In Critical Transitions: Writing and the Question of Transfer, Chris Anson and Jessie Moore offer an important new collection about prior learning and transfer theories that asks what writing knowledge should transfer, how we might recognize that transfer, and what the significance is—from a global perspective—of understanding knowledge transformation related to writing. The contributors examine strategies for supporting writers' transfer at key critical transitions, including transitions from high-school to college, from first-year writing to writing in the major and in the disciplines, between self-sponsored and academic writing, and between languages. The collection concludes with an epilogue offering next steps in studying and designing for writing transfer.

Contributors: Linda Adler-Kassner, Chris M. Anson, Stuart Blythe, Scott Chien-Hsiung Chiu, Irene Clark, Nicolette Mercer Clement, Stacey M. Cozart, Gita DasBender, Christiane Donahue, Dana Lynn Driscoll, Dana R. Ferris, Gwen Gorzelsky, Regina A. McManigell Grijalva, Carol Hayes, Hogan Hayes, Tine Wirenfeldt Jensen, Ed Jones, Ketevan Kupatadze, Jessie L. Moore, Joe Paszek, Donna Qualley, Liane Robertson, Paula Rosinski, Kara Taczak, Elizabeth Wardle, Carl Whithaus, Gitte Wichmann-Hansen, Kathleen Blake Yancey

Critics will always disagree, but, maintains Wayne Booth, their disagreement need not result in critical chaos. In Critical Understanding, Booth argues for a reasoned pluralism—a criticism more various and resourceful than can be caught in any one critic's net. He relates three noted pluralists—Ronald Crane, Kenneth Burke, and M. H. Abrams—to various currently popular critical approaches. Throughout, Booth tests the abstractions of metacriticism against particular literary works, devoting a substantial portion of his discussion to works by W. H. Auden, Henry James, Oliver Goldsmith, and Anatole France.

On the surface, postcolonial studies and composition studies appear to have little in common. However, they share a strikingly similar goal: to provide power to the words and actions of those who have been marginalized or oppressed. Postcolonial studies accomplishes this goal by opening a space for the voices of “others” in traditional views of history and literature. Composition studies strives to empower students by providing equal access to higher education and validation for their writing.

For two fields that have so much in common, very little dialogue exists between them. Crossing Borderlands attempts to establish such an exchange in the hopes of creating a productive “borderland” where they can work together to realize common goals.

With growing anxiety about American identity fueling debates about the nation’s borders, ethnicities, and languages, Crossing Borders, Drawing Boundaries provides a timely and important rhetorical exploration of divisionary bounds that divide an Us from a Them. The concept of “border” calls for attention, and the authors in this collection respond by describing it, challenging it, confounding it, and, at times, erasing it.

Motivating us to see anew the many lines that unite, divide, and define us, the essays in this volume highlight how discourse at borders and boundaries can create or thwart conditions for establishing identity and admitting difference. Each chapter analyzes how public discourse at the site of physical or metaphorical borders presents or confounds these conditions and, consequently, effective participation—a key criterion for a modern democracy. The settings are various, encompassing vast public spaces such as cities and areas within them; the rhetorical spaces of history books, museum displays, activist events, and media outlets; and the intimate settings of community and classroom conversations.

Crossing Borders, Drawing Boundaries shows how rich communication can be when diverse cultures intersect and create new opportunities for human connection, even while different populations, cultures, age groups, and political parties adopt irreconcilable positions. It will be of interest to scholars in rhetoric and literacy studies and students in rhetorical analysis and public discourse.

Contributors include Andrea Alden, Cori Brewster, Robert Brooke, Randolph Cauthen, Jennifer Clifton, Barbara Couture, Vanessa Cozza, Anita C. Hernández, Roberta J. Herter, Judy Holiday, Elenore Long, José A. Montelongo, Karen P. Peirce, Jonathan P. Rossing, Susan A. Schiller, Christopher Schroeder, Tricia C. Serviss, Mónica Torres, Kathryn Valentine, Victor Villanueva, and Patti Wojahn.

Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs.

The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings.

Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection.

Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy

Winner, 2020 Outstanding Book Award, Critical/Cultural Studies Division of the National Communication Association

Recent pieces by NPR, the BBC, and Forbes have called attention to the power of voice—positing that “your voice is the secret to getting hired” and that “voice can accelerate or hold back a career.” While it has become clearer that such things as pitch and intonation can be tied to assumptions about one’s gender, race/ethnicity, and class, studying voice as a socially constructed artifact carries with it unique challenges. In response, Culturally Speaking: The Rhetoric of Voice and Identity in a Mediated Culture presents an innovative approach to studying the spoken voice in media, showing how racial and gendered oppression bubble beneath the surface of American culture’s most recognized speaking voices, spreading invisible messages about which kinds of vocal identities are privileged and which kinds should be silenced.
 
Through her analysis of prominent voices in American culture—including Morgan Freeman, Tina Fey, Barack Obama, Adele, Dave Chappelle, Richard Pryor, and George Lopez—Amanda Nell Edgar argues that voices carry a residue of the particular cultural environments in which they are formed, and that these environments can be traced and analyzed to add a sonic dimension to our understanding of race and gender as rhetorically situated identities—pushing back against the often-unnoticed systems of sound-based discrimination.

"Anthropologists and students of anthropology may read this book because it is a superior ethnography, detailed and enriched by theoretical insights. But at the heart of this book is a moral take, a simple but powerful story about an indigenous people who were wronged, who resisted for more than 100 years, and who may yet prevail. This message, ultimately, lends the book its true meaning and value."—William Rodman, Anthropologica

"A major contribution to the ethnography and history of Malaita and Melanesia, and to the growing literature on cultural resistance. But above all, his humane and painful analysis of the meeting of peoples living in different worlds and constructing their agendas and moralities on incommensurate—and apparently equally arbitrary—principles, represents a major contribution and challenge to anthropological thought, addressing the basic issue of what it is to be human."—Fredrik Barth