A SCHOLARLY BOOK REPOSITORY16 start with C start with C
This book examines how college-level instruction reached this point and provides pedagogical strategies that writing instructors and teachers can use to address the problem. Alice Horning makes the case for the importance of critical reading in the teaching of writing with intentionality and imagination, while sharing glimpses of her own personal history with reading and writing. Horning provides the context for understanding what college faculty face in their classrooms and offers a history of critical literacy that explains why, to date, it has mostly neglected or ignored the diverse statuses of students’ reading challenges.
The Case for Critical Literacy explores actionable options to better meet students’ literacy needs. College and university faculty, especially writing instructors, will benefit from an understanding of what has happened in the field and what needs to change.
Employing case-study research of student reading practices, Keller explores reading-writing connections in new media contexts. He identifies a culture of acceleration—a gathering of social, educational, economic, and technological forces that reinforce the values of speed, efficiency, and change—and challenges educators to balance new “faster” literacies with traditional “slower” literacies. In addition, Keller details four significant features of contemporary literacy that emerged from his research: accumulation and curricular choices; literacy perceptions; speeds of rhetoric; and speeds of reading.
Chasing Literacy outlines a new reading pedagogy that will help students gain versatile, dexterous approaches to both reading and writing and makes a significant contribution to this emerging area of interest in composition theory and practice.
Written Chinese served as a prestigious, cosmopolitan script across medieval East Asia, from as far west as the Tarim Basin to the eastern kingdom of Heian period Japan (794–1185). In this book, Brian Steininger revisits the mid-Heian court of the Tale of Genji and the Pillow Book, where literary Chinese was not only the basis of official administration, but also a medium for political protest, sermons of mourning, and poems of celebration.
Chinese Literary Forms in Heian Japan reconstructs the lived practice of Chinese poetic and prose genres among Heian officials, analyzing the material exchanges by which documents were commissioned, the local reinterpretations of Tang aesthetic principles, and the ritual venues in which literary Chinese texts were performed in Japanese vocalization. Even as state ideology and educational institutions proclaimed the Chinese script’s embodiment of timeless cosmological patterns, everyday practice in this far-flung periphery subjected classical models to a string of improvised exceptions. Through careful comparison of literary and documentary sources, this book provides a vivid case study of one society’s negotiation of literature’s position—both within a hierarchy of authority and between the incommensurable realms of script and speech.
Brazeau establishes how these magazines shared a common strategy in the construction of literacy identities by connecting a specific identity with a particular set of reading and writing practices. She explores how farm journals were preoccupied with the value of literacy as a tool for shaping community; considers how the Journal and the Bazar deployed distinctly different illustrations of literacy values for women; shows how the Journal and editor Edward Bok cast women as consumers and sellers of literacy; and looks at the ways in which Bazar editors urged readers to adopt habits of reading and writing that emphasized communal relationships among women. In Circulating Literacy, Brazeau speaks to, and connects, the important topics of rural studies, gender, professionalization, and literacy sponsorship and identity, arguing for the value of the study of periodicals as literacy education tools.
Thomas Augst follows clerks as they made their way through the boarding houses, parlors, and offices of the big city. Tracing the course of their everyday lives, Augst shows how these young men used acts of reading and writing to navigate the anonymous world of market culture and claim identities for themselves within it. Clerks, he reveals, calculated their prospects in diaries, composed detailed letters to friends and family, attended lectures by key thinkers of the day, joined libraries where they consumed fiction, all while wrestling with the boredom of their work. What results, then, is a poignant look at the literary practices of ordinary people and an affecting meditation on the moral lives of men in antebellum America.
Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universal first-class citizenship and devise practical methods for enacting this vision. In this important volume, literacy scholar Paul Feigenbaum explores how literacy education can facilitate activism in contemporary contexts in which underserved populations often remain consigned to second-class status despite official guarantees of equal citizenship. By conceiving of education as, in part, a process of understanding and grappling with adaptive and activist rhetorics, Feigenbaum explains, educators can direct people’s imaginations toward activism without running up against the conceptual problems so many scholars associate with critical pedagogy. Over time, this model of education expands people’s imaginations about what it means to be a good citizen, facilitates increased civic participation, and encourages collective destabilization of, rather than adaptation to, the structural inequalities of mainstream civic institutions. Feigenbaum offers detailed analyses of various locations and time periods inside, outside, and across the walls of formal education, including the Citizenship Schools and Freedom Schools rooted in the Civil Rights Movement of the 1950s and 1960s; the Algebra Project, a current practical-literacy network; and the Imagination Federation, a South Florida–based Earth-Literacy network. Considering both the history and the future of community literacy, Collaborative Imagination offers educators a powerful mechanism for promoting activism through their teaching and scholarship, while providing practical ideas for greater civic engagement among students.
Drawing on interviews and an array of scholarly work, Beth Daniell maps out the relations of literacy and spirituality in A Communion of Friendship: Literacy, Spiritual Practice, and Women in Recovery. Daniell tells the story of a group of women in “Mountain City” who use reading and writing in their search for spiritual growth. Diverse in socioeconomic status, the Mountain City women are, or have been, married to alcoholics. In Al-Anon, they use literacy to practice the Twelve Steps of Alcoholics Anonymous in order to find spiritual solutions to their problems.
In addition, Daniell demonstrates that in the lives of these women, reading, writing, and speaking are intertwined, embedded in one another in rich and complex ways. For the women, private literate practice is of the utmost importance because it aids the development and empowerment of the self. These women engage in literate practices in order to grow spiritually and emotionally, to live more self-aware lives, to attain personal power, to find or make meaning for themselves, and to create community. By looking at the changes in the women’s reading, Daniell shows that Al-Anon doctrine, particularly its oral instruction, serves as an interpretive tool. This discussion points out the subtle but profound transformations in these women’s lives in order to call for an inclusive notion of politics.
Foregrounding the women’s voices, A Communion of Friendship addresses a number of issues important in composition studies and reading instruction. This study examines the meaning of literacy within one specific community, with implications both for pedagogy and for empirical research in composition inside and outside the academy.
Community Literacy and the Rhetoric of Public Engagement explores the critical practice of intercultural inquiry and rhetorical problem-solving that encourages urban writers and college mentors alike to take literate action. Author Linda Flower documents an innovative experiment in community literacy, the Community Literacy Center in Pittsburgh, and posits a powerful and distinctively rhetorical model of community engagement and pedagogy for both marginalized and privileged writers and speakers. In addition, she articulates a theory of local publics and explores the transformative potential of alternative discourses and counter-public performances.
In presenting a comprehensive pedagogy for literate action, the volume offers strategies for talking and collaborating across difference, forconducting an intercultural inquiry that draws out situated knowledge and rival interpretations of shared problems, and for writing and speaking to advocate for personal and public transformation. Flower describes the competing scripts for social engagement, empowerment, public deliberation, and agency that characterize the interdisciplinary debate over models of social engagement.
Extending the Community Literacy Center’s initial vision of community literacy first published a decade ago, Community Literacy and the Rhetoric of Public Engagement makes an important contribution to theoretical conversations about the nature of the public sphere while providing practical instruction in how all people can speak publicly for values and visions of change.
Winner, 2009 Rhetoric Society of America Book Award
Jessica Yood traces the century-long origins of a writing-centered idea of the American university and tracks the resurgence of this idea today. Drawing on archival and classroom evidence from public colleges and universities and written in a lively autoethnographic voice, Yood names “genres of the commons”: intimate, informal writing activities that create peer-to-peer knowledge networks. She shows how these unique genres create collectivity—an academic commons—and calls on scholars to invest in composition as a course cultivating reflective, emergent, shared knowledge. Yood departs from movements that divest from the first-year composition classroom and details how an increasingly diverse student population composes complex, evolving cultural literacies that forge social bonds and forward innovation and intellectual and civic engagement.
The Composition Commons reclaims the commons as critical idea and writing classroom activities as essential practices for remaking higher education in the United States.
Brewer argues that conceptions of literacy undergird the work of writing instructors and that many of the anxieties around composition studies’ disciplinary status are related to the differences perceived between the field’s conceptions of literacy and those of the graduate instructors and adjuncts who teach the majority of composition courses. Conceptions of Literacy makes practical recommendations for how new graduate instructors can begin to perceive and interrogate their conceptions of literacy, which, while influential, are often too personal to recognize.
An essential resource exploring orality and literacy in the pre-Hellenistic southern Levant and the Hebrew Bible
Situated historically between the invention of the alphabet, on the one hand, and the creation of ancient Israel's sacred writings, on the other, is the emergence of literary production in the ancient Levant. In this timely collection of essays by an international cadre of scholars, the dialectic between the oral and the written, the intersection of orality with literacy, and the advent of literary composition are each explored as a prelude to the emergence of biblical writing in ancient Israel. Contributors also examine a range of relevant topics including scripturalization, the compositional dimensions of orality and textuality as they engage biblical poetry, prophecy, and narrative along with their antecedents, and the ultimate autonomy of the written in early Israel. The contributors are James M. Bos, David M. Carr, André Lemaire, Robert D. Miller II, Nadav Na'aman, Raymond F. Person Jr., Frank H. Polak, Christopher A. Rollston, Seth L. Sanders, Joachim Schaper, Brian B. Schmidt, William M. Schniedewind, Elsie Stern, and Jessica Whisenant.
Features
- Addresses questions of literacy and scribal activity in the Levant and Negev
- Articles examine memory, oral tradition, and text criticism
- Discussion of the processes of scripturalization
Despite the vast number of multilingual speakers in the United States and the pervasive influence of globalization, writing studies in this country is still inextricably linked to a nationalistic, monolingual English ideology. In Cosmopolitan English and Transliteracy, Xiaoye You addresses this issue by proposing that writing studies programs adopt a cosmopolitan perspective. Emphasizing local and global forms of citizenship and identification, You merges a humanistic vision with the rigor of social science, arguing that linguistic and cultural differences can be explored to recover human connections normally severed by geographical and semiotic borders.
You examines several areas of writing affected by globalization. He then turns to the composition classroom, highlighting the challenges and possibilities of crossing cultural boundaries in academic discourse before introducing a pedagogy aimed at fostering American students’ translingual and transcultural sensibilities. Included is a model for training writing teachers in the context of globalization, which aims to help instructors gain practical knowledge about the needs and resources of multilingual writers through communication technologies and cross-cultural partnerships.
By introducing cosmopolitan perspectives into the composition classroom, You challenges traditional assumptions about language, identity, and literacy as they relate to writing studies. Innovative and provocative, Cosmopolitan English and Transliteracy charts a new way forward for writing programs, with a call to focus on global rather than national identity.
At the onset of modernity in the sixteenth century, literature and history were wrenched apart. Wlad Godzich, one of the animators of the turn toward literary theory, seeks to restore historical consciousness to criticism after a period of painful depression. In this sweeping study, he considers the emergence of the modern state, the institutions and disciplines of culture and learning, as well as the history of philosophy, the history of historiography, and literary history itself. He offers a powerful account of semiotics; an important critical perspective on narratology; a profound discussion of deconstruction; and many brief, practical demonstrations of why Kant, Hegel, and Heidegger remain essential resources for contemporary critical thought.
The culture of literacy is on the wane, Godzich argues. Throughout the modern period, language has been the institution that provided the condition of possibility for all other institutions, from university to church to state. But the pervasive crisis of meaning we now experience is the result of a shift in the modes of production of knowledge. The culture of literacy has been faced with transformations it cannot accommodate, and the existing organization of knowledge has been challenged. By wedding literature to a reflective practice of history, Godzich leads us toward a critique of political reason, and a profound sense of how postmodernity can overcome by deftly sidestepping the modern. This book will bring to a wider audience the work of a writer who is recognized as one of the most commanding figures of his generation for range, learning, and capacity for innovation.
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