front cover of Cajun Women and Mardi Gras
Cajun Women and Mardi Gras
Reading the Rules Backward
Carolyn E. Ware
University of Illinois Press, 2006

Cajun Women and Mardi Gras is the first book to explore the importance of women’s contributions to the country Cajun Mardi Gras tradition, or Mardi Gras “run.” Most Mardi Gras runs--masked begging processions through the countryside, led by unmasked capitaines--have customarily excluded women. Male organizers explain that this rule protects not only the tradition’s integrity but also women themselves from the event’s rowdy, often drunken, play. 
Throughout the past twentieth century, and especially in the past fifty years, women in some prairie communities have insisted on taking more active and public roles in the festivities. Carolyn E. Ware traces the history of women’s participation as it has expanded from supportive roles as cooks and costume makers to increasingly public performances as Mardi Gras clowns and (in at least one community) capitaines. Drawing on more than a decade of fieldwork interviews and observation in Mardi Gras communities, Ware focuses on the festive actions in Tee Mamou and Basile to reveal how women are reshaping the celebration as creative artists and innovative performers.

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The Case for Critical Literacy
A History of Reading in Writing Studies
Alice S. Horning
Utah State University Press, 2024
The Case for Critical Literacy explores the history of reading within writing studies and lays the foundation for understanding the impact of this critical, yet often untaught, skill. Every measure of students’ reading comprehension, whether digital or analog, demonstrates that between 50 and 80 percent of students are unable to capture the substance of a full discussion or evaluate material for authority, accuracy, currency, relevancy, appropriateness, and bias.
 
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.
 
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Chasing Literacy
Reading and Writing in an Age of Acceleration
Daniel Keller
Utah State University Press, 2013
Arguing that composition should renew its interest in reading pedagogy and research, Chasing Literacy offers writing instructors and literacy scholars a framework for understanding and responding to the challenges posed by the proliferation of interactive and multimodal communication technologies in the twenty-first century.

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.

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Chivalry, Reading, and Women's Culture in Early Modern Spain
From Amadís de Gaula to Don Quixote
Stacey Triplette
Amsterdam University Press, 2018
The Iberian chivalric romance has long been thought of as an archaic, masculine genre and its popularity as an aberration in European literary history. Chivalry, Reading, and Women’s Culture in Early Modern Spain contests this view, arguing that the surprisingly egalitarian gender politics of Spain’s most famous romance of chivalry has guaranteed it a long afterlife. Amadís de Gaula had a notorious appeal for female audiences, and the early modern authors who borrowed from it varied in their reactions to its large cast of literate female characters. Don Quixote and other works that situate women as readers carry the influence of Amadís forward into the modern novel. When early modern authors read chivalric romance, they also read gender, harnessing the female characters of the source text to a variety of political and aesthetic purposes.
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Ciardi Himself
Fifteen Essays in the Reading, Writing, and Teaching of Poetry
John Ciardi
University of Arkansas Press, 1989
An excellent introduction to the man and his thoughts on the painstaking craftsmanship involved in the art of writing poetry, Ciardi Himself includes some hard lessons, but in the hands of this master teacher, the going is easy.
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Closely and Consciously
Reading and the US Women's Liberation Movement
Yung-Hsing Wu
University of Massachusetts Press, 2024

The significant archive of writing that came out of the women’s liberation movement in the United States, from 1965 to 1980, speaks to the value activists placed on reading as an act that is at once personal and yet also about the collective good. Yung-Hsing Wu examines the importance of reading—personal, professional, vocational, aesthetic, and always political—and how the act itself brought a host of women, each with their own history with the movement, into relation, and into a belief in that relation. The value given to reading can be seen in the ways feminists pursued media representation; in consciousness-raising (CR) groups including shared reading in their meetings; in women opening bookstores, developing newsletters, establishing journals, and starting presses; and in corporate publishers pursuing feminist fiction.

Closely and Consciously crisscrosses distinct print spheres, including newsletters and periodicals produced by feminist cells and consciousness-raising groups, feminist presses seeking to articulate their visions for women’s writing, the emergence of feminist literary criticism in first-time monographs and newly established journals, personal and editorial correspondence, press records, and the publishing histories of bestsellers that testified to the increasingly broad popularity of women’s writing. Uniting all these disparate activists and media outlets, and providing crucial relationality, was reading. With a mix of close readings and archival research, Wu unpacks and interprets this central act of reading and why it matters during a crucial moment of feminist history.

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College in Prison
Reading in an Age of Mass Incarceration
Karpowitz, Daniel
Rutgers University Press, 2017
Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different.

College in Prison chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities.

Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI’s development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—College in Prison makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States.
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Connecting Boys
American Library Association
American Library Association, 2003

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Connecting Boys With Books 2
Michael Sullivan
American Library Association, 2008

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Connecting Reading & Writing in Second Language Writing Instruction
Alan Hirvela
University of Michigan Press, 2004
Academic writing often requires students to incorporate material from outside sources (like statistics, ideas, quotations, paraphrases) into their own written texts-a particular obstacle for students who lack strong reading skills. In Connecting Reading and Writing in SecondLanguage Instruction, Alan Hirvela contends that second language writing students should be considered as readers first and advocates the integration of reading and writing instruction with a survey of theory, research, and pedagogy in the subject area.

Although the integrated reading-writing model has gained popularity in recent years, many teachers have little more than an intuitive sense of the connections between these skills. As part of the popular Michigan Series on Teaching Multilingual Writers, Connecting Reading and Writing in Second Language Instruction will provide invaluable background knowledge on this issue to ESL teachers in training, as well as teachers who are already practicing.
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front cover of Connecting Reading & Writing in Second Language Writing Instruction, Second Edition
Connecting Reading & Writing in Second Language Writing Instruction, Second Edition
Alan R. Hirvela
University of Michigan Press, 2016
In this substantively revised new edition, Hirvela moves beyond the argument he made in the first edition of the value of connecting reading and writing. This new edition explains various dimensions of those connections and offers a fresh look at how to implement them in L2 writing instruction. It also provides both new and experienced teachers of writing with a solid grounding in the theoretical foundations and pedagogical possibilities associated with reading-writing connections.
 
The new edition features two new chapters. The first is a chapter on assessment because students are now being asked to connect reading and writing in the classroom and on formal assessments like the TOEFL®. The second new chapter is an argument for accounting for transfer elements in the teaching and researching of reading-writing connections.
 
The goals of this revised volume are to provide: resources for those wishing to pursue reading-writing connections, summaries of the beliefs underlying those connections, ideas for teaching the connections in the classroom, and information about the work others have done to develop this domain of L2 writing.
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