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Race News
Black Journalists and the Fight for Racial Justice in the Twentieth Century
Fred Carroll
University of Illinois Press, 2017
Once distinct, the commercial and alternative black press began to crossover with one another in the 1920s. The porous press culture that emerged shifted the political and economic motivations shaping African American journalism. It also sparked disputes over radical politics that altered news coverage of some of the most momentous events in African American history. Starting in the 1920s, Fred Carroll traces how mainstream journalists incorporated coverage of the alternative press's supposedly marginal politics of anti-colonialism, anti-capitalism, and black separatism into their publications. He follows the narrative into the 1950s, when an alternative press re-emerged as commercial publishers curbed progressive journalism in the face of Cold War repression. Yet, as Carroll shows, journalists achieved significant editorial independence, and continued to do so as national newspapers modernized into the 1960s. Alternative writers' politics seeped into commercial papers via journalists who wrote for both presses and through professional friendships that ignored political boundaries. Compelling and incisive, Race News reports the dramatic history of how black press culture evolved in the twentieth century.
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Race, Rhetoric, and Research Methods
Alexandria Lockett
University Press of Colorado, 2021
Race, Rhetoric, and Research Methods explores multiple antiracist, decolonial forms of study that are relevant to 21st-century knowledge production about language, communication, technology, and culture. The book presents a rare collaboration among scholars representing different racial and ethnic backgrounds, genders, and ranks within the field of Rhetoric, Composition, and Writing Studies (RCWS). In each chapter, the authors examine the significance of their individual experiences with race and racism across contexts. Their research engages the politics of embodiment, institutional critique, multimodal rhetoric, materiality, and public digital literacies. The book merges impassioned storytelling with unflinching analysis, offering a multi-voiced argument that spotlights the field's troubled history with theorizing about race and epistemology. Although the authors directly address aspiring and current RCWS professionals, they model how a comprehensive consideration of race adds legitimacy and integrity to any subject of study. This co-authored work charts uncommon paths forward, demonstrating reflexive engagement with legacies that are personal and transnational, as well as with technologies that are both dehumanizing and liberating.
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Racing Translingualism in Composition
Toward a Race-Conscious Translingualism
edited by Tom Do and Karen Rowan
Utah State University Press, 2022
Racing Translingualism provides both theoretical and pedagogical reconsiderations of the translingual approach to language diversity by addressing the intersections of race and translingualism.
 
This collection extends the disciplinary conversations about translingualism by foregrounding the role race and racism play in the construction and maintenance of language differences. In doing so, the contributors examine the co-naturalization of race and language in order to theorize a race-conscious translingual praxis. The book begins by offering generative critiques of translingualism, centering on the ways in which the approach’s democratic orientation to language avoids issues of race, language, and power and appeals to colorblind racist tropes of equal opportunity. Following these critiques, contributors demonstrate the important intersections of race and translingualism by drawing upon voices typically marginalized by monolingual language ideologies and pedagogies. Finally, Racing Translingualism concludes by attending to the pedagogical implications of a race-conscious translingual praxis in writing and literacy education.
 
Making the case for race-conscious, rather than colorblind, theories and pedagogies, Racing Translingualism offers a unique take on how translingualism is theorized and practiced and moves the field forward through its direct consideration of the links between language, race, and racism.
 
Contributors: Lindsey Albracht, Steven Alvarez, Bethany Davila, Tom Do, Jaclyn Hilberg, Bruce Horner, Aja Martinez, Esther Milu, Stephanie Mosher, Yasmine Romero, Karen Rowan, Rachael Shapiro, Shawanda Stewart, Brian Stone, Victor Villanueva, Missy Watson
 
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Radical Advocate
Ida B. Wells and the Road to Race and Gender Justice
Mary E. Triece
University of Alabama Press, 2025
Pinpoints the persuasive strategies that typified Wells’s efforts to shape broader cultural conversations concerning the causes—racial, social, and gender equity
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Radical Collections
Re-examining the roots of collections, practices and information professions
Edited by Jordan Landes and Richard Espley
University of London Press, 2018
Available as free PDF download at http://humanities-digital-library.org/index.php/hdl/catalog/book/radical_collections Do archivists ‘curate’ history? And to what extent are our librarians the gatekeepers of knowledge? Libraries and archives have a long and rich history of compiling ‘radical collections’- from Klanwatch Project in the States to the R. D. Laing Archive in Glasgow- but a re-examination of the information professions and all aspects of managing those collections is long overdue. This book is the result of a critical conference held at Senate House Library in 2017. The conference provided a space to debate the issues and ethics of collection development, management and promotion. This book brings together some key papers from those proceedings. It shines a light on pressing topical issues within library and information services (LIS)- to encompass selection, appraisal and accession, through to organisation and classification, and including promotion and use. Will libraries survive as victims of neoliberal marketization? Do we have a responsibility to collect and document ‘white hate’ in the era of Trump? And how can a predominantly white (96.7%) LIS workforce effectively collect and tell POC histories?
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Radical Writing Center Praxis
A Paradigm for Ethical Political Engagement
Laura Greenfield
Utah State University Press, 2019
In Radical Writing Center Praxis Laura Greenfield calls for a paradigm change in writing centers, imagining a field whose very reason for being is to facilitate justice and peace. The book calls on readers to more critically examine power and agency in writing centers and to imagine new possibilities for the field’s theories and practices.
 
Large, intersecting systems of oppression manifest in the everyday practices of institutions, classrooms, and writing centers. Local practices in turn influence the surrounding world. Radical Writing Center Praxis therefore challenges the writing center field to resist assumptions of political neutrality and instead to redefine itself in terms of more explicit ethical commitments. In this paradigm it is clear that to engage in anti-oppression work is not merely a special interest but rather a vital interest to all.
 
Introducing the concepts and vocabulary of radical politics, Radical Writing Center Praxis examines the tensions between the field’s professed beliefs and everyday practices and offers a process by which the writing center discipline as a whole might rebuild itself anew. It will be invaluable to writing center directors, tutors, scholars, and students as well as to administrators and compositionists.
 
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Radio, Morality, & Culture
Britain, Canada, and the United States, 1919 - 1945
Robert S. Fortner
Southern Illinois University Press, 2005

Radio, Morality, and Culture: Britain, Canada, and the United States, 1919–1945 examines the moral controversies surrounding radio’s development during its formative years. In comparing the fledgling medium in Great Britain, Canada, and the United States, Robert S. Fortner documents how the church failed to participate in radio’s moral development and instead engaged in internecine warfare over issues of legitimacy and orthodoxy.

The church was arguing about theological turf and dealing with internal disputes while radio policy was being developed and communications history was being written. Fortner reveals how the church, doomed to play little more than a bit part in the future of radio, eventually lost its voice altogether in the continuing development of electronic media. Fortner effectively synthesizes cultural history and theory, communication studies, and the role religious organizations played in shaping the content and character of early radio. Geared to scholars of history, communications, and theology, Radio, Morality, and Culture provides a useful resource for research, scholarship, and public policy.

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Radio Utopia
Postwar Audio Documentary in the Public Interest
Matthew Ehrlich
University of Illinois Press, 2017
As World War II drew to a close and radio news was popularized through overseas broadcasting, journalists and dramatists began to build upon the unprecedented success of war reporting on the radio by creating audio documentaries. Focusing particularly on the work of radio luminaries such as Edward R. Murrow, Fred Friendly, Norman Corwin, and Erik Barnouw, Radio Utopia: Postwar Audio Documentary in the Public Interest traces this crucial phase in American radio history, significant not only for its timing immediately before television, but also because it bridges the gap between the end of the World Wars and the beginning of the Cold War.
 
Matthew C. Ehrlich closely examines the production of audio documentaries disseminated by major American commercial broadcast networks CBS, NBC, and ABC from 1945 to 1951. Audio documentary programs educated Americans about juvenile delinquency, slums, race relations, venereal disease, atomic energy, arms control, and other issues of public interest, but they typically stopped short of calling for radical change. Drawing on rare recordings and scripts, Ehrlich traces a crucial phase in the evolution of news documentary, as docudramas featuring actors were supplanted by reality-based programs that took advantage of new recording technology. Paralleling that shift from drama to realism was a shift in liberal thought from dreams of world peace to uneasy adjustments to a cold war mentality.
 
Influenced by corporate competition and government regulations, radio programming reflected shifts in a range of political thought that included pacifism, liberalism, and McCarthyism. In showing how programming highlighted contradictions within journalism and documentary, Radio Utopia reveals radio's response to the political, economic, and cultural upheaval of the post-war era.
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Ragged Dicks
Masculinity, Steel, and the Rhetoric of the Self-Made Man
James V. Catano
Southern Illinois University Press, 2001

Portraits of self-made men are rife in Western culture, as James V. Catano observes. Positive and negative, admittedly fictional and ostensibly factual, these portraits endure because the general rhetorical practice embodied in the myth of the self-made man enacts both the need and the very means for making oneself masculine: verbal power and prowess. The myth of the self-made man, in short, is part of ongoing rhetorical practices that constitute society, culture, and subjects.

To explain those practices and their effectiveness, Catano argues that the basic narrative achieves much of its effectiveness by engaging and enacting the traditional psychological dynamics of the family romance: preoedipal separation, oedipal conflict, and “proper” postoedipal self-definition and socialization.

To focus on the combined social, psychological, and rhetorical dynamics that constitute the ongoing activity he calls masculine self-making, Catano emphasizes a particular strand: masculinity and steelmaking. Pursuing that strand, he argues that these representations of masculine self-making are rhetorical enactments of cultural needs and desires, and that they are ongoing and formative arguments about what society and its individuals either are or should be.

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The Rag-Picker's Guide to Poetry
Poems, Poets, Process
Eleanor Wilner and Maurice Manning, editors
University of Michigan Press, 2013

The venture of this inviting collection is to look, from the many vantages that the 35 poets in this eclectic anthology chose to look, at what it was—knowing that a poem can’t be conceived in advance of its creation—that helped their poems to emerge or connected them over time. The Rag-Picker's Guide to Poetry permits an inside view of how poets outwit internal censors and habits of thought, showing how the meticulous and the spontaneous come together in the process of discovery. Within are contained the work and thoughts of:

  • Betty Adcock
  • Joan Aleshire
  • Debra Allbery
  • Elizabeth Arnold
  • David Baker
  • Rick Barot
  • Marianne Boruch
  • Karen Brennan
  • Gabrielle Calvocoressi
  • Michael Collier
  • Carl Dennis
  • Stuart Dischell
  • Roger Fanning
  • Chris Forhan
  • Reginald Gibbons
  • Linda Gregerson
  • Jennifer Grotz
  • Brooks Haxton
  • Tony Hoagland
  • Mark Jarman
  • A. Van Jordan
  • Laura Kasischke
  • Mary Leader
  • Dana Levin
  • James Longenbach
  • Thomas Lux
  • Maurice Manning
  • Heather McHugh
  • Martha Rhodes
  • Alan Shapiro
  • Daniel Tobin
  • Ellen Bryant Voigt
  • Alan Williamson
  • Eleanor Wilner
  • C. Dale Young
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Rainy Day Ready
Financial Literacy Programs and Tools
Melanie Welch
American Library Association, 2020

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Rank-and-File Rebels
Theories of Power and Change in the 2018 Education Strikes
Erin Dyke
University Press of Colorado, 2024
In spring 2018, a wave of rank-and-file rebellion swept schools across the south and southwest United States, among other places. Educators in West Virginia, Oklahoma, Kentucky, and Arizona pushed their trade unions, school boards, and school administrations to shut schools down to increase wages, halt rising healthcare costs, and restore public education funding. Despite stringent anti-union labor laws, rank-and-file educators organized on the periphery and sometimes beyond their reticent state unions to take direct action, contributing to a resurgence in educator uprisings across the US and the globe. Rank-and-File Rebels explores and historicizes the spring 2018 “red” state strikes, offering insights into the racial, gendered, and political contexts of educators’ organizing in the lead-up to, during, and soon after the strikes. Through interviews with strike organizers across four states as well as the authors’ own experiences in education labor organizing, this book analyzes theories of power and change, approaches to unionism, and the significance of solidarity and social justice union approaches in contemporary educator labor movements.
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Rape, Agency, and Carceral Solutions
From Criminal Justice to Social Justice
Leland G. Spencer
University of Massachusetts Press, 2023

Winner of the 2023 National Communication Association's American Studies Division Outstanding Book Award
News media and popular culture in the United States have produced a conventional narrative of the outcomes of sexual abuse: someone perpetrates sexual violence, goes to trial, and is then punished with prison time. Survivors recede into the background, becoming minor characters in their own stories as intrepid prosecutors, police officers, and investigators gather evidence and build a case.

Leland G. Spencer explains how the stories we tell about sexual assault serve to reinforce rape culture, privileging criminal punishment over social justice and community-based responses to sexual violence. Examining a broad range of popular media, including news coverage of the Brock Turner case, Naomi Iizuka’s popular play Good Kids, the television program Criminal Minds, and the book turned television show 13 Reasons Why, Spencer demonstrates how these representations shore up the carceral state, perpetuate rape myths, blame victims, and excuse those who harm. While increased discussion about sexual violence represents feminist progress, these narratives assume that policing and prosecution are the only means of achieving justice, sidelining other potential avenues for confronting perpetrators and supporting victims.

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Rare Books and Special Collections
Sidney E. Berger
American Library Association, 2014

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Raveling the Brain
Toward a Transdisciplinary Neurorhetoric
Jordynn Jack
The Ohio State University Press, 2019
Humans have always been fascinated by the workings of the mind and now, more than ever, neuroscience has become a popular area of inquiry. While neuroscience advertises itself as an interdisciplinary field, drawing on biology, physics, engineering, and psychology, to date it has engaged less often with the humanities. In this transdisciplinary work, Jordynn Jack aims to show how the humanities—and in particular, rhetoric—have much to add to the neurosciences, offering rich insights into the ways in which the brain is enmeshed in the body, in culture, and in discourse.
Jack first looks at the problem of “neurohype”—exaggerated or oversimplified claims that essentialize brains and make them “uncritically real”—questioning some of the fundamental assumptions about the brain that experimental protocols and psychological concepts rely on. Then, through examples of research on sex and gender, political orientation, and affect, Jack demonstrates how a rhetorical-material approach can help to generate alternative approaches to studying the brain that might mitigate the problem of neurohype. By raveling out the roots of neurohype and raveling back its use through time, Raveling the Brain shows how rhetoric and neuroscience might be raveled together, or intertwined, to create a stronger transdisciplinary approach that might enrich our understanding of those issues of interest to neuroscientists and humanists alike. 
 
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RDA and Cartographic Resources
Paige G. Andrew
American Library Association, 2015

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RDA and Serials Cataloging
Ed Jones
American Library Association, 2013

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RDA Essentials
Thomas Brenndorfer
American Library Association, 2016

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RDA Glossary
RDA Steering Committee (RSC)
American Library Association, 2020

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RDA
Resource Description and Access
Joint Steering Committee
American Library Association, 2015

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RDA
Resource Description and Access
American Library Association
American Library Association, 2014

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RDA
Resource Description and Access Print--2014 Revision
American Library Association
American Library Association, 2014

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RDA
Resource Description and Access Print--2015 Revision
American Library Association
American Library Association, 2015

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RDA
Strategies for Implementation
Magda El-Sherbini
American Library Association, 2013

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RDA Vocabularies for a Twenty-First Century Data Environment
American Library Association
American Library Association, 2010

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Reaching All Writers
A Pedagogical Guide for Evolving College Writing Classrooms
Joanne Baird Giordano
Utah State University Press, 2023
Reaching All Writers brings together decades of writing studies experience, research, and scholarship to help organize first-year writing courses around inclusive teaching practices and foundational concepts that support disciplinary learning for all college writers, including students who have been excluded from more selective higher-education institutions.
 
Using threshold concepts and transfer as a foundation, the authors provide an invaluable resource for multiple contexts: instructors working off the tenure track and/or at multiple institutions; two-year college programs without a writing program administrator; and writing program graduate teaching assistant training courses. Each chapter includes an overview of a threshold concept, disciplinary background readings, practical teaching strategies, assignment and learning activity ideas, assessment principles, examples from student and instructor perspectives, and questions for reflection and discussion.
 
Reaching All Writers describes effective teaching practices to help all college writing instructors, regardless of their institutional contexts, make changes that support equitable and inclusive learning opportunities—with a focus on teaching students whose backgrounds and learning experiences are different from those with more educational or economic privilege. Both new and experienced teachers adapting first-year college writing courses will find the book’s blend of practical strategies and disciplinary knowledge a useful companion for facilitating new classroom and program needs or designing new teaching assistant training courses.
 
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Read Me a Rhyme in Spanish and English
Rose Zertuche Treviño
American Library Association, 2009

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The Readers' Advisory Guide to Genre Blends
Megan McArdle
American Library Association, 2022

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The Readers' Advisory Guide to Genre Blends
Megan M. McArdle
American Library Association, 2014

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The Readers' Advisory Guide to Genre Fiction
Neal Wyatt
American Library Association, 2018

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The Readers' Advisory Guide to Genre Fiction
Joyce G. Saricks
American Library Association, 2009

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The Readers' Advisory Guide to Genre Fiction
Neal Wyatt
American Library Association, 2001

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The Readers' Advisory Guide to Graphic Novels
Francisca Goldsmith
American Library Association, 2017

The first edition of this readers' advisory represented a pioneering effort to provide help and encouragement to librarians diving into this exciting format, and since then the popularity of graphic novels has continued apace. Goldsmith has updated her guide to encompass a bounty of new titles, authors, and styles, ensuring its continued usefulness as a tool for both RA and collection development. Suitable for newbies and hardcore fans alike, this book

  • sketches in the history of graphic novels, tracing their evolution and showing what makes them unique;
  • explores traditional and cutting edge titles most friendly to children, teens, and adults, reflecting the burgeoning and maturing publishing efforts made for each of these audiences;
  • discusses common themes, topics, and the place of diversity in graphic novels;
  • gives in-depth guidance on ways to connect readers to titles they'll be sure to love;
  • offers ideas for media tie-ins, displays, programming, book clubs, and more;
  • includes annotated bibliographies, with appeal characteristics noted, and multiple indexes to ensure that locating the right graphic novel is a snap; and
  • provides detailed tips for keeping current and aware of new titles and trends.

Spotlighting this expanding body of intellectual, aesthetic, and engaging literature, Goldsmith's guide will entertain as well as inform.

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The Readers' Advisory Guide to Historical Fiction
Jennifer S. Baker
American Library Association, 2014

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The Readers' Advisory Guide to Horror
Becky Siegel Spratford
American Library Association, 2021

Like the zombies, ghouls, and vampires which inhabit many of its books, the popularity of horror fiction is unstoppable. Even if you don’t happen to be a fan yourself, you won’t be “scared” to advise readers on finding their next great fright thanks to the astute guidance provided by horror expert Spratford in her updated guide. This definitive resource for library workers at any level of experience or familiarity with horror fiction

  • details the state of the genre right now, including its appeal factors and key authors, assisting readers in getting up to speed quickly;
  • presents ten annotated lists of suggested titles, all published since 2000, each with a short introduction providing historical context;
  • delves into horror movies, TV shows, podcasts, and other formats; and
  • offers abundant marketing advice, programming options, and pointers on additional resources.
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The Readers' Advisory Guide to Horror
Becky Siegel Spratford
American Library Association, 2012

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The Readers' Advisory Guide to Mystery
John Charles
American Library Association, 2012

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The Readers' Advisory Guide to Nonfiction
Neal Wyatt
American Library Association, 2007

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The Readers' Advisory Guide to Street Literature
Vanessa Irvin Morris
American Library Association, 2011

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The Readers' Advisory Guide to Teen Literature
Angela Carstensen
American Library Association, 2018

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The Readers' Advisory Handbook
Jessica E. Moyer
American Library Association, 2010

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Readers' Advisory Service in the Public Library
Joyce G. Saricks
American Library Association, 2005

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Reader's Choice, 6th Edition
Sandra Silberstein, Barbara K. Dobson, and Mark A. Clarke
University of Michigan Press, 2023

In this new edition, Reader's Choice continues its legacy of teaching skills for academic success. The new edition of the classic textbook teaches readers that the most important skill is selecting the best reading strategies for solving everyday reading challenges. The exercises and readings in Reader's Choice help students become independent, efficient readers.

Reader’s Choice provides 9 units that teach progressively more complex reading strategies. These units are accompanied by skills-focused activities as well as full reading passages. Units include readings and materials from respected news sites, commonly used items like transit maps, excerpts from well-known literary works such as Shirley Jackson’s “The Lottery,” and much more. Together, these readings provide engaging, real world examples that allow students to strengthen the reading skills vital to academic and career success.
 

In Reader’s Choice, 6th Edition, students will:

- Learn key critical reading skills for prose, charts, graphs, and data, such as analyzing context clues, using prefixes and suffixes, and more
- Develop contextual reading skills through real life scenarios and practice exercises  
- Engage with high-interest examples from popular news sources, contemporary literature, and scientific studies  
- Complete interactive online quizzes and exercises to supplement and measure student learning  

Reader’s Choice, 6th Edition is accompanied by a companion website featuring student resources and by a set of teaching materials supporting classroom use.

CEFR Levels: B1, B2, C1, C2

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Readers for Life
How Reading and Listening in Childhood Shapes Us
Edited by Sander L. Gilman and Heta Pyrhönen
Reaktion Books, 2024
An anthology both personal and profound exploring the deep meaning of reading in our lives.
 
Readers for Life is a collection of essays, mainly specially commissioned for the book, by fiction authors and literary scholars, who reflect on their childhood or adolescent memories of reading. The essays explore how the act of reading shapes an individual, from our formative years into adulthood and beyond. Instead of focusing on reading as an act of escapism, or mere literacy, these writings celebrate reading as a lifelong, joyful experience that intertwines past and present. By revealing our diverse reading histories, the collection fosters awareness of the profound impact of reading on a person’s development and offers readers insights that will enrich their own literary experiences.
 
Featuring an introduction by editors Sander L. Gilman and Heta Pyrhönen, Readers for Life includes essays by Natalya Bekhta, Peter Brooks, Philip Davis, Linda and Michael Hutcheon, Sander L. Gilman, Daniel Mendelsohn, Laura Otis, Laura Oulanne, Heta Pyrhönen, Salman Rushdie, Cristina Sandu, Pajtim Statovci, and Maria Tatar, as well as an interview with Michael Rosen.
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The Readers of Novyi Mir
Coming to Terms with the Stalinist Past
Denis Kozlov
Harvard University Press, 2013

In the wake of Stalin’s death in 1953, the Soviet Union entered a period of relative openness known as the Thaw. Soviet citizens took advantage of the new opportunities to meditate on the nation’s turbulent history, from the Bolshevik Revolution, to the Terror, to World War II. Perhaps the most influential of these conversations took place in and around Novyi mir (New World), the most respected literary journal in the country. In The Readers of Novyi Mir, Denis Kozlov shows how the dialogue between literature and readers during the Thaw transformed the intellectual life and political landscape of the Soviet Union.

Powerful texts by writers like Solzhenitsyn, Pasternak, and Ehrenburg led thousands of Novyi mir’s readers to reassess their lives, entrenched beliefs, and dearly held values, and to confront the USSR’s history of political violence and social upheaval. And the readers spoke back. Victims and perpetrators alike wrote letters to the journal, reexamining their own actions and bearing witness to the tragedies of the previous decades.

Kozlov’s insightful treatment of these confessions, found in Russian archives, and his careful reading of the major writings of the period force today’s readers to rethink common assumptions about how the Soviet people interpreted their country’s violent past. The letters reveal widespread awareness of the Terror and that literary discussion of its legacy was central to public life during the late Soviet decades. By tracing the intellectual journey of Novyi mir’s readers, Kozlov illuminates how minds change, even in a closed society.

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Reading and Writing in Babylon
Dominique Charpin
Harvard University Press, 2010

Over 5,000 years ago, the history of humanity radically changed direction when writing was invented in Sumer, the southern part of present-day Iraq. For the next three millennia, kings, aristocrats, and slaves all made intensive use of cuneiform script to document everything from royal archives to family records.

In engaging style, Dominique Charpin shows how hundreds of thousands of clay tablets testify to the history of an ancient society that communicated broadly through letters to gods, insightful commentary, and sales receipts. He includes a number of passages, offered in translation, that allow readers an illuminating glimpse into the lives of Babylonians. Charpin’s insightful overview discusses the methods and institutions used to teach reading and writing, the process of apprenticeship, the role of archives and libraries, and various types of literature, including epistolary exchanges and legal and religious writing.

The only book of its kind, Reading and Writing in Babylon introduces Mesopotamia as the birthplace of civilization, culture, and literature while addressing the technical side of writing and arguing for a much wider spread of literacy than is generally assumed. Charpin combines an intimate knowledge of cuneiform with a certain breadth of vision that allows this book to transcend a small circle of scholars. Though it will engage a broad general audience, this book also fills a critical academic gap and is certain to become the standard reference on the topic.

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Reading and Writing Instruction in the Twenty-First Century
Recovering and Transforming the Pedagogy of Robert Scholes
Ellen C. Carillo
Utah State University Press, 2021
Robert Scholes passed away on December 9, 2016, leaving behind an intellectual legacy focused broadly on textuality. Scholes’s work had a significant impact on a range of fields, including literary studies, composition and rhetoric, education, media studies, and the digital humanities, among others. In Reading and Writing Instruction in the Twenty-First Century contemporary scholars explore and extend the continued relevance of Scholes’s work for those in English and writing studies.
 
In this volume, Scholes’s scholarship is included alongside original essays, providing a resource for those considering everything from the place of the English major in the twenty-first century to best practices for helping students navigate misinformation and disinformation. Reading and Writing Instruction in the Twenty-First Century not only keeps Scholes’s legacy alive but carries it on through a commitment, in Scholes’s (1998) own words, to “offer our students . . . the cultural equipment they are going to need when they leave us.”
 
Contributors:
Angela Christie, Paul T. Corrigan, Lynée Lewis Gaillet, Doug Hesse, Alice S. Horning, Emily J. Isaacs, Christopher La Casse, Robert Lestón, Kelsey McNiff, Thomas P. Miller, Jessica Rivera-Mueller, Christian Smith, Kenny Smith
 
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Reading in Tudor England
Eugene R. Kintgen
University of Pittsburgh Press, 1996
Readers in the sixteenth century read (that is, interpreted) texts quite differently from the way contemporary readers do; they were trained to notice different aspects of a text and to process them differently.

Using educational works of Erasmus, Ascham, and others, commentaries on literary works, various kinds of religious guides and homilies, and self-improvement books, Kintgen has found specific evidence of these differences and makes imaginative use of it to draw fascinating and convincing conclusions about the art and practice of reading.  Kintgen ends by situating the book within literary theory, cognitive science, and literary studies.

Among the writers covered are Gabriel Harvey, E. K. (the commentator on The Shepheardes Calendar), Sir John Harrington, George Gascoigne, George Puttenham, Thomas Blundeville, and Angel Day.
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Reading Piers Plowman and the Pilgrim's Progress
Reception and the Protestant Reader
Barbara A. Johnson
Southern Illinois University Press, 1992

Centering her discussion on two historical "ways of reading"—which she calls the Protestant and the lettered—Barbara A. Johnson traces the development of a Protestant readership as it is reflected in the reception of Langland’s Piers Plowman and Bunyan’s Pilgrim’s Progress.

Informed by reader-response and reception theory and literacy and cultural studies, Johnson’s ambitious examination of these two ostensibly literary texts charts the cultural roles they played in the centuries following their composition, roles far more important than their modern critical reputations can explain.

Johnson argues that much more evidence exists about how earlier readers read than has hitherto been acknowledged. The reception of Piers Plowman, for example, can be inferred from references to the work, the apparatus its Renaissance printer inserted in his editions, the marginal comments readers inscribed both in printed editions and in manuscripts, and the apocryphal "plowman" texts that constitute interpretations of Langland’s poem. She demonstrates by example that what is culturally transmitted has not been just the work itself; it includes vestiges of past readers’ encounters with the text that are traceable both in the way a text is presented as well as in the way that presentation is received.

Conditioned more by religious, historical, and economic forces than by literary concerns, Langland’s poem became a part of the reformist tradition that culminated in Bunyan’s Pilgrim’s Progress. By understanding this tradition, Bunyan’s place in it, and the way the reception of The Pilgrim’s Progress illustrates the beginning of a new, more realistic fictional tradition, Johnson concludes, we can begin to delineate a more accurate history of the ways literature and society intersect, a history of readers reading.

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Reading, Research, And Writing
Teaching Information
Mary Snyder Broussard
Assoc of College & Research Libraries, 2017

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Reading Ronell
Edited by Diane Davis
University of Illinois Press, 2008

Avital Ronell has won worldwide acclaim for her work across literature and philosophy, psychoanalysis and popular culture, political theory and feminism, art and rhetoric, drugs and deconstruction. In works such as The Test Drive, Stupidity, Crack Wars, and The Telephone Book, she has perpetually raised new and powerful questions about how we think, what thinking does, and how we fool ourselves about the troubled space between thought and action.

In this collection, some of today's most distinguished and innovative thinkers turn their attention to Ronell's teaching, writing, and provocations, observing how Ronell reads and what comes from reading her. By reading Ronell, and reading Ronell reading, contributors examine the ethico-political implications of her radical dislocations and carefully explicate, extend, and explore the paraconcepts addressed in her works.

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Reading Sounds
Closed-Captioned Media and Popular Culture
Sean Zdenek
University of Chicago Press, 2015
Imagine a common movie scene: a hero confronts a villain. Captioning such a moment would at first glance seem as basic as transcribing the dialogue. But consider the choices involved: How do you convey the sarcasm in a comeback? Do you include a henchman’s muttering in the background? Does the villain emit a scream, a grunt, or a howl as he goes down? And how do you note a gunshot without spoiling the scene?

These are the choices closed captioners face every day. Captioners must decide whether and how to describe background noises, accents, laughter, musical cues, and even silences. When captioners describe a sound—or choose to ignore it—they are applying their own subjective interpretations to otherwise objective noises, creating meaning that does not necessarily exist in the soundtrack or the script.

Reading Sounds looks at closed-captioning as a potent source of meaning in rhetorical analysis. Through nine engrossing chapters, Sean Zdenek demonstrates how the choices captioners make affect the way deaf and hard of hearing viewers experience media. He draws on hundreds of real-life examples, as well as interviews with both professional captioners and regular viewers of closed captioning. Zdenek’s analysis is an engrossing look at how we make the audible visible, one that proves that better standards for closed captioning create a better entertainment experience for all viewers.
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Reading Together, Reading Apart
Identity, Belonging, and South Asian American Community
Tamara Bhalla
University of Illinois Press, 2016
Often thought of as a solitary activity, the practice of reading can in fact encode the complex politics of community formation. Engagement with literary culture represents a particularly integral facet of identity formation--and serves as an expression of a sense of belonging--within the South Asian diaspora in the United States. Tamara Bhalla blends a case study with literary and textual analysis to illuminate this phenomenon. Her fascinating investigation considers institutions from literary reviews to the marketplace and social media and other technologies, as well as traditional forms of literary discussion like book clubs and academic criticism. Throughout, Bhalla questions how her subjects' circumstances, shared race and class, and desires limit the values they ascribe to reading. She also examines how ideology circulating around a body of literature or a self-selected, imagined community of readers shapes reading itself and influences South Asians' powerful, if contradictory, relationship with ideals of cultural authenticity.
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Readings from Classical Rhetoric
Edited by Patricia P. Matsen, Philip Rollinson, and Marion Sousa
Southern Illinois University Press, 1990

Here, for the first time in one volume, are all the extant writings focusing on rhetoric that were composed before the fall of Rome.

This unique anthology of primary texts in classical rhetoric contains the work of 24 ancient writers from Homer through St. Augustine, including Herodotus, Thucydides, Plato, Aristotle, Cicero, Quintilian, Tacitus, and Longinus.

Along with many widely recognized translations, special features include the first English translations of works by Theon and Nicolaus, as well as new translations of two works by important sophists, Gorgias’ encomium on Helen and Alcidamas’ essay on composition.

The writers are grouped chronologically into historical periods, allowing the reader to understand the scope and significance of rhetoric in antiquity. Introductions are included to each period, as well as to each writer, with writers’ biographies, major works, and salient features of excerpts.

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Readings in Japanese Natural Language Processing
Edited by Francis Bond, et al.
CSLI, 2014
Readings in Japanese Natural Language Processing surveys a wide range of texts that explore Japanese morphology and syntactic analysis, discourse, and natural language process applications. Presenting such techniques in a manner accessible to those with little or no familiarity with Japanese, these carefully selected papers will broaden the scope of our study of Japanese linguistic phenomena, making this collection indispensable in the field.
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Readings in Linguistics I & II
Edited by Eric P. Hamp, Martin Joos, Fred W. Householder, and Robert Austerlitz
University of Chicago Press, 1995
This volume, consisting of nineteen articles from Readings in Linguistics I and twenty articles from Readings in Linguistics II, constitutes an invaluable collection of papers in English, German, and French on subjects of continuing interest to linguists of all schools. Complete with a new preface explaining the editors' principles of selection and bibliographical citations, Readings in Linguistics I & II includes the influential work of Bloomfield, Trubetzkoy, Firth, Harris, and Kurylowicz, as well as important but less accessible articles by Vachek, Bazell, Chao, Fischer-Jorgensen, and Tesniere.
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The Reading-Writing Connection
Edited by Nancy Nelson and Robert C. Calfee
University of Chicago Press, 1998
This volume shows that the separation of the teaching of reading and writing has been a dominant feature of educational practice at the elementary and secondary levels since colonial times. The editors identify current movements in education that have fostered connections between reading and writing as well as those that tend to push them apart.

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The Real McCoy
And 149 Other Eponyms
Claire Cock-Starkey
Bodleian Library Publishing, 2018
From diesel to gerrymandering, the English language is rich with eponyms—words that are named after an individual. The many histories behind these words are often mesmerizing—a word named, incidentally, after the German physician Franz Mesmer, who developed the practice of hypnotism as a form of therapy.

Deriving from numerous sources, eponyms are full of intrigue. This book features one hundred and fifty of the most interesting and enlightening specimens, delving into the origins of the words and describing the fascinating people after whom they were named. Some honor a style icon, inventor, or explorer, such as pompadour, Kalashnikov, and Cadillac. Others have roots in Greek or Roman mythology, such as panic and tantalize. Still others are far from celebratory and were created to brand the negative association of their origins—into this category can be filed boycott, Molotov cocktail, and sadist.

Encompassing words from medicine, botany, invention, science, fashion, food, and literature, this book uncovers the curious tales of discovery, mythology, innovation, and infamy behind the eponyms we use every day. The Real McCoy is the perfect addition to any wordsmith’s bookshelf.
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Real Presences
George Steiner
University of Chicago Press, 1989
Can there be major dimensions of a poem, a painting, a musical composition created in the absence of God? Or, is God always a real presence in the arts? Steiner passionately argues that a transcendent reality grounds all genuine art and human communication.

"A real tour de force. . . . All the virtues of the author's astounding intelligence and compelling rhetoric are evident from the first sentence onward."—Anthony C. Yu, Journal of Religion
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Reality Bites
Rhetoric and the Circulation of Truth Claims in U.S. Political Culture
Dana L. Cloud
The Ohio State University Press, 2018

Fake news, alternative facts, post truth—terms all too familiar to anyone in U.S. political culture and concepts at the core of Dana L. Cloud’s new book, Reality Bites, which explores truth claims in contemporary political rhetoric in the face of widespread skepticism regarding the utility, ethics, and viability of an empirical standard for political truths. Cloud observes how appeals to truth often assume—mistakenly—that it is a matter of simple representation of facts. However, since neither fact-checking nor “truthiness” can respond meaningfully to this problem, she argues for a rhetorical realism—the idea that communicators can bring knowledge from particular perspectives and experiences into the domain of common sense.
 
 
Through a series of case studies—including the PolitiFact fact-checking project, the Planned Parenthood “selling baby parts” scandal, the Chelsea Manning and Edward Snowden cases, Neil DeGrasse Tyson’s Cosmos, the rhetoric of Thomas Paine and the American Revolution, and the Black Lives Matter movement—Cloud advocates for the usefulness of narrative, myth, embodiment, affect, and spectacle in creating accountability in contemporary U.S. political rhetoric. If dominant reality “bites”—in being oppressive and exploitative—it is time, Cloud argues, for those in the reality-based community to “bite back.”
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Reality Exploration and Discovery
Pattern Interaction in Language and Life
Edited by Linda Ann Uyechi and Lian-Hee Wee
CSLI, 2009

The twenty-five papers in this volume present current analyses of a variety of data and, more significantly, illustrate the various analytical tools available to linguists in the quest for deeper comprehension of the puzzles, questions, and problems they confront in natural language. The distinguished authors collected here explore interactions between linguistic structure and sound patterns across a diverse set of languages. The integrating theme of the volume is the influence of K. P. Mohanan’s philosophy of inquiry, derived not only from his rich body of diverse work but also from the fresh perspectives and intellectual vitality that he has shared with colleagues and students in a career spanning over three decades.

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Realms of Literacy
Early Japan and the History of Writing
David B. Lurie
Harvard University Press, 2011

In the world history of writing, Japan presents an unusually detailed record of transition to literacy. Extant materials attest to the social, cultural, and political contexts and consequences of the advent of writing and reading, from the earliest appearance of imported artifacts with Chinese inscriptions in the first century BCE, through the production of texts within the Japanese archipelago in the fifth century, to the widespread literacies and the simultaneous rise of a full-fledged state in the late seventh and eighth centuries.

David B. Lurie explores the complex processes of adaptation and invention that defined the early Japanese transition from orality to textuality. Drawing on archaeological and archival sources varying in content, style, and medium, this book highlights the diverse modes and uses of writing that coexisted in a variety of configurations among different social groups. It offers new perspectives on the pragmatic contexts and varied natures of multiple simultaneous literacies, the relations between languages and systems of inscription, and the aesthetic dimensions of writing. Lurie’s investigation into the textual practices of early Japan illuminates not only the cultural history of East Asia but also the broader comparative history of writing and literacy in the ancient world.

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Real-World Teen Services
Jennifer Velásquez
American Library Association, 2015

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Rearticulating Writing Assessment for Teaching and Learning
Brian Huot
Utah State University Press, 2002

Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society. What isn't valued isn't assessed; it tends to disappear from the curriculum. The dark side of this truth is what many teachers find troubling about large scale assessments, as standardized tests don't grant attention or merit to all they should. Instead, assessment has been used as an interested social mechanism for reinscribing current power relations and class systems.

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Rebuilding the News
Metropolitan Journalism in the Digital Age
C. W. Anderson
Temple University Press, 2013

Breaking down the walls of the traditional newsroom, Rebuilding the News traces the evolution of news reporting as it moves from print to online. As the business models of newspapers have collapsed, author C. W. Anderson chronicles how bloggers, citizen journalists, and social networks are implicated in the massive changes confronting journalism.

Through a combination of local newsroom fieldwork, social-network analysis, and online archival research, Rebuilding the News places the current shifts in news production in socio-historical context. Focusing on the Philadelphia Inquirer, the Philadelphia  Daily News, Anderson presents a gripping case study of how these papers have struggled to adapt to emerging economic, social, and technological realities.

As he explores the organizational, networked culture of journalism, Anderson lays bare questions about the future of news-oriented media and its evolving relationship with “the public” in the digital age.

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Reclaiming Accountability
Improving Writing Programs through Accreditation and Large-Scale Assessments
Wendy Sharer
Utah State University Press, 2016

Reclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives. The book reimagines accreditation as a way to leverage institutional or programmatic change.

Contributions to the volume are divided into three parts. Part 1 considers how specialists in composition and rhetoric can work most productively with accrediting bodies to design assessments and initiatives that meet requirements while also helping those agencies to better understand how writing develops and how it can most effectively be assessed. Parts 2 and 3 present case studies of how institutions have used ongoing accreditation and assessment imperatives to meet student learning needs through programmatic changes and faculty development. They provide concrete examples of productive curricular (part 2) and instructional (part 3) changes that can follow from accreditation mandates while providing guidance for navigating challenges and pitfalls that WPAs may encounter within shifting and often volatile local, regional, and national contexts.

In addition to providing examples of how others in the profession might approach such work, Reclaiming Accountability addresses assessment requirements beyond those in the writing program itself. It will be of interest to department heads, administrators, writing program directors, and those involved with writing teacher education, among others.

Contributors: Linda Adler-Kassner, William P. Banks, Remica Bingham-Risher, Melanie Burdick, Polina Chemishanova, Malkiel Choseed, Kyle Christiansen, Angela Crow, Maggie Debelius, Michelle F. Eble, Jonathan Elmore, Lorna Gonzalez, Angela Green, Jim Henry, Ryan Hoover, Rebecca Ingalls, Cynthia Miecznikowski, Susan Miller-Cochran, Cindy Moore, Tracy Ann Morse, Joyce Magnotto Neff, Karen Nulton, Peggy O’Neill, Jessica Parker, Mary Rist, Rochelle Rodrigo, Tulora Roeckers, Shirley K. Rose, Iris M. Saltiel, Wendy Sharer, Terri Van Sickle, Jane Chapman Vigil, David M. Weed

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Reclaiming Fair Use
How to Put Balance Back in Copyright, Second Edition
Patricia Aufderheide and Peter Jaszi
University of Chicago Press, 2018
In the increasingly complex and combative arena of copyright in the digital age, record companies sue college students over peer-to-peer music sharing, YouTube removes home movies because of a song playing in the background, and filmmakers are denied a distribution deal when a permissions i proves undottable. Analyzing the dampening effect that copyright law can have on scholarship and creativity, Patricia Aufderheide and Peter Jaszi urge us to embrace in response a principle embedded in copyright law itself—fair use.
Originally published in 2011, Reclaiming Fair Use challenged the widely held notion that copyright law is obsolete in an age of digital technologies. Beginning with a survey of the contemporary landscape of copyright law, Aufderheide and Jaszi drew on their years of experience advising documentary filmmakers, English teachers, performing arts scholars, and other creative professionals to lay out in detail how the principles of fair-use can be employed to avoid copyright violation. Taking stock of the vibrant remix culture that has only burgeoned since the book’s original publication, this new edition addresses the expanded reach of fair use—tracking the Twitter hashtag #WTFU (where’s the fair use?), the maturing of the transformativeness measure in legal disputes, the ongoing fight against automatic detection software, and the progress and delays of digitization initiatives around the country.
Full of no-nonsense advice and practical examples, Reclaiming Fair Use remains essential reading for anyone interested in law, creativity, and the ever-broadening realm of new media.
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Reclaiming Queer
Activist and Academic Rhetorics of Resistance
Erin J. Rand
University of Alabama Press, 2014
An examination of the rhetorical linkage of queer theory in the academy with street-level queer activism in the 1980s and early 1990s

The late 1980s and early 1990s were a defining historical moment for both queer activism and queer theory in the United States. LGBTQ communities, confronted with the fatal indifference and homophobia of the AIDS crisis, often responded with angry, militant forms of activism designed not merely to promote acceptance or tolerance, but to forge identity and strength from victimization and assert loudly and forcefully their rights to safety and humanity. The activist reclamation of the word “queer” is one marker of this shift in ideology and practice, and it was mirrored in academic circles by the concurrent emergence of the new field of “queer theory.” That is, as queer activists were mobilizing in the streets, queer theorists were producing a similar foment in the halls and publications of academia, questioning regulatory categories of gender and sexuality, and attempting to illuminate the heteronormative foundations of Western thought. Notably, the narrative of queer theory’s development often describes it as arising from or being inspired by queer activism.

In Reclaiming Queer, Erin J. Rand examines both queer activist and academic practices during this period, taking as her primary object the rhetorical linkage of queer theory in the academy with street-level queer activism. Through this strategic conjuncture of activism and academia, Rand grapples with the specific conditions for and constraints on rhetorical agency in each context. She examines the early texts that inaugurated the field of queer theory, Queer Nation’s infamous “Queers Read This” manifesto, Larry Kramer’s polemic speeches and editorials, the Lesbian Avengers’ humorous and outrageous antics, the history of ACT UP, and the more recent appearance of Gay Shame activism. From these activist and academic discourses, Rand builds a theory of rhetorical agency that posits queerness as the very condition from which agency emerges.

Reclaiming Queer thus offers a critical look at the rhetoric of queer activism, engages the history of queer theory’s institutionalization and the politics of its proliferation, suggests a radically contextual understanding of rhetorical agency and form, and argues for the centrality of queerness to all rhetorical action.
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Reclaiming Rhetorica
Women In The Rhetorical Tradition
Andrea A. Lunsford
University of Pittsburgh Press, 1995
Women’s contribution to rhetoric throughout Western history, like so many other aspects of women’s experience, has yet to be fully explored.  In pathbreaking discussions ranging from ancient Greece, though the Middle Ages and the Renaissance, to modern times, sixteen closely coordinated essays examine how women have used language to reflect their vision of themselves and their age; how they have used traditional rhetoric and applied it to women’s discourse; and how women have contributed to rhetorical theory.  Language specialists, feminists, and all those interested in rhetoric, composition, and communication, will benefit from the fresh and stimulating cross-disciplinary insights they offer.
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Reclaiming the Media
Communication Rights and Democratic Media Roles
Edited by Bart Cammaerts and Nico Carpentier
Intellect Books, 1995

In the twentieth century, the media gave whistleblowers a voice, spearheaded the downfall of powerful politicians, and exposed widespread corporate corruption.  How will the twenty-first-century media cope with its storied legacy as the watchdog of democratic society?  Reclaiming the Media examines the sometimes tenuous, often fraught relationship between media organizations and civil rights in Europe.  In sections devoted to citizenship, participation, contemporary journalism, and activist communication strategies, a panel of European media experts makes the case for deepening the media’s role in democracy.

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Reclaiming the Rural
Essays on Literacy, Rhetoric, and Pedagogy
Edited by Kim Donehower, Charlotte Hogg, and Eileen E. Schell
Southern Illinois University Press, 2012

In Reclaiming the Rural: Essays on Literacy, Rhetoric, and Pedagogy, editors Kim Donehower, Charlotte Hogg, and Eileen E. Schell bring together a diverse collection of essays that consider literacy, rhetoric, and pedagogy in the United States, Canada, and Mexico. The essays move beyond the typical arguments for preserving, abandoning, or modernizing by analyzing how rural communities sustain themselves through literate action. The contributors explore the rhetorics of water disputes in the western United States, the histories and influences of religious rhetorics in Mexico, agricultural and rural literacy curricula, the literacies of organizations such as 4-H and Academia de la Nueva Raza, and neoliberal rhetorics. Central to these examinations are the rural populations themselves, which include indigenous peoples in the rural United States, Canada, and Mexico, as well as those of European or other backgrounds.

The strength of the anthology lies in its multiple perspectives, various research sites, and the range of methodologies employed, including rhetorical analyses of economies and environments, media, and public spaces; classroom-based research; historical analysis and archival work; and qualitative research. The researchers engage the duality between the practices of everyday life in rural communities and the practices of reflecting on and making meaning.

Reclaiming the Rural reflects the continually changing, nuanced, context-dependent realities of rural life while acknowledging the complex histories, power struggles, and governmental actions that have affected and continue to affect the lives of rural citizens. This thought-provoking collection demonstrates the value in reclaiming the rural for scholarly and pedagogical analysis.

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The Recognition of Nathaniel Hawthorne
Selected Criticism Since 1828
Edited by B. Bernard Cohen
University of Michigan Press, 1969
What is Hawthorne's eminent literary reputation—"enduring" or "hypertrophied"? Both views are represented in this basic collection of seminal 19th- and 20th-century evaluations. Hawthorne's reputation appears secure, yet his work is still the subject of significant critical controversy. Reviews by Hawthorne's contemporaries take up the first section of The Recognition of Nathaniel Hawthorne—including an early review that predicted future greatness for the then-anonymous author of Fanshawe, and important pieces by Duyckinck, Longfellow, Poe, Melville, and Lowell. These estimates reveal many of the critical issues that were to concern successive generations of readers. Cohen's second section, covering the period from 1865 to 1910, includes criticism by Henry James, William Dean Howells, Paul Elmer More, Bliss Perry, and William C. Brownell. In the final section, T. S. Eliot, Vernon Louis Parrington, Austin Warren, F. O. Matthiessen, Hyatt H. Waggoner, Martin Green, and Frederick C. Crews are among the critics who explore, from a wide variety of viewpoints, the complex mind of this great American writer. The Recognition of Nathaniel Hawthorne is prefaced by a valuable survey of the criticism by Professor Cohen, and headnotes are provided for each of the selections.
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(Re)Considering What We Know
Learning Thresholds in Writing, Composition, Rhetoric, and Literacy
Linda Adler-Kassner
Utah State University Press, 2019
Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing.
 
Part 1 raises questions about the ideologies of consensus that are associated with naming threshold concepts of a discipline. Contributions challenge the idea of consensus and seek to expand both the threshold concepts framework and the concepts themselves. Part 2 focuses on threshold concepts in action and practice, demonstrating the innovative ways threshold concepts and a threshold concepts framework have been used in writing courses and programs. Part 3 shows how a threshold concepts framework can help us engage in conversations beyond writing studies.
 
(Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies. It will be of great interest to scholars and graduate students in writing studies, especially those who have previously engaged with Naming What We Know.
 
Contributors:
Marianne Ahokas, Jonathan Alexander, Chris M. Anson, Ian G. Anson, Sarah Ben-Zvi, Jami Blaauw-Hara, Mark Blaauw-Hara, Maggie Black, Dominic Borowiak, Chris Castillo, Chen Chen, Sandra Descourtis, Norbert Elliot, Heidi Estrem, Alison Farrell, Matthew Fogarty, Joanne Baird Giordano, James Hammond, Holly Hassel, Lauren Heap, Jennifer Heinert, Doug Hesse, Jonathan Isaac, Katie Kalish, Páraic Kerrigan, Ann Meejung Kim, Kassia Krzus-Shaw, Saul Lopez, Jennifer Helane Maher, Aishah Mahmood, Aimee Mapes, Kerry Marsden, Susan Miller-Cochran, Deborah Mutnick, Rebecca Nowacek, Sarah O’Brien, Ọlá Ọládipọ̀, Peggy O’Neill, Cassandra Phillips, Mya Poe, Patricia Ratanapraphart, Jacqueline Rhodes, Samitha Senanayake, Susan E. Shadle, Dawn Shepherd, Katherine Stein, Patrick Sullivan, Brenna Swift, Carrie Strand Tebeau, Matt Thul, Nikhil Tiwari, Lisa Tremain, Lisa Velarde, Kate Vieira, Gordon Blaine West, Anne-Marie Womack, Kathleen Blake Yancey, Xiaopei Yang, Madylan Yarc
 
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Reconstructing Argumentative Discourse
Frans Van Eemeren
University of Alabama Press, 1993

 Reconstructing Argumentative Discourse analyzes argumentation in ordinary disputes. The analysis begins with an ideal model: a theoretical structure of discourse that might be used to resolve a dispute about the merits of two opposing cases. The ideal model does not describe actual argumentative practice. Argumentative discourse does not always seek genuine resolution and, when it does, the participants may not perform as ideal arguers.

A central challenge for argumentation theory is to give an account of argumentation occurring under less-than-ideal conditions and conducted by less-than-ideal participants. The authors offer detailed analysis of argument in such contexts as ordinary conversation, third party dispute mediation, and religious confrontation. An adequate analytic approach to such forms of discourse, the authors argue, must offer critical insight into actual practice; must begin with a defensible normative standard against which practice can be compared; and must also offer an applicable analytic machinery for making the comparison, so its methods can be tailored to empirical circumstances.
The authors position their study of argumentation within a general “normative pragmatics” characterized by a dual commitment to usefulness and adequacy in description. A distinctive set of practical applications and a distinctive view of practicality follow from this approach, characterized not by the search for generalizable means-end relationships but by the development and testing of plans for making real argumentation look as much as possible like ideal argumentation.
This book integrates for the first time the normative interest of dialectical theories of argumentation with the descriptive interests of the empirical study of everyday language use. This ambitious project is achieved by adopting a distinctively social and pragmatic view of argumentation—by seeing argumentation as a language activity structured for the function of resolving disagreements. The authors examine argumentation in a wide variety of contexts—including everyday conversation, campus evangelism, political speeches, newspaper letters to the editor, and the formal mediation of disputes. In doing so, they illustrate how to analyze the details of actual argumentation and tackle a variety of theoretical and methodological puzzles encountered in the effort to apply normative models to real life argumentation.
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Reconstructing Response to Student Writing
A National Study from across the Curriculum
Dan Melzer
Utah State University Press, 2023
In Reconstructing Response to Student Writing Dan Melzer makes the argument that writing instructors should shift the construct so that peer response and student self-assessment are more central than teacher response.
 
Presenting the results of a national study of teacher and peer response and student self-assessment at institutions of higher education across the United States, Melzer analyzes teacher and peer response to over 1,000 pieces of student writing as well as 128 student portfolio reflection essays. He draws on his analysis and on a comprehensive review of the literature on response to introduce a constructivist heuristic for response aimed at both composition instructors and instructors across disciplines. Melzer argues that teachers and researchers should focus less on teacher response to individual pieces of student writing and more on engaging in dialogue with student self-assessment and peer response, focusing on growth and transfer rather than products and grades.
 
Reconstructing Response to Student Writing, especially when taken together with Melzer’s previous book Assignments across the Curriculum, provides a comprehensive and large-scale view of college writing and responding across the curriculum in the United States.
 
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Records and Information Management
Patricia C. Franks
American Library Association, 2018

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Records and Information Management
Patricia C. Franks
American Library Association, 2013

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Redefining Roles
The Professional, Faculty, and Graduate Consultant’s Guide to Writing Centers
Megan Swihart Jewell
Utah State University Press, 2021
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
 
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The Rediscovered Writings of Rose Wilder Lane, Literary Journalist
Edited by Amy Mattson Lauters
University of Missouri Press, 2007
Through numerous short stories, novels such as Free Land, and political writings such as “Credo,” Rose Wilder Lane forged a literary career that would be eclipsed by the shadow of her mother, Laura Ingalls Wilder, whose Little House books Lane edited. Lane’s fifty-year career in journalism has remained largely unexplored.
            This book recovers journalistic work by an American icon for whom scholarly recognition is long overdue. Amy Mattson Lauters introduces readers to Lane’s life through examples of her journalism and argues that her work and career help establish her not only as an author and political rhetorician but also as a literary journalist. Lauters has assembled a collection of rarely seen nonfiction articles that illustrate Lane’s talent as a writer of literary nonfiction, provide on-the-spot views of key moments in American cultural history, and offer sharp commentary on historical events.
            Through this collection of Lane’s journalism, dating from early work for Sunset magazine in 1918 to her final piece for Woman’s Day set in 1965 Saigon, Lauters shows how Lane infused her writing with her particular ideology of Americanism and individualism, self-reliance, and freedom from government interference, thereby offering stark commentary on her times. Lane shares her experiences as an extra in a Douglas Fairbanks movie and interviews D.W. Griffith. She reports on average American women struggling to raise a family in wartime and hikes over the Albanian mountains between the world wars. Her own maturing conservative political views provide a lens through which readers can view debates over the draft, war, and women’s citizenship during World War II, and her capstone piece brings us again into a culture torn by war, this time in Southeast Asia.
            These writings have not been available to the reading public since they first appeared. They encapsulate important moments for Lane and her times, revealing the woman behind the text, the development of her signature literary style, and her progression as a writer. Lauters’s introduction reveals the flow of Lane’s life and career, offering key insights into women’s history, the literary journalism genre, and American culture in the first half of the twentieth century.
Through these works, readers will discover a writer whose cultural identity was quintessentially American, middle class, midwestern, and simplistic—and who assumed the mantle of custodian to Americanism through women’s arts. The Rediscovered Writings of Rose Wilder Lane traces the extraordinary relationship between one woman and American society over fifty pivotal years and offers readers a treasury of writings to enjoy and discuss.
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Reengineering the Library
Issues in Electronic Resources Management
George Stachokas
American Library Association, 2022

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Reference and Information Services
An Introduction
Kay Ann Cassell
American Library Association, 2018

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Reference and Information Services
An Introduction
Kay Ann Cassell
American Library Association, 2012

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Reference and Information Services
An Introduction, Fifth Edition
Kay Ann Cassell and Uma Hiremath
American Library Association, 2022
From the ongoing flood of misinformation to the swift changes occasioned by the pandemic, a myriad of factors is spurring our profession to rethink reference services. Luckily, this classic text is back in a newly overhauled edition that thoughtfully addresses the evolving reference landscape. Designed to complement every introductory library reference course, Cassell and Hiremath's book also serves as the perfect resource to guide current practitioners in their day-to-day work. It teaches failsafe methods for identifying important materials by matching specific types of questions to the best available sources, regardless of format. Guided by a national advisory board of educators and experts, this thoroughly updated text presents chapters covering fundamental concepts, major reference sources, and special topics while also offering fresh insights on timely issues, including
  • a basic template for the skills required and expectations demanded of the reference librarian;
  • the pandemic’s effect on reference services and how the ingenuity employed by libraries in providing remote and virtual reference is here to stay;
  • a new chapter dedicated to health information, with a special focus on health equity and information sources;
  • selecting and evaluating reference materials, with strategies for keeping up to date;
  • a heightened emphasis on techniques for evaluating sources for misinformation and ways to give library users the tools to discern facts vs. “fake facts”;
  • reference as programming, readers’ advisory services, developmentally appropriate material for children and young adults, and information literacy;
  • evidence-based guidance on handling microaggressions in reference interactions, featuring discussions of cultural humility and competence alongside recommended resources on implicit bias;
  • managing, assessing, and improving reference services; and
  • the future of information and reference services, encapsulating existing models, materials, and services to project possible evolutions in the dynamic world of reference
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Reference and Reflexivity
2nd Edition
John Perry
CSLI, 2012
In this volume John Perry develops his “reflexive-referential” account of indexicals, demonstratives, and proper names. For this new second edition, Perry has added a new preface and two chapters on the distinction between semantics and pragmatics and on attitude reports. He reveals a coherent and structured family of contents—from reflexive contents that place conditions on their actual utterance to fully incremental contents that place conditions only on the objects of reference—reconciling the legitimate insights of both the referentialist and descriptivist traditions.
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Reference Books Bulletin 2006-2007
A Compilation of Evaluations September 2006 through August 2007
American Library Association
American Library Association, 2009

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A Reference Grammar of Chinese Sentences with Exercises
Henry Hung-Yeh Tiee
University of Arizona Press, 1986
Begins with simple single-word-subject and simple-predicate sentences and moves systematically to transformed simple sentences and finally to compound and complex sentences. Each sentence structure is not only descriptively analyzed, but also formulated in a pedagogical pattern with examples. Exercises are provided in each unit.
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A Reference Grammar of Egyptian Arabic
Ernest T. Abdel-Massih, Zaki N. Abdel-Malek, and El-Said M. Badawi with Ernest N. McCarus. Foreword by Elizabeth M. Bergman
Georgetown University Press, 2009

Originally published in 1979, this classic reference work presents definitions of grammatical and linguistic terms for spoken Egyptian Arabic in dictionary form from "active participles" through "writing system." Entries feature definitions and examples of all the grammatical features including phonology, morphology, and syntax. Aimed at the intermediate to advanced student of Egyptian Arabic, this volume presupposes a basic knowledge of Egyptian Arabic. Arabic lexical items are presented in romanized transliteration and are therefore accessible to those who are not familiar with Arabic script.

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A Reference Grammar of Syrian Arabic with Audio CD
Mark W. Cowell. Foreword by Ernest N. McCarus
Georgetown University Press, 2005

This important reissue, enhanced with an audio CD to supplement the first chapter of the text (sounds), is another addition to Georgetown's world-renowned Arabic language-learning materials and is considered to be one of the most outstanding descriptions of any Arabic dialect written for the English-speaking world. It is comprehensive in its coverage—ranging from phonology (how sounds are organized and used) to morphology (sound, syllable, and word structure), with an analysis that is insightful and original. It contains hints on how to master nuances in dialectical pronunciation, as well as the differences of meaning in their various forms.

Based on the dialect of Damascus, the language covered here is part of what has variously been called "Syrian Arabic," "Eastern Arabic," and "Levantine Arabic," encompassing the dialects of Beirut, Amman, and Jerusalem—as well as Damascus—with references made to regional variants. In a world drawn ever closer to events in the Middle East, this comprehensive grammar reference is yet another extraordinary addition to the growing library of Arabic language-learning materials published by Georgetown University Press.

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The Reference Guide to Data Sources
Julia Bauder
American Library Association, 2014

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Reference Renaissance
Current and Future Trends
American Library Association
American Library Association, 2010

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Reference Sources and Services for Youth
Meghan Harper
American Library Association, 2011

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Reference Sources for Small and Medium-Sized Libraries
Jack O'Gorman
American Library Association, 2014

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Referencialismo critico
le teoria reflexivo-referencial del significado
John Perry
CSLI, 2006

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Referential Practice
Language and Lived Space among the Maya
William F. Hanks
University of Chicago Press, 1990
Referential Practice is an anthropological study of language use in a contemporary Maya community. It examines the routine conversational practices in which Maya speakers make reference to themselves and to each other, to their immediate contexts, and to their world. Drawing on extensive fieldwork in Oxkutzcab, Yucatán, William F. Hanks develops a sociocultural approach to reference in natural languages. The core of this approach lies in treating speech as a social engagement and reference as a practice through which actors orient themselves in the world. The conceptual framework derives from cultural anthropology, linguistic pragmatics, interpretive sociology, and cognitive semantics.

As his central case, Hanks undertakes a comprehensive analysis of deixis—linguistic forms that fix reference in context, such as English I, you, this, that, here, and there. He shows that Maya deixis is a basic cultural construct linking language with body space, domestic space, agricultural and ritual practices, and other fields of social activity. Using this as a guide to ethnographic description, he discovers striking regularities in person reference and modes of participation, the role of perception in reference, and varieties of spatial orientation, including locative deixis. Traditionally considered a marginal area in linguistics and virtually untouched in the ethnographic literature, the study of referential deixis becomes in Hanks's treatment an innovative and revealing methodology.

Referential Practice is the first full-length study of actual deictic use in a non-Western language, the first in-depth study of speech practice in Yucatec Maya culture, and the first detailed account of the relation between routine conversation, embodiment, and ritual discourse.
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Refiguring Mass Communication
A History
Peter Simonson
University of Illinois Press, 2010

This unique inquiry into the history and ongoing moral significance of mass communication also represents a defense, extension, and overhaul of the idea and social form of the discipline. Organized around narrative accounts of individuals and their communicative worlds, Refiguring Mass Communication illuminates significant but overlooked rhetorical episodes in history to enable modern-day readers to rehabilitate and reinvigorate their own engagements with mass communication.

Coined in the 1920s as a way to describe radio, motion pictures, wide-circulation magazines, and the press, the term "mass communication" frequently is misused in the era of cable TV, niche marketing, and the Internet. In Refiguring Mass Communication, Peter Simonson compares his own vision of mass communication with distinct views articulated throughout history by Paul of Tarsus, Walt Whitman, Charles Horton Cooley, David Sarnoff, and Robert K. Merton, utilizing a collection of texts and tenets from a variety of time periods and perspectives. Drawing on textual and archival research as well as access to Merton's personal papers, Simonson broadly reconceives a sense of communication theory and what social processes might be considered species of mass communication. Simonson reveals the geographical and social contexts from which these visions have emerged and the religious and moral horizons against which they have taken shape. In a unique perspective, he considers the American county fair as an example of a live gathering and crucial site that is overlooked in contemporary forms of mass communication, urging a reconsideration of how individuals participate in and shape similar forms.

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Refiguring Rhetorical Education
Women Teaching African American, Native American, and Chicano/a Students, 1865-1911
Jessica Enoch
Southern Illinois University Press, 2008

Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students, 1865-1911 examines the work of five female teachers who challenged gendered and cultural expectations to create teaching practices that met the civic and cultural needs of their students.

The volume analyzes Lydia Maria Child’s The Freedmen’s Book, a post–Civil War educational textbook for newly freed slaves; Zitkala Ša’s autobiographical essays published in the Atlantic Monthly in 1900 that questioned the work of off-reservation boarding schools for Native American students; and Jovita Idar, Marta Peña, and Leonor Villegas de Magnón’s contributions to the Spanish-language newspaper La Crónica in 1910 and 1911—contributions that offered language and cultural instruction their readers could not receive in Texas public schools.

Author Jessica Enoch explores the possibilities and limitations of rhetorical education by focusing on the challenges that Child, Zitkala Ša, Idar, Peña, and Villegas made to dominant educational practices. Each of these teachers transformed their seemingly apolitical occupation into a site of resistance, revising debilitating educational methods to advance culture-based and politicized teachings that empowered their students to rise above their subjugated positions.

Refiguring Rhetorical Education considers how race, culture, power, and language are both implicit and explicit in discussions of rhetorical education for marginalized students and includes six major tenets to guide present-day pedagogies for civic engagement.

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Reflecting on the Future of Academic and Public Libraries
Peter Hernon
American Library Association, 2013

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Reflection In The Writing Classroom
Kathleen Blake Yancey
Utah State University Press, 1998

Yancey explores reflection as a promising body of practice and inquiry in the writing classroom. Yancey develops a line of research based on concepts of philosopher Donald Schon and others involving the role of deliberative reflection in classroom contexts. Developing the concepts of reflection-in-action, constructive reflection, and reflection-in-presentation, she offers a structure for discussing how reflection operates as students compose individual pieces of writing, as they progress through successive writings, and as they deliberately review a compiled body of their work-a portfolio, for example. Throughout the book, she explores how reflection can enhance student learning along with teacher response to and evaluation of student writing.

Reflection in the Writing Classroom will be a valuable addition to the personal library of faculty currently teaching in or administering a writing program; it is also a natural for graduate students who teach writing courses, for the TA training program, or for the English Education program.

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Reflections
Conversations with Politicians Volume II
Peter Hennessy and Robert Shepherd
Haus Publishing, 2019
Accompanying the acclaimed BBC Radio 4 program, Reflections features interviews with twelve of Britain’s most influential political figures from the last twenty years. Presented by Peter Hennessy, one of the UK’s most renowned historians, each interview not only offers an honest and frank assessment of a political career, but also acts as a biography filled with fresh insights and moments of new revelation. From one of the longest-serving Prime Ministers and three of the Conservative leaders who stood against him, to dominant figures of late Thatcherism, stalwarts of successive New Labour cabinets, and leaders of the Liberal Democrats, Hennessy brings his characteristic style to each encounter. The politicians included in this volume are: Tony Blair, Michael Heseltine, Vince Cable, Margaret Hodge, William Hague, Harriet Harman, Michael Howard, Paddy Ashdown, Sayeeda Warsi, David Blunkett, Iain Duncan Smith and Kenneth Baker.  
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Reflections On Practitioner Research
A Practical Guide
Lee Ann Fullington
American Library Association, 2020


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