focus on professional and faculty consultant training as well as specific issues of identity and authority. By sharing these voices, Redefining Roles broadens the very idea of writing centers while opening the door to more dialogue on the important role these practitioners play.
Redefining Roles is designed for writing center practitioners, scholars, and staff. It is also a necessary addition to help campus administrators in the ongoing struggle to validate the intellectually complex work that such staff performs.
Contributors: Fallon N. Allison, Vicki Behrens, Cassie J. Brownell, Matt Burchanoski, Megan Boeshart Burelle, Danielle Clapham, Steffani Dambruch, Elise Dixon, Elizabeth Festa, Will Fitzsimmons, Alex Frissell, Alex Funt, Genie Giaimo, Amanda Gomez, Lisa Lamson, Miriam E. Laufer, Kristin Messuri, Rebecca Nowacek, Kimberly Fahle Peck, Mark Pedretti, Irina Ruppo, Arundhati Sanyal, Anna Scanlon, Matthew Sharkey-Smith, Kelly A. Shea, Anne Shiell, Anna Sicari, Catherine Siemann, Meagan Thompson, Lisa Nicole Tyson, Marcus Weakley, Alex Wulff
For more than four decades, the dominant model for pedagogy and research in the field of composition has been a how-centered process approach to writing instruction, which involves studying the writing that students produce to expose the various stages of their writing process. By looking at notes, outlines, and multiple drafts, often presented by students together in the form of a portfolio, instructors can identify unproductive habits that students may have and provide techniques that help them improve their writing. In this groundbreaking volume, Kyle Jensen critiques traditional how-centered process instruction and presents a sound, practical methodology by which portfolios and online writing archives—digital interfaces that expose the marks of revision writers make during composition—might be employed to develop theories about what writing is: how it occurs, functions, circulates, creates meaning, and forms its subjects. Offering online writing archives as a way to envision a transdisciplinary approach to writing studies, Reimagining Process does not abandon the prevailing concepts of process pedagogy but rather casts them in wider contexts to conceive new ways of teaching and studying writing.
Response to Reform: Composition and the Professionalization of Teaching critiques the politics of labor and gender biases inherent in the composition workplace that prevent literacy teachers from attaining professional status and respect. Scrutinizing the relationship between scholarship and teaching, Margaret J. Marshall calls for a reconceptualization of what it means to prepare for and enter the field of composition instruction.
Interrogating the approach the education system takes to certify teachers without actually “professionalizing” their careers, Marshall contends that these programs rely on outdated rhetorics of labor that only widen the gap between teaching and other professional jobs. Such attempts to re-educate literacy teachers exploit and marginalize their work, and thus prevent them from claiming the status of academic professionals. In providing an overview of the history of and language used to literacy instruction, she also points out that while women are overrepresented in composition instruction, they are underrepresented in tenure track and administrative positions.
To correct and combat these inequities, Marshall advocates an alternate alignment of power structures and rhetorical choices. In a wide-ranging survey that sheds new light on the composition workplace as well as higher education at large, Response to Reform: Composition and the Professionalization of Teaching boldly asks us to do away with the reductive language we inherit from the past that characterize teaching and professionalization, as well as our customary responses to public criticism of education. The result is a new articulation of composition as a meritorious profession.
Scenes of Instruction is the memoir of noted scholar of African American literature Michael Awkward. Structured around the commencement ceremonies that marked his graduations from various schools, it presents Awkward’s coming-of-age as a bookish black male in the projects of 1970s Philadelphia. His relationships with his family and peers, their struggles with poverty and addiction, and his eventual move from underfunded urban schools to a prestigious private school all become parts of a memorable script.
With a recurring focus on how his mother’s tragic weaknesses and her compelling strengths affected his development, Awkward intersperses the chronologically arranged autobiographical sections with ruminations on his own interests in literary and cultural criticism. As a male scholar who has come under fire for describing himself as a feminist critic, he reflects on such issues as identity politics and the politics of academia, affirmative action, and the Million Man March.
By connecting his personal experiences with larger political, cultural, and professional questions, Awkward uses his life as a palette on which to blend equations of race and reading, urbanity and mutilation, alcoholism, pain, gender, learning, sex, literature, and love.
Based on findings from a multiyear, nationwide study of new faculty in the field of rhetoric and composition, Stories of Becoming provides graduate students—and those who train them—with specific strategies for preparing for a career in the professoriate. Through the use of stories, the authors invite readers to experience their collaborative research processes for conducting a nationwide survey, qualitative interviews, and textual analysis of professional documents.
Using data from the study, the authors offer six specific strategies—including how to manage time, how to create a work/life balance, and how to collaborate with others—that readers can use to prepare for the composition and rhetoric job market and to begin their careers as full-time faculty members. Readers will learn about the possible responsibilities they may take on as new faculty, particularly those that go beyond teaching, research, service, and administration to include navigating the politics of higher education and negotiating professional identity construction. And they will also engage in activities and answer questions designed to deepen their understanding of the field and help them identify their own values and desired career trajectory.
Stories of Becoming demystifies the professoriate, compares what current new faculty have to say of their job expectations with the realities that students might face when on the job, and brings to light the invisible, behind-the-scenes work done by new faculty. It will be invaluable to graduate students, those who teach graduate students, new faculty, and hiring administrators in composition and rhetoric.
Teaching English as a Foreign or Second Language, Second Edition, is designed for those new to ESL/EFL teaching and for self-motivated teachers who seek to maximize their potential and enhance the learning of their students. This guide provides basic information that ESL/EFL teachers should know before they start teaching and many ideas on how to guide students in the skills of listening, speaking, reading, and writing. It stresses the multifaceted nature of teaching the English language to non-native speakers and is based on the real experiences of teachers.
The second edition of Teaching English as a Foreign or Second Language includes a wider range of examples to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. It is also updated with discussions of technology throughout, and it considers ways in which technology can be used in teaching language skills. Sources for further study are included in each chapter and in the appendixes.
Like previous editions, the third edition is an ideal teacher development text for pre-service and in-service EFL/ESL teachers, as well as a guide for those who find themselves teaching English overseas but who do not have a master's in TESOL.
This edition has the same three major sections: (1) Self-Development, Exploration, and Settings; (2) Principles of EFL/ESL Teaching; and (3) Teaching Language Skills. New to this edition are:
a chapter on digital literacy, technology, and teaching
the addition of technology issues as they relate to the teaching of the various skills in Part 3
discussions of task-based teaching, student presentations, how corpus linguistics can inform teaching, metacognitive reading strategies, collaborative writing, assessing writing, and the teaching of grammar.
The lists of recommended resources that appear at the end of each chapter have been updated, and all research and pedagogical practices have been revised and updated.
Part epistolary memoir, part handbook, Teaching Life reflects on more than three decades of teaching literature and touching the lives of students. Both a reflection on a life in literature and a primer on teaching as a vocation, this soul-stirring work also provides behind-the-scenes stories of many of the authors who have influenced Dale Salwak’s career.
Written in response to the sudden death of one of his students, who died tragically in an automobile accident on her way to Salwak’s office to talk over her career plans, Teaching Life is an effort to impart lessons to the next generation of teachers: “It was the suddenness of her death, I think, along with the utter loss of so much potential, which struck me forcibly, and I found myself wondering if anything I had said in class had made a difference in her too-short life or, for that matter, in the lives of any of my students.”
By turns analytical, reflective, and exhortatory, Teaching Life unselfconsciously captures the fascination, enlightenment, and sheer joy that literary studies can offer professors and students. It also implicitly speaks to society's prevailing—and disturbing—prejudice against the profession.
This volume fills a gap by introducing readers to whole courses focused on teaching the pronunciation of English as a second, foreign, or international language. This collection is designed to support more effective pronunciation teaching in as many language classrooms in as many different parts of the world as possible and to serve as a core text in an ESOL teacher development course dedicated to preparing pronunciation teachers.
Teaching the Pronunciation of English illustrates that pronunciation teaching is compatible with communicative, task-based, post-method, and technology-mediated approaches to language teaching. This theme permeates the volume as a whole and is well represented in Chapters 3-12, which are dedicated to specialist-teachers’ firsthand depictions of pronunciation-centered courses. Each of these ten chapters features a set of innovative teaching strategies and contemporary course design structures developed by the chapter contributor(s).
To prepare readers to more fully appreciate the substance and quality of Chapters 3-12, the volume’s two initial chapters are more foundational. Chapters 1 and 2 provide an overview of core topics language teachers need to know about to become pronunciation teachers: the suprasegmentals (thought groups, prominence, word stress, intonation, and pitch jumps) and the English consonants and vowel sounds.
Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed University exposes the poor working conditions of contingent composition faculty and explores practical alternatives to the unfair labor practices that are all too common on campuses today.
Editors Marc Bousquet, Tony Scott, and Leo Parascondola bring together diverse perspectives from pragmatism to historical materialism to provide a perceptive and engaging examination of the nature, extent, and economics of the managed labor problem in composition instruction—a field in which as much as ninety-three percent of all classes are taught by graduate students, adjuncts, and other “disposable” teachers. These instructors enjoy few benefits, meager wages, little or no participation in departmental governance, and none of the rewards and protections that encourage innovation and research. And it is from this disenfranchised position that literacy workers are expected to provide some of the core instruction in nearly everyone's higher education experience.
Twenty-six contributors explore a range of real-world solutions to managerial domination of the composition workplace, from traditional academic unionism to ensemble movement activism and the pragmatic rhetoric, accommodations, and resistances practiced by teachers in their daily lives.
Contributors are Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo Parascondola, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins, and Katherine Wills.
To the Boathouse: A Memoir
Mary Ann Caws University of Alabama Press, 2008 Library of Congress PE64.C39A3 2004 | Dewey Decimal 809
A neat and lavish, if constricting, childhood in the lush landscapes of North Carolina. Summers at a calm, remote beach house. A proper and religiously influenced prep school in Washington. Years at Bryn Mawr, an impulsive study trip to Paris, further education at Yale, married life, and divorced life. These are the settings for Mary Ann Caws’s passionate memoir, in which she recounts the highs and lows of her journey through life. Marked by complicated relationships and a passion for learning, Caws’s story is one that resonates not only with writers like herself, but with all who have struggled with determining their path within the surrounding world.
Caws writes of her formal, stylish parents, her rebellious and deeply admired sister, and her artistic grandmother, whom she respected and idolized more than anyone else. She describes her marriage and subsequent divorce, her bouts with therapy, her children, and her growth as a student and writer. Throughout the memoir is evidence of her love for writing, teaching, art, and poetry as well as her deep respect for the people in her life that ultimately guided her into her career.
Mary Ann Caws describes Southern society and her own life with fondness, nostalgia, and a tinge of honest criticism. The carefully selected details and delicate balance of sentiment and fact bring readers into the fascinating, complicated, and all-too-real world of Caws’s—and our own—past.
Current rhetorical and critical theory for the most part separates writing from consciousness and presumes relative truth to be the only possible expressive goal for rhetoric. These presumptions are reflected in our tradition of persuasive rhetoric, which values writing that successfully argues one person’s belief at the expense of another’s. Barbara Couture presents a case for a phenomenological rhetoric, one that values and respects consciousness and selfhood and that restores to rhetoric the possibility of seeking an all-embracing truth through pacific and cooperative interaction.
Couture discusses the premises on which current interpretive theory has supported relative truth as the philosophical grounding for rhetoric, premises, she argues, that have led to constraints on our notion of truth that divorce it from human experience. She then shows how phenomenological philosophy might guide the theory and practice of rhetoric, reanimating its role in the human enterprise of seeking a shared truth. She proposes profession and altruism as two guiding metaphors for the phenomenological activity of "truth-seeking through interaction."
Among the contemporary rhetoricians and philosophers who influence Couture are Pierre Teilhard de Chardin, Martin Buber, Charles Altieri, Charles Taylor, Alasdair Maclntyre, and Jürgen Habermas.
As teaching practices adapt to changing technologies, budgetary constraints, new student populations, and changing employment practices, writing programs remain full of people dedicated to helping students improve their writing. This edited volume offers strategies for implementing large- and small-scale changes in writing programs by focusing on transformations—the institutional, programmatic, curricular, and labor practices that work together to shape our teaching and learning experiences of writing and rhetoric in higher education.
The collection includes chapters from multiple award-winning writing programs, including the recipients of the Two-Year College Association’s Outstanding Programs in English Award and the Conference on College Composition and Communication’s Writing Program Certificate of Excellence. These authors offer perspectives that demonstrate the deep work of transformation in writing programs and practices writ large, confirm the ways in which writing programs are connected to and situated within larger institutional and disciplinary contexts, and outline successful methods for navigating these contexts in order to transform the work.
In using the prism of transformation as the organizing principle for the collection, Transformations offers a range of strategies for adapting writing programs so that they meet the needs of students and teachers in service of creating equitable, ethical literacy instruction in a range of postsecondary contexts.
Contributors: Leah Anderst, Cynthia Baer, Ruth Benander, Mwangi Alex Chege, Jaclyn Fiscus-Cannaday, Joanne Giordano, Rachel Hall Buck, Sarah Henderson Lee, Allison Hutchinson, Lynee Lewis Gaillet, Jennifer Maloy, Neil Meyer, Susan Miller-Cochran, Ruth Osorio, Lori Ostergaard, Shyam Pandey, Cassie Phillips, Brenda Refaei, Heather Robinson, Shelley Rodrigo, Julia Romberger, Tiffany Rousculp, Megan Schoen, Paulette Stevenson
This critically acclaimed collection is both a passionate celebration of teaching as a vocation and an argument for rhetoric as the center of liberal education. While Booth provides an eloquent personal account of the pleasures of teaching, he also vigorously exposes the political and economic scandals that frustrate even the most dedicated educators.
"[Booth] is unusually adept at addressing a wide variety of audiences. From deep in the heart of this academic jungle, he shows a clear eye and a firm step."—Alison Friesinger Hill, New York TimesBook Review
"A cause for celebration. . . . What an uncommon man is Wayne Booth. What an uncommon book he has provided for our reflection."—James Squire, Educational Leadership
"This book stands as a vigorous reminder of the traditional virtues of the scholar-teacher."—Brian Cox, Times LiterarySupplement
"The art of the essay as delivered by Mr. Pickering is the art of the front porch ramble."
---The New York Times Book Review
"Reading Pickering . . . is like taking a walk with your oldest, wittiest friend."
"What a joy it is to 'mess around' with Professor Sam Pickering!"
---The Chattanooga Times
"Pickering is a barefoot observer of the quotidian who revels in the spectacle and its gift for surprise, prefers the rumpled to the starched, has raised puttering and messing about to an art form, and wrings from it more than a pennyworth of happiness and a life well lived."
The movie Dead Poets Society is where most Americans first met Sam Pickering, the University of Connecticut English professor. Robin Williams plays the lead character (loosely based on Pickering), an idiosyncratic instructor who employs some over-the-top teaching methods to keep his subjects fresh and his students learning.
Fewer know that Pickering is the author of more than 16 books and nearly 200 articles, or that he's inspired thousands of university students to think in new ways. And, while Williams may have captured Pickering's madcap classroom antics, he didn't uncover the other side of the author-Sam Pickering as one of our great American men of letters. Like the music of Mozart, the painting of Picasso, or the poetry of Emily Dickinson, you can spot Pickering's writing a mile away; there's no mistaking the Pickering pen. As an ample demonstration of the author's literary gifts, Waltzing the Magpies is his unabashedly lush and Technicolor travelogue from Down Under.
On the face of it, Waltzing is the chronicle of a sabbatical year spent with family in Australia. Yet beneath the surface Pickering's big themes-family, nature, seizing the moment-move in a powerful current that frequently bursts out in moments of ecstatic revelation and intense sensual flourish. Through it all Pickering weaves stories from his fictional Southern town of Carthage, Tennessee, especially when the goings of the outside world get rough.
Waltzing the Magpies is classic Pickering at the height of his literary powers, and places him in the company of such great American essayists as E. B. White and James Thurber, but with an irony and observational prowess that is pure Pickering.
Donald Davidson (1893-1968) may well be the most unjustifiably neglected figure in twentieth-century southern literature. One of the most important poets of the Fugitive movement, he also produced a substantial body of literary criticism, the libretto for an American folk opera, a widely used composition textbook, and the recently discovered novel The Big Ballad Jamboree. As a social and political activist, Davidson had significant impact on conservative thought in this century, imfluencing important scholars from Cleanth Brooks to M. E. Bradford.
Despite these accomplishments, Donald Davidson has received little critical attention from either the literary or the southern scholarly community. Where No Flag Flies is Mark Royden Winchell's redress of this critical disservice. A comprehensive intellectual biography of Davidson, this seminal work offers a complete narrative of Davidson's life with all of its triumphs and losses, frustrations and fulfillments.
Winchell provides the reader with more than a simple study of a man and his achievements; he paints a complete portrait of the times in which Davidson published, from the 1930s to the early 1960s. Davidson was more directly involved in political and social activities than most writers of his generation, and Winchell provides the context, both literary and historical, in which Davidson's opinions and works developed. At the same time, Winchell offers detailed evaluations of Davidson's poetry, fiction, historical writings, and essays.
Drawing upon a wealth of previously unpublished archival material, including Davidson's letters and diary, Where No Flag Flies provides unique access to one of the most original minds of the twentieth-century South. Donald Davidson may not have achieved the recognition he deserved, but this remarkable biography finally makes it possible for a considerable literary audience to discover his true achievement.
Drawing on his own experience in the profession, veteran English professor and internationally renowned scholar Jerome Klinkowitz sorts out the wrong ways of teaching literature before devising a new, successful method. Specifically, he concludes that a historically based “story of English” is precisely the wrong narrative approach to making sense of what literature does. Instead, Klinkowitz proposes a new method focused not on the product of literary writing but on the process of writing. Long involved with the making of contemporary literature, Klinkowitz shows how his classroom approach draws on the same strengths and inspirations writers use in the creation of literature. He involves students in the literary work as production.
Despite almost universal agreement that literary studies fail both writers and students, solutions have been limited to suggestions by superstar theorists teaching cream-of-the-crop students at elite universities. Klinkowitz aims not at the elite but at the ordinary student in an introduction to literature class. His goal is to introduce teachers to a new philosophy of teaching literature and to further deepen students’ natural love for the subject. He also seeks to revive the love of fine writing in those whose joy in the subject fell victim to obtuse teaching methods. Uniquely, his is not an esoteric theory developed by the best academics for elite students but a commonsense approach that works well in the kind of schools most students attend.