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The Call
Eloquence in the Service of Truth
Craig R. Smith
Michigan State University Press, 2022
This book is a unique examination of the phenomenon of the call. Characterizing the call as a rhetorical event, the book identifies how speakers can use eloquence in the service of truth. Authors Craig R. Smith and Michael J. Hyde offer the rare combination of a phenomenology of the call linked closely to eloquence and explore this linkage by examining the components of eloquence, including examples of its misuse by George W. Bush and Donald Trump. The bulk of the text examines case studies of eloquence in the service of truth including epideictic, forensic, and deliberative eloquence, with examples drawn from addresses by Barack Obama, Daniel Webster, Ronald Reagan, Margaret Chase Smith, Susan Collins, and Mitt Romney. The authors also examine the Epistles of St. Paul, the writings of St. Augustine, and the preaching of Jonathan Edwards. Finally, the book explores eloquence in filmic narratives and dialogic communication between artists and writers, concluding with a study of the sublime and how it is evoked with awe using the work of Annie Dillard.
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Carnal Rhetoric
Milton’s Iconoclasm and the Poetics of Desire
Lana Cable
Duke University Press, 1995
In recent years, New Historicists have situated the iconoclasm of Milton’s poetry and prose within the context of political, cultural, and philosophical discourses that foreshadow early modernism. In Carnal Rhetoric, Lana Cable carries these investigations further by exploring the iconoclastic impulse in Milton’s works through detailed analyses of his use of metaphor. Building on a provocative iconoclastic theory of metaphor, she breaks new ground in the area of affective stylistics, not only as it pertains to the writings of Milton but also to all expressive language.
Cable traces the development of Milton’s iconoclastic poetics from its roots in the antiprelatical tracts, through the divorce tracts and Areopagitica, to its fullest dramatic representation in Eikonoklastes and Samson Agonistes. Arguing that, like every creative act, metaphor is by nature a radical and self-transgressing agent of change, she explores the site where metaphoric language and imaginative desire merge. Examining the demands Milton places on metaphor, particularly his emphasis on language as a vehicle for mortal redemption, Cable demonstrates the ways in which metaphor acts for him as that creative and radical agent of change. In the process, she reveals Milton’s engagement, at the deepest levels of linguistic creativity, with the early modern commitment to an imaginative and historic remaking of the world.
An insightful and synthetic book, Carnal Rhetoric will appeal to scholars of English literature, Milton, and the Renaissance, as well as to those with an interest in the theory of affective stylistics as it pertains to reader-response criticism, semantics, epistemology, and the philosophy and psychology of language.
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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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The Case for Single Motherhood
Contemporary Maternal Identities and Family Formations
Katherine E. Mack
University of Alabama Press, 2024
Delves into the rhetorical work of elective single mothers (ESMs) in the late twentieth- and early twenty-first centuries as they sought—and continue to seek—to legitimize their maternal identities and family formations

Scholars of rhetoric have largely overlooked the inherent rhetoricity of family. In The Case for Single Motherhood, Katherine Mack posits family as a central concern of rhetorical studies by reflecting on how language is used by single mothers who seek to reenvision the personal, social, and political meanings of family.

Drawing on intersectional and rhetorical theories, Mack demonstrates how the category of elective single motherhood emerged in response to the historically differential treatment of “unwed mothers” along racial and class lines. Through her readings of a range of self-sponsored ESM texts—guidebooks, memoirs, and interactive digital media written by and primarily for other ESMs—and from her perspective as an elective single mother herself, Mack evaluates the rhetorical power, as well as the exclusions and hierarchies, that the ESM label effects. She analyzes how ESMs envision motherhood, visions that entail their musings about who can and should mother. Ultimately, Mack offers women who are considering nonnormative paths to motherhood a way to affirm their maternal identities and paths without disparaging others’.

Scholars in the fields of rhetoric and feminist rhetorical studies will find in this volume an illuminating perspective on the rhetorical power of self-sponsored texts in particular. Crafting a methodology to identify and evaluate the goals and effects of legitimacy work and selecting sources that bring academic attention to varied genres of self-sponsored writings, Mack paves the way for future rhetorical studies of motherhood and family.
 
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Center Will Hold
edited by Michael A. Pemberton & Joyce Kinkead
Utah State University Press, 2003

In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges.

Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field.

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Chaim Perelman
Alan G. Gross and Ray D. Dearin
Southern Illinois University Press, 2002
This accessible book examines the philosophical foundations of Chaim Perel­man's rhetorical theory. In addition to offering a brief biography, it explores Perelman's deep philosophical commitments and his concern for the ways in which the details of actual texts realize those commitments. The authors show that Perelman still reigns supreme when it comes to the elucidation of actual texts. His is a micro-analysis of arguments, one that is endlessly suggestive of ways of analyzing texts at the level of the word and phrase, the arrangement of parts, and the structure of arguments.
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Chain of Gold
Greek Rhetoric in the Roman Empire
Susan C. Jarratt
Southern Illinois University Press, 2019
Barred from political engagement and legal advocacy, the second sophists composed and performed epideictic works for audiences across the Mediterranean world during the early centuries of the Common Era. In a wide-ranging study, author Susan C. Jarratt argues that these artfully wrought discourses, formerly considered vacuous entertainments, constitute intricate negotiations with the absolute power of the Roman Empire. Positioning culturally Greek but geographically diverse sophists as colonial subjects, Jarratt offers readings that highlight ancient debates over free speech and figured discourse, revealing the subtly coded commentary on Roman authority and governance embedded in these works.
 
Through allusions to classical Greek literature, sophists such as Dio Chrysostom, Aelius Aristides, and Philostratus slipped oblique challenges to empire into otherwise innocuous works. Such figures protected their creators from the danger of direct confrontation but nonetheless would have been recognized by elite audiences, Roman and Greek alike, by virtue of their common education.  Focusing on such moments, Jarratt presents close readings of city encomia, biography, and texts in hybrid genres from key second sophistic figures, setting each in its geographical context. Although all the authors considered are male, the analyses here bring to light reflections on gender, ethnicity, skin color, language differences, and sexuality, revealing an underrecognized diversity in the rhetorical activity of this period.
While US scholars of ancient rhetoric have focused largely on the pedagogical, Jarratt brings a geopolitical lens to her study of the subject. Her inclusion of fourth-century texts—the Greek novel Ethiopian Story, by Heliodorus, and the political orations of Libanius of Antioch—extends the temporal boundary of the period. She concludes with speculations about the pressures brought to bear on sophistic political subjectivity by the rise of Christianity and with ruminations on a third sophistic in ancient and contemporary eras of empire.
 
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Changing Conceptions, Changing Practices
Innovating Teaching across Disciplines
edited by Angela Glotfelter, Caitlin Martin, Mandy Olejnik, Ann Updike & Elizabeth Wardle
Utah State University Press, 2022
Changing Conceptions, Changing Practices demonstrates that it is possible for groups of faculty members to change teaching and learning in radical ways across their programs, despite the current emphasis on efficiency and accountability. Relating the experiences of faculty from disciplines as diverse as art history, economics, psychology, and philosophy, this book offers a theory- and research-based heuristic for helping faculty transform their courses and programs, as well as practical examples of the heuristic in action.
 
The authors draw on the threshold concepts framework, research in writing studies, and theories of learning, leadership, and change to deftly explore why faculty are often stymied in their efforts to design meaningful curricula for deep learning and how carefully scaffolded professional development for faculty teams can help make such change possible. This book is a powerful demonstration of how faculty members can be empowered when professional development leaders draw on a range of scholarship that is not typically connected.
 
In today’s climate, courses, programs, and institutions are often assessed by and rewarded for proxy metrics that have little to do with learning, with grave consequences for students. The stakes have never been higher, particularly for public higher education. Faculty members need opportunities to work together using their own expertise and to enact meaningful learning opportunities for students. Professional developers have an important role to play in such change efforts.
 
WAC scholars and practitioners, leaders of professional development and centers for teaching excellence, program administrators and curriculum committees from all disciplines, and faculty innovators from many fields will find not only hope but also a blueprint for action in Changing Conceptions, Changing Practices.
 
Contributors: Juan Carlos Albarrán, José Amador, Annie Dell'Aria, Kate de Medeiros, Keith Fennen, Jordan A. Fenton, Carrie E. Hall, Elena Jackson Albarrán, Erik N. Jensen, Vrinda Kalia, Janice Kinghorn, Jennifer Kinney, Sheri Leafgren, Elaine Maimon, Elaine Miller, Gaile Pohlhaus Jr., Jennifer J. Quinn, Barbara J. Rose, Scott Sander, Brian D. Schultz, Ling Shao, L. James Smart, Pepper Stetler
 
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Changing Minds
Women and the Political Essay, 1960-2001
Ann Jurecic
University of Pittsburgh Press, 2023
How Five Prominent Women Writers Reshaped the Essay in the Late Twentieth Century

In Changing Minds: Women and the Political Essay, 1960–2000, Ann Jurečič documents the work of five paradigm-shifting essayists who transformed American thought about urgent political issues. Rachel Carson linked science and art to explain how pesticides threatened the Earth’s ecosystems. Hannah Arendt redefined “evil” for a secular age after Eichmann was tried in Jerusalem. Susan Sontag’s interest in the intersection of politics and aesthetics led her to examine the ethics of looking at photographs of suffering. Joan Didion became a political essayist when she questioned how rhetoric and sentimental narratives corrupted democratic ideals. Patricia J. Williams continues to write about living under a justice system that has attempted to neutralize race, gender, and the meaning of history. These writers reacted to the stressors of the late twentieth century and in response reshaped the essay for their own purposes in profound ways. With this volume, Jurečič begins to correct the longstanding dearth of scholarly studies on the importance of women and their political essays—works that continue to be relevant more than two decades into the twenty-first century. 
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Changing of Knowledge in Composition
Contemporary Perspectives
Lance Massey and Richard C Gephardt
Utah State University Press, 2011

Lance Massey and Richard Gebhardt offer in this collection many signs that composition again faces a moment of precariousness, even as it did in the 1980s—the years of the great divorce from literary studies. The contours of writing in the university again are rapidly changing, making the objects of scholarship in composition again unstable. Composition is poised to move not from modern to postmodern but from process to postprocess, from a service-oriented "field" to a research-driven "discipline." Some would say we are already there. Momentum is building to replace "composition" and the pedagogical imperative long implied in that term with a "writing studies" model devoted to the study of composition as a fundamental tool of, and force within, all areas of human activity.

Appropriately, contributors here use Stephen M. North's 1987 book The Making of Knowledge in Composition to frame and background their discussion, as they look at both the present state of the field and its potential futures. As in North's volume, The Changing of Knowledge in Composition describes a body of research and pedagogy brimming with conflicting claims, methodologies, and politics, and with little consensus regarding the proper subjects and modes of inquiry.

The deep ambivalence within the field itself is evident in this collection. Contributors here envision composition both as retaining its commitment to broad-based, generalized writing instruction and as heading toward content-based vertical writing programs in departments and programs of writing studies. They both challenge and affirm composition's pedagogical heritage. And they sound both sanguine and pessimistic notes about composition's future.

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Changing the Subject
A Theory of Rhetorical Empathy
Lisa Blankenship
Utah State University Press, 2019
Changing the Subject explores ways of engaging across difference. In this first book-length study of the concept of empathy from a rhetorical perspective, Lisa Blankenship frames the classical concept of pathos in new ways and makes a case for rhetorical empathy as a means of ethical rhetorical engagement. The book considers how empathy can be a deliberate, conscious choice to try to understand others through deep listening and how language and other symbol systems play a role in this process that is both cognitive and affective.
 
Departing from agonistic win-or-lose rhetoric in the classical Greek tradition that has so strongly influenced Western thinking, Blankenship proposes that we ourselves are changed (“changing the subject” or the self) when we focus on trying to understand rather than simply changing an Other. This work is informed by her experiences growing up in the conservative South and now working as a professor in New York City, as well as the stories and examples of three people working across profound social, political, class, and gender differences: Jane Addams’s activist work on behalf of immigrants and domestic workers in Gilded Age Chicago; the social media advocacy of Brazilian rap star and former maid Joyce Fernandes for domestic worker labor reform; and the online activist work of Justin Lee, a queer Christian who advocates for greater understanding and inclusion of LGBTQ+ people in conservative Christian churches.
 
A much-needed book in the current political climate, Changing the Subject charts new theoretical ground and proposes ways of integrating principles of rhetorical empathy in our everyday lives to help fight the temptations of despair and disengagement. The book will appeal to students, scholars, and teachers of rhetoric and composition as well as people outside the academy in search of new ways of engaging across differences.
 
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Changing the Subject in English Class
Discourse and the Constructions of Desires
Marshall W. Alcorn Jr.
Southern Illinois University Press, 2002

Drawing on the theoretical work of Jacques Lacan, Marshall W. Alcorn Jr. formulates a systematic explanation of the function and value of desire in writing instruction.

Alcorn argues that in changing the subject matter of writing instruction in order to change student opinions, composition instructors have come to adopt an insufficiently complex understanding of subjectivity. This oversimplification hinders attempts to foster cultural change. Alcorn proposes an alternative mode of instruction that makes effective use of students’ knowledge and desire. The resulting freedom in expression—personal as well as political—engenders the recognition, circulation, and elaboration of desire necessary for both human communication and effective politics.

Responding to James Berlin’s reconception of praxis in the classroom, Theresa Ebert’s espousal of disciplined instructions, and Lester Faigley’s introduction of a postmodern theory of subjectivity, Alcorn follows both Lacan and Slavoj Žižek in insisting desire be given free voice and serious recognition. In composition as in politics, desire is the ground of agency. Competing expressions of desire should generate a dialectic in social-epistemic discourse that encourages enlightenment over cynicism and social development over authoritarian demands.

With clarity and personal voice, Alcorn explains how discourse is rooted in primitive psychological functions of desire and responds to complex cultural needs. In its theoretical scope this book describes a new pedagogy that links thought to emotion and the personal to the social.

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Changing the Way We Teach
Writing and Resistance in the Training of Teaching Assistants
Sally Barr Ebest
Southern Illinois University Press, 2005
Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants draws on eighteen case studies to illustrate the critical role writing plays in overcoming graduate student resistance to instruction, facilitating change, and developing professional identity. Sally Barr Ebest argues that teaching assistants in English must be actively engaged in the theory and practice underlying composition pedagogy in order to better understand how to alter the way they teach and why such change is necessary.

 

In illustrating the potential for change when the paradigm shift in composition is applied to graduate education, Ebest considers recent discussions of composition pedagogy; post-secondary teaching theories; cognitive, social cognitive, and educational psychology; and issues of gender, voice, and writing.

 

Stemming from research conducted over a five-year period, this volume explores how a cross-section of teaching assistants responded to pedagogy as students and how their acceptance of pedagogy affected their performance as instructors. Investigating reasons behind manifestations of resistance and necessary elements for overcoming it, Ebest finds that engagement in composition strategies— reflective writing, journaling, drafting, and active learning— and restoration of feelings of self-efficacy are the primary factors that facilitate change.

 

Concerned with gender as it relates to personal construct, Changing the Way We Teach traces the influence of familial expectations and the effects of literacy experiences on students and draws correlations between feminist and composition pedagogy. Ebest asserts that the phenomena contributing to the development of a strong, unified voice in women— self-knowledge, empathy, positive role models, and mentors— should be essential elements of a constructivist graduate curriculum.

 

To understand composition pedagogy and to convince students of its values, Ebest holds that educators must embrace it themselves and trace the effects through active research. By providing graduate students with pedagogical sites for research and reflection, faculty enable them to express their anger or fear, study its sources, and quite often write their way to a new understanding.

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Changing Their Minds?
Donald Trump and Presidential Leadership
George C. Edwards III
University of Chicago Press, 2021
Despite popular perceptions, presidents rarely succeed in persuading either the public or members of Congress to change their minds and move from opposition to particular policies to support of them. As a result, the White House is not able to alter the political landscape and create opportunities for change. Instead, successful presidents recognize and skillfully exploit the opportunities already found in their political environments. If they fail to understand their strategic positions, they are likely to overreach and experience political disaster.
 
Donald Trump has been a distinctive president, and his arrival in the Oval Office brought new questions. Could someone with his decades of experience as a self-promoter connect with the public and win its support? Could a president who is an experienced negotiator obtain the support in Congress needed to pass his legislative programs? Would we need to adjust the theory of presidential leadership to accommodate a president with unique persuasive skills?
 
Building on decades of research and employing extensive new data, George C. Edwards III addresses these questions. He finds that President Trump has been no different than other presidents in being constrained by his environment. He moved neither the public nor Congress. Even for an experienced salesman and dealmaker, presidential power is still not the power to persuade. Equally important was the fact that, as Edwards shows, Trump was not able to exploit the opportunities he had. In fact, we learn here that the patterns of the president’s rhetoric and communications and his approach to dealing with Congress ultimately lessened his chances of success. President Trump, it turns out, was often his own agenda’s undoing.
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The Chattering Mind
A Conceptual History of Everyday Talk
Samuel McCormick
University of Chicago Press, 2020

From Plato’s contempt for “the madness of the multitude” to Kant’s lament for “the great unthinking mass,” the history of Western thought is riddled with disdain for ordinary collective life. But it was not until Kierkegaard developed the term chatter that this disdain began to focus on the ordinary communicative practices that sustain this form of human togetherness. 

The Chattering Mind explores the intellectual tradition inaugurated by Kierkegaard’s work, tracing the conceptual history of everyday talk from his formative account of chatter to Heidegger’s recuperative discussion of “idle talk” to Lacan’s culminating treatment of “empty speech”—and ultimately into our digital present, where small talk on various social media platforms now yields big data for tech-savvy entrepreneurs.

In this sense, The Chattering Mind is less a history of ideas than a book in search of a usable past. It is a study of how the modern world became anxious about everyday talk, figured in terms of the intellectual elites who piqued this anxiety, and written with an eye toward recent dilemmas of digital communication and culture. By explaining how a quintessentially unproblematic form of human communication became a communication problem in itself, McCormick shows how its conceptual history is essential to our understanding of media and communication today.

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The Child before the Court
Judgment, Citizenship, and the Constitution
Timothy Barouch
University of Alabama Press, 2021
A study that challenges our notions about citizenship and judgment by considering the place of children in historical and contemporary legal discourse

Many of the most controversial political issues of our time focus on the actions and well-being of children such as Greta Thunberg’s climate movement; youth activists standing up for racial justice, safe schools, and an equitable economy; and the furor over separating migrant children from their families. When do we treat children as competent citizens, when do we treat them as dependents in need of protection, and why?
 
The Child before the Court: Judgment, Citizenship, and the Constitution provides answers to these foundational questions. It analyzes landmark US Supreme Court cases involving children’s free speech and due process rights and argues that our ideas about civic and legal judgment are deeply contested concepts instead of simple character traits. These cases serve as analytic touchstones for these problems, and the Court’s opinions seemingly articulate clear rules through a pragmatic balancing of interests.
 
Timothy Barouch shows how these cases continually reshape constitutional thought, breaking from a vocabulary of wardship and recasting the child as a liberal individual. He analyzes these legal opinions as judicial novelizations and focuses on their rhetorical markers: the range of tropes, idioms, figures, and arguments that emerge across nearly two centuries of jurisprudence in this important but oft-neglected area. The careful and subtle readings of these cases demonstrate how judicial representations of the child provide key resources for thinking about the child as citizen and, more broadly, citizenship itself. It serves as a bold call to think through the relationship between the liberal individual and the problem of civic judgment as it manifests in public culture in a wide array of contexts at a time when liberal democracy is under siege.
 
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Childfree and Happy
Transforming the Rhetoric of Women's Reproductive Choices
Courtney Adams Wooten
Utah State University Press, 2023
Childfree and Happy examines how millennia of reproductive beliefs (or doxa) have positioned women who choose not to have children as deviant or outside the norm. Considering affect and emotion alongside the lived experiences of women who have chosen not to have children, Courtney Adams Wooten offers a new theoretical lens to feminist rhetorical scholars’ examinations of reproductive rhetorics and how they circulate through women’s lives by paying attention not just to spoken or written beliefs but also to affectual circulations of reproductive doxa.
 
Through interviews with thirty-four childfree women and analysis of childfree rhetorics circulating in historical and contemporary texts and events, this book demonstrates how childfree women individually and collectively try to speak back to common beliefs about their reproductive experiences, even as they struggle to make their identities legible in a sociocultural context that centers motherhood. Childfree and Happy theorizes how affect and rhetoric work together to circulate reproductive doxa by using Sara Ahmed’s theories of gendered happiness scripts to analyze what reproductive doxa is embedded in those scripts and how they influence rhetoric by, about, and around childfree women.
 
Delving into how childfree women position their decision not to have children and the different types of interactions they have with others about this choice, including family members, friends, colleagues, and medical professionals, Childfree and Happy also explores how communities that make space for alternative happiness scripts form between childfree women and those who support them. It will be of interest to scholars in the fields of the rhetoric of motherhood/mothering, as well as feminist rhetorical studies.
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Christianity and the Mass Media in America
Toward a Democratic Accommodation
Quentin J. Schultze
Michigan State University Press, 2003

The mass media and religious groups in America regularly argue about news bias, sex and violence on television, movie censorship, advertiser boycotts, broadcast and film content rating systems, government regulation of the media, the role of mass evangelism in a democracy, and many other issues. In the United States the major disputes between religion and the media usually have involved Christian churches or parachurch ministries, on the one hand, and the so-called secular media, on the other. Often the Christian Right locks horns with supposedly liberal Eastern media elite and Hollywood entertainment companies. When a major Protestant denomination calls for an economic boycott of Disney, the resulting news reports suggest business as usual in the tensions between faith groups and media empires.
    Schultze demonstrates how religion and the media in America have borrowed each other’s rhetoric. In the process, they have also helped to keep each other honest, pointing out respective foibles and pretensions. Christian media have offered the public as well as religious tribes some of the best media criticism— better than most of the media criticism produced by mainstream media themselves. Meanwhile, mainstream media have rightly taken particular churches to task for misdeeds as well as offered some surprisingly good depictions of religious life.
     The tension between Christian groups and the media in America ultimately is a good thing that can serve the interest of democratic life. As Alexis de Tocqueville discovered in the 1830s, American Christianity can foster the “habits of the heart” that ward off the antisocial acids of radical individualism. And, as John Dewey argued a century later, the media offer some of our best hopes for maintaining a public life in the face of the religious tribalism that can erode democracy from within. Mainstream media and Christianity will always be at odds in a democracy. That is exactly the way it should be for the good of each one.
 

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Cicero on Oratory and Orators
Translated by J.S. Watson. Introduction by Ralph A. Micken. Foreword by David Potter. Preface by Richard Leo Enos
Southern Illinois University Press, 1986

Contains Cicero’s De Oratore and Brutus, influential sources over the centuries for ideas on rhetoric and train­ing for public leadership.

The De Oratore, written in 55 B.C., argues that rhetoric is socially significant because states are established and main­tained through the leadership of eloquent men.

The three books of dialogues in this volume feature discussions between well-known figures in Roman history, in­cluding Lucius Crassus, Marcus An­tonius, Quintus Lutatius Catulus, Quin­tus Marcius Scaevola, Caius Aurelius Cotta, Julius Caesar Strabo Vopicus, and Publius Sulpicus Rufus.

The Brutus continues the theme of the dialogues, giving a history of eminent orators whose performances exemplify the Ciceronian theory that rhetoric final­ly adds up to leadership.

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Circulation, Writing, and Rhetoric
Laurie Gries
Utah State University Press, 2018

While it has long been understood that the circulation of discourse, bodies, artifacts, and ideas plays an important constitutive force in our cultures and communities, circulation, as a concept and a phenomenon, has been underexamined in studies of rhetoric and writing. In an effort to give circulation its rhetorical due, Circulation, Writing, and Rhetoric introduces a wide range of studies that foreground circulation in both theory and practice. Contributors to the volume specifically explore the connections between circulation and public rhetorics, urban studies, feminist rhetorics, digital communication, new materialism, and digital research.

Circulation is a cultural-rhetorical process that impacts various ecologies, communities, and subjectivities in an ever-increasing globally networked environment. As made evident in this collection, circulation occurs in all forms of discursive production, from academic arguments to neoliberal policies to graffiti to tweets and bitcoins. Even in the case of tombstones, borrowed text achieves only partial stability before it is recirculated and transformed again. This communicative process is even more evident in the digital realm, the underlying infrastructures of which we have yet to fully understand.

As public spaces become more and more saturated with circulating texts and images and as networked relations come to the center of rhetorical focus, Circulation, Writing, and Rhetoric will be a vital interdisciplinary resource for approaching the contemporary dynamics of rhetoric and writing.

Contributors: Aaron Beveridge, Casey Boyle, Jim Brown, Naomi Clark, Dànielle Nicole DeVoss, Rebecca Dingo, Sidney I. Dobrin, Jay Dolmage, Dustin Edwards, Jessica Enoch, Tarez Samra Graban, Byron Hawk, Gerald Jackson, Gesa E. Kirsch, Heather Lang, Sean Morey, Jenny Rice, Thomas Rickert, Jim Ridolfo, Nathaniel A. Rivers, Jacqueline Jones Royster, Donnie Johnson Sackey, Michele Simmons, Dale M. Smith, Patricia Sullivan, John Tinnell, Kathleen Blake Yancey

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Citizen Science in the Digital Age
Rhetoric, Science, and Public Engagement
James Wynn
University of Alabama Press, 2016
A discussion of the benefits and pitfalls of citizen science—scientific undertakings that make use of public participation and crowd-sourced data collection

James Wynn’s timely investigation highlights scientific studies grounded in publicly gathered data and probes the rhetoric these studies employ. Many of these endeavors, such as the widely used SETI@home project, simply draw on the processing power of participants’ home computers; others, like the protein-folding game FoldIt, ask users to take a more active role in solving scientific problems. In Citizen Science in the Digital Age: Rhetoric, Science, and Public Engagement, Wynn analyzes the discourse that enables these scientific ventures, as well as the difficulties that arise in communication between scientists and lay people and the potential for misuse of publicly gathered data.
 
Wynn puzzles out the intricacies of these exciting new research developments by focusing on various case studies. He explores the Safecast project, which originated from crowd-sourced mapping for Fukushima radiation dispersal, arguing that evolving technologies enable public volunteers to make concrete, sound, science-based arguments. Additionally, he considers the potential use of citizen science as a method of increasing the public’s identification with the scientific community, and contemplates how more collaborative rhetoric might deepen these opportunities for interaction and alignment. Furthermore, he examines ways in which the lived experience of volunteers may be integrated with expert scientific knowledge, and also how this same personal involvement can be used to further policy agendas.

Precious few texts explore the intersection of rhetoric, science, and the Internet. Citizen Science in the Digital Age fills this gap, offering a clear, intelligent overview of the topic intended for rhetoric and communication scholars as well as practitioners and administrators in a number of science-based disciplines. With the expanded availability of once inaccessible technologies and computing power to laypeople, the practice of citizen science will only continue to grow. This study offers insight into how—given prudent application and the clear articulation of common goals—citizen science might strengthen the relationships between scientists and laypeople.
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Civic Engagement in Global Contexts
International Education, Community Partnerships, and Higher Education
Jim Bowman
Utah State University Press, 2021
This volume examines the role of writing, rhetoric, and literacy programs and approaches in the practice of civic engagement in global contexts. Writing programs have experience in civic engagement and service learning projects in their local communities, and their work is central to developing students’ literacy practices. Further, writing programs compel student writers to attend to audience needs and rhetorical exigencies as well as reflect on their own subject positions. Thus, they are particularly situated to partner with other units on college campuses engaged in global partnerships.
 
Civic Engagement in Global Contexts provides examples and evidence of the critical self-reflection and iteration with community partners that make these projects important and valuable. Throughout its thirteen chapters, this collection provides practical pedagogical and administrative approaches for writing studies faculty engaging with global learning projects, as well as nuanced insight into how to navigate contact zones from the planning stages of projects to the hard work of self-reflection and change.
 
Partnerships and projects across national borders compel the field of rhetoric and composition to think through the ethics of writing studies program design and teaching practices. Doing this difficult work can disrupt presumptive notions of ownership that faculty and administrators hold concerning the fields involved in these projects and can even lead to decentering rhetoric/composition and other assumptions held by US-based institutions of higher education. Civic Engagement in GlobalContexts will be useful to instructors, advisors, and project managers of students in faculty-led project learning in overseas settings, international service learning through foreign study programs, and foreign study itself and to faculty members introducing civic engagement and community-based learning projects with foreign students in overseas institutions.
 
Contributors: Olga Aksakalova, James Austin, Maria de Lourdes Caudillo Zambrano, Rebecca Charry Roje, Patricia M. Dyer, Tara E. Friedman, Bruce Horner, Kathryn Johnson Gindlesparger, Adela C. Licona, Ian Mauer, Joyce Meier, Susan V. Meyers, Sadia Mir, Stephen T. Russell

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Civic Jazz
American Music and Kenneth Burke on the Art of Getting Along
Gregory Clark
University of Chicago Press, 2015
Jazz is born of collaboration, improvisation, and listening. In much the same way, the American democratic experience is rooted in the interaction of individuals. It is these two seemingly disparate, but ultimately thoroughly American, conceits that Gregory Clark examines in Civic Jazz. Melding Kenneth Burke’s concept of rhetorical communication and jazz music’s aesthetic encounters with a rigorous sort of democracy, this book weaves an innovative argument about how individuals can preserve and improve civic life in a democratic culture.

Jazz music, Clark argues, demonstrates how this aesthetic rhetoric of identification can bind people together through their shared experience in a common project. While such shared experience does not demand agreement—indeed, it often has an air of competition—it does align people in practical effort and purpose. Similarly, Clark shows, Burke considered Americans inhabitants of a persistently rhetorical situation, in which each must choose constantly to identify with some and separate from others. Thought-provoking and path-breaking, Clark’s harmonic mashup of music and rhetoric will appeal to scholars across disciplines as diverse as political science, performance studies, musicology, and literary criticism.
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Civilizing the Enemy
German Reconstruction and the Invention of the West
Patrick Thaddeus Jackson
University of Michigan Press, 2006
For the past century, politicians have claimed that "Western Civilization" epitomizes democratic values and international stability. But who is a member of "Western Civilization"? Germany, for example, was a sworn enemy of the United States and much of Western Europe in the first part of the twentieth century, but emerged as a staunch Western ally after World War II.

By examining German reconstruction under the Marshall Plan, author Patrick Jackson shows how the rhetorical invention of a West that included Germany was critical to the emergence of the postwar world order. Civilizing the Enemy convincingly describes how concepts are strategically shaped and given weight in modern international relations, by expertly dissecting the history of "the West" and demonstrating its puzzling persistence in the face of contradictory realities.

"By revisiting the early Cold War by means of some carefully conducted intellectual history, Patrick Jackson expertly dissects the post-1945 meanings of "the West" for Europe's emergent political imaginary. West German reconstruction, the foundation of NATO, and the idealizing of 'Western civilization' all appear in fascinating new light."
--Geoff Eley, University of Michigan

"Western civilization is not given but politically made. In this theoretically sophisticated and politically nuanced book, Patrick Jackson argues that Germany's reintegration into a Western community of nations was greatly facilitated by civilizational discourse. It established a compelling political logic that guided the victorious Allies in their occupation policy. This book is very topical as it engages critically very different, and less successful, contemporary theoretical constructions and political deployments of civilizational discourse."
--Peter J. Katzenstein, Cornell University

"What sets Patrick Jackson's book apart is his attention, on the one hand, to philosophical issues behind the kinds of theoretical claims he makes and, on the other hand, to the methodological implications that follow from those claims. Few scholars are willing and able to do both, and even fewer are as successful as he is in carrying it off. Patrick Jackson is a systematic thinker in a field where theory is all the rage but systematic thinking is in short supply."
--Nicholas Onuf, Florida International University


Patrick Thaddeus Jackson is Assistant Professor of International Relations in American University's School of International Service.
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Claiming the Bicycle
Women, Rhetoric, and Technology in Nineteenth-Century America
Sarah Hallenbeck
Southern Illinois University Press, 2016
Although the impact of the bicycle craze of the late nineteenth century on women’s lives has been well documented, rarely have writers considered the role of women’s rhetorical agency in the transformation of bicycle culture and the bicycle itself. In Claiming the Bicycle, Sarah Hallenbeck argues that through their collective rhetorical activities, women who were widely dispersed in space, genre, and intention negotiated what were considered socially acceptable uses of the bicycle, destabilizing cultural assumptions about femininity and gender differences.
 
Hallenbeck describes the masculine culture of the “Ordinary” bicycle of the 1880s and the ways women helped bring about changes in this culture; asserts that women contributed to bicycle design, helping to produce the more gender-neutral “Safety” bicycle in response to discourse about their needs; and analyzes women writers’ uses of the new venue of popular magazines to shape a “bicycle girl” ethos that prompted new identities for women. The author considers not only how technical documents written by women bicyclists encouraged new riders to understand their activity as transforming gender definitions but also how women used bicycling as a rhetorical resource to influence medical discourse about their bodies.
 
Making a significant contribution to studies of feminist rhetorical historiography, rhetorical agency, and technical communication, Claiming the Bicycle asserts the utility of a distributed model of rhetorical agency and accounts for the efforts of widely dispersed actors to harness technology in promoting social change. 
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Classical Rhetoric and Contemporary Law
A Critical Reader
Edited by Francis J. Mootz III, Kirsten K. Davis, Brian N. Larson, and Kristen K. Tiscione
University of Alabama Press, 2024

Pairs passages from works of classical rhetoric with contemporary legal rulings to highlight and analyze their deep and abiding connections in matters of persuasion

Classical Rhetoric and Contemporary Law: A Critical Reader is a rich work that analyzes the interplay between ancient rhetorical traditions and modern legal practice, reestablishing the lost connections between law and classical rhetoric. From Isocrates’s Panegyricus in 380 BCE to the landmark US Supreme Court case Trump v. Hawaii in 2018, and from Antiphon’s fifth century BCE First Tetralogy to 1995’s O. J. Simpson trial, the volume draws on an array of sources to illuminate how ancient rhetorical insights may even today challenge and enrich our grasp of contemporary legal principles.


The collection opens with a brisk review of the historical development of rhetoric. The second part examines a pair of rhetorical theorists whose works frame the period across which classical rhetoric declined as a mode of thought. A contemporary appellate case contrasts with the work of Giambattista Vico, an eighteenth-century professor of rhetoric who warned of the separation of law from rhetoric. The analysis of the work of twentieth-century scholars Chaïm Perelman and Lucie Olbrects-Tyteca shows that where Cartesian rationality fails, the humanistic tradition of rhetoric allows the law to respond to the needs of justice. In the third part, ten case studies bring together a classical rhetorical theorist with a contemporary court case, demonstrating the abiding relevance of the classical tradition to contemporary jurisprudence.

With its cross-disciplinary appeal, Classical Rhetoric and Contemporary Law encompasses the work of legal, rhetorical, English, and communication scholars alike, catalyzing interactive exploration into the profound ways ancient rhetorical insights continue to shape our comprehension of today’s legal landscape.

CONTRIBUTORS
Vasileios Adamidis / Elizabeth C. Britt / Kirsten K. Davis / David A. Frank / Michael Gagarin / Eugene Garver / Mark A. Hannah / Catherine L. Langford / Brian N. Larson / Craig A. Meyer / Francis J. Mootz III / Susan E. Provenzano / Nick J. Sciullo / Kristen K. Tiscione / Laura A. Webb

 

 

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Classical Rhetoric in English Poetry
Brian Vickers
Southern Illinois University Press, 1989

Back in print after 17 years, this is a concise history of rhetoric as it relates to structure, genre, and style, with special reference to English literature and literary criticism from Ancient Greece to the end of the 18th century.

The core of the book is a quite original argument that the figures of rhetoric were not mere mechanical devices, were not, as many believed, a "nuisance, a quite sterile appendage to rhetoric to which (unaccountably) teachers, pupils, and writers all over the world devoted much labor for over 2,000 years." Rather, Vickers demonstrates, rhetoric was a stylized representation of language and human feelings.

Vickers supplements his argument through analyses of the rhetorical and emotional structure of four Renaissance poems. He also defines 16 of the most common figures of rhetoric, citing examples from the classics, the Bible, and major English poets from Chaucer to Pope.

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Climate Politics on the Border
Environmental Justice Rhetorics
Kenneth Walker
University of Alabama Press, 2022
Explores the ways climate change and extreme weather are negotiated politically in a border community
 
As a borderland city with generations of slow violence and extreme weather events like flash flooding and intense heat waves, San Antonio, Texas, speaks directly to global issues in climate politics. In Climate Politics on the Border: Environmental Justice Rhetorics, Kenneth Walker takes a place-based approach to his study of San Antonio to explore how extreme weather events and responses to them shape local places, publics, and politics, with an eye toward a future characterized by severe climate breakdown.
 
Attending to the local histories and micropolitics of San Antonio, Walker examines the effects of extreme weather events as they are experienced across radically inequitable social categories. These local histories serve as a guide, not just for future climates, which stand to be unprecedented, but for the necessary public and political responses to them. He shows how extreme weather events in the past have reinforced colonial social orders that weaken democratic goals of pluralism and equity. Conversely, he also shows how diverse coalitions have resisted and responded to these forces.
 
Walker examines the ethics of Latinx and Anglo relations within state-sponsored productions of racial inequity and environmental degradation, the coalitional capacities of environmental activists and second-wave Chicana/o organizations to protect clean water and transform local political representation, the obligations of place-keeping in Latinx urban design and ecological restoration, and the need to foster pluriversal worlds in city-level climate action and adaptation plans. Collectively these chapters rethink tropes of adaptation, resilience, and coalition as rhetorical and ecological capacities for public and political responses to extractivism.
 
Based on years of archival work and fieldwork, Climate Politics on the Border demonstrates vividly why ecological and anticolonial approaches to rhetoric are essential for grappling with climate politics. Overall, this is a timely study of how environmental degradation, pollution, and climate change are disputed and negotiated at the local political level in a borderland community.
 
[more]

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Cold War Rhetoric
Strategy, Metaphor, and Ideology
Martin J. Medhurst
Michigan State University Press, 1997

Cold War Rhetoric is the first book in over twenty years to bring a sustained rhetorical critique to bear on central texts of the Cold War. The rhetorical texts that are the subject of this book include speeches by Presidents Eisenhower and Kennedy, the Murrow- McCarthy confrontation on CBS, the speeches and writings of peace advocates, and the recurring theme of unAmericanism as it has been expressed in various media throughout the Cold War years. Each of the authors brings to his texts a particular approach to rhetorical criticism—strategic, metaphorical, or ideological. Each provides an introductory chapter on methodology that explains the assumptions and strengths of their particular approach.

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Cold Warriors
Manliness on Trial in the Rhetoric of the West
Suzanne Clark
Southern Illinois University Press, 2000

Cold Warriors: Manliness on Trial in the Rhetoric of the West returns to familiar cultural forces—the West, anticommunism, and manliness—to show how they combined to suppress dissent and dominate the unruliness of literature in the name of a national identity after World War II. Few realize how much the domination of a “white male” American literary canon was a product not of long history, but of the Cold War. Suzanne Clark describes here how the Cold War excluded women writers on several levels, together with others—African American, Native American, poor, men as well as women—who were ignored in the struggle over white male identity.

Clark first shows how defining national/individual/American identity in the Cold War involved a brand new configuration of cultural history. At the same time, it called upon the nostalgia for the old discourses of the West (the national manliness asserted by Theodore Roosevelt) to claim that there was and always had been only one real American identity.

By subverting the claims of a national identity, Clark finds, many male writers risked falling outside the boundaries not only of public rhetoric but also of the literary world: men as different from one another as the determinedly masculine Ernest Hemingway and the antiheroic storyteller of the everyday, Bernard Malamud. Equally vocal and contentious, Cold War women writers were unwilling to be silenced, as Clark demonstrates in her discussion of the work of Mari Sandoz and Ursula Le Guin.

The book concludes with a discussion of how the silencing of gender, race, and class in Cold War writing maintained its discipline until the eruptions of the sixties. By questioning the identity politics of manliness in the Cold War context of persecution and trial, Clark finds that the involvement of men in identity politics set the stage for our subsequent cultural history.

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Collaborations & Innovations
Supporting Multilingual Writers across Campus Units
Nancy DeJoy and Beatrice Quarshie Smith
University of Michigan Press, 2017
For decades, U.S. institutions of higher education have discussed ways to meet the needs of multilingual students; the more recent increases in enrollment by international students have created opportunities for productive change across campuses—particularly ways that units can collaborate to better meet those needs.
 
The chapters in this volume demonstrate that teaching effective communication skills to all students in ways that recognize the needs of multiple language users requires a shift in perspective that approaches multilingualism as an opportunity that is enhanced by the internationalization of higher education because it makes transparent the problems of current structures and disciplinary approaches in accessing those opportunities. A goal of this collection is to address the economic, structural, disciplinary, and pedagogical challenges of making this type of shift in bold and compassionate ways.
 
Chapters are organized into these four parts--Program-Level Challenges and Opportunities, Opportunities for Enhancing Teacher Training, Multilingualism and the Revision of First-Year Writing, and Integrating Writing Center Insights—and reflect the perspectives of a variety of university language settings. The contributions feature collaborative models and illustrate the need to rethink structures, pedagogies, assessment/evaluation processes, and teacher training for graduate and undergraduate students who will teach writing and other forms of communication. 
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Collaborative Imagination
Earning Activism through Literacy Education
Paul Feigenbaum
Southern Illinois University Press, 2015

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.

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Collateral Damage
The Influence of Political Rhetoric on the Incorporation of Second-Generation Americans
Sean Richey
University of Michigan Press, 2023

Collateral Damage provides an overview of how political communication influences the process of incorporation with the broad society as well as its political parties. Sean Richey shows that how politicians talk about immigrants affects how their children perceive America and their feelings about the nation. These perceptions and feelings in turn greatly influence the children’s desire to incorporate into American political society. He also shows that regardless of a speaker’s intended outcome, what is said can still have a deleterious effect on incorporation desire, a communicative process that he terms “collateral damage.” Richey uses new experimental and survey evidence, as well as the rhetoric of Donald Trump as a test case, to examine how anti-immigration communication influences the incorporation of the children of immigrants.

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College Writing and Beyond
A New Framework for University Writing Instruction
Anne Beaufort
Utah State University Press, 2007

Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.

In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.

Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.

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Columbo
A Rhetoric of Inquiry with Resistant Responders
Christyne Berzsenyi
Intellect Books, 2019

An analysis of the hit television series Columbo and the investigative methods of its eponymous main character.

In the iconic detective show, which aired from 1968 to 2003, Lieutenant Columbo was known for his Socratic method of rhetorical inquiry. Feigning ignorance and employing a barrage of questions about minute details, the detective enacts a persona of “antipotency,” or counter authoritativeness, to affect the villains' underestimation of his attention to inconsistencies, abductive reasoning, and rhetorical efficacy. In his predominantly dialogue-based investigations, Columbo exhausts his suspects by asking a battery of questions concerning all minor details of the case—an aggravating, tedious provocation for the killer trying to maintain innocence.

In this engaging interdisciplinary study, Christyne Berzsenyi explores the character and his influences, dissects his methods of investigation, and assesses the show’s enduring legacy in academia and popular culture. While critical and theoretical, the text is also accessible to interdisciplinary readers, practical in application, and amusing for Columbo buffs.

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Coming To Terms
A Theory of Writing Assessment
Patricia Lynne
Utah State University Press, 2004

In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory?

By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testing—especially for capitulating to the discourse of positivism embedded in terms like "validity" and "reliability." These terms and concepts, she argues, have little theoretical significance within composition studies, and their technical and philosophical import are downplayed by composition assessment scholars.

There is a need, Lynne says, for terms of assessment that are native to composition. To open this needed discussion within the field, she analyzes cutting-edge assessment efforts, including the work of Broad and Haswell, and she advances a set of alternate terms for evaluating assessment practices, a set of terms grounded in constructivism and composition.

Coming to Terms is ambitious and principled, and it takes a controversial stand on important issues. This strong new volume in assessment theory will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs.

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Commentary for Academic Writing for Graduate Students, 2d ed.
Essential Tasks and Skills
John M. Swales and Christine B. Feak
University of Michigan Press, 2004
The second edition of this successful guide to writing for graduate-and undergraduate-students has been modified to include updates and replacements of older data sets; an increased range of disciplines with tasks such as nursing, marketing, and art history; discussions of discourse analysis; a broader discussion of e-mail use that includes current e-mail practices.

Like its predecessor, this edition of Academic Writing for Graduate Students
"explains understanding the intended audience, the purpose of the paper, and academic genres.
"includes the use of task-based methodology, analytic group discussion, and genre consciousness-raising.
"shows how to write summaries and critiques.
"features "language focus" sections that address linguistic elements as they affect the wider rhetorical objectives.
"helps students position themselves as junior scholars in their academic communities.
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front cover of Commentary for Academic Writing for Graduate Students, 3rd Ed.
Commentary for Academic Writing for Graduate Students, 3rd Ed.
Essential Tasks and Skills
John M. Swales & Christine B. Feak
University of Michigan Press, 2012

The Commentary for the third edition of this successful guide to writing has been revised and expanded in many ways to provide more support for instructors; this includes additional tasks for Units Two and Four to supplement the main text. However, the collegial tone established in previous Commentaries between Swales & Feak and instructors has been retained.

This volume contains commentaries on each of the eight units plus the two appendixes. The format for each unit includes

  • a summary of the main points of the unit along with a list of topics covered.
  • a synopsis of activities, divided into Language Focus sections and description of tasks.
  • some general notes designed to capture the character of the unit, to indicate alternative activities, or to anticipate problems that may arise.
  • detailed commentary and discussion of individual tasks, including model or sample answers where possible.
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Communicating the Other across Cultures
From Othering as Equipment for Living, to Communicating Other/Wise
Dr. Julia Khrebtan-Hörhager
University of Michigan Press, 2023
Whenever political and social decisions use categories of identity such as race, religion, social class, or nationality to distinguish groups of people, they risk holding certain groups as inferior and culturally “Other.” When people employ ideologies of imperialism, colonialism, patriarchy, and classism, they position certain groups as superior or ideal/ized people. Such ideological positioning causes nations to take actions that isolate or endanger minoritized populations. This cultural Othering can lead to atrocities such as Native Americans being expelled from their native lands through the Trail of Tears, millions of Ukrainians starving to death during the Holodomor, or millions of Jews exterminated during the Holocaust. 

Communicating the Other across Cultures uses examples from the United States, Western Europe, and Russia to demonstrate historical patterns of Othering people, as well as how marginalized people fight back against dominant powers that seek to silence or erase them. Deeply ingrained in our society, cultural Othering affects information in history books, children’s education, and the values upheld in our society. By taking a closer look at historical and modern instances of Othering, Julia Khrebtan-Hörhager shows examples of how different societies created ideas of social and cultural superiority or inferiority, and how deeply they are ingrained in our current society. In everyday life—the cash in your pocket, the movies shown at your local theater, museum exhibits, or politician's speeches—certain cultural ideologies are consistently upheld, while others are silenced. By exposing the communicative patterns of those in power, Khrebtan-Hörhager then suggests alternative ways of thinking, communicating, and eventually being, that offer transformative solutions for global problems. 
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Communication Ethics and Tenacious Hope
Contemporary Implications of the Scottish Enlightenment
Ronald C. Arnett with Foreword by Thomas M. Lessl
Southern Illinois University Press, 2022
WINNER, 2022 National Communication Association Top Single-Author Book of the Year in the Communication Ethics Division!

Tenacious hope, the heart of a just and free society 
 
During the Enlightenment, Scottish intellectuals and administrators met the demands of profit and progress while shepherding concerns for self and other, individual and community, and family and work. Communication Ethics and Tenacious Hope captures the “unity of contraries,” offering the Scottish Enlightenment as an exemplar of tenacious hope countering the excesses of individualism. Ronald C. Arnett reveals two stories: the struggle between optimism and tenacious hope, and optimism’s ultimate triumph in the exclusion of difference and the reification of progress as an ultimate good. 
 
In chapters that detail the legacies of Lord Provost George Drummond, Adam Smith, David Hume, Thomas Reid, George Campbell, Adam Ferguson, and Sir Walter Scott, Arnett highlights the problematic nature of optimism and the ethical agency of tenacious hope. Arnett illustrates the creative union of education and administration, the ability to accept doubt within systems of knowledge and imagination, and an abiding connection to local soil. As principles of progress, free will, and capitalism swept Europe, proponents of optimism envisioned a world of consumerism and absolutes. In contrast, practitioners of tenacious hope embraced uncertainty and compassion as pragmatic necessities.
 
This work continues Arnett’s scholarship, articulating the vital importance of communication ethics. Those seeking to discern and support a temporal sense of the good in this historical moment will find in this timely work the means to pursue, hold, and nourish tenacious hope. This insightful theorization of the Scottish Enlightenment distills the substance of a just and free society for meeting dangerous and uncertain times. 
 
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Communication Ethics in Dark Times
Hannah Arendt's Rhetoric of Warning and Hope
Ronald C. Arnett
Southern Illinois University Press, 2013

Renowned in the disciplines of political theory and philosophy, Hannah Arendt’s searing critiques of modernity continue to resonate in other fields of thought decades after she wrote them. In Communication Ethics in Dark Times: Hannah Arendt’s Rhetoric of Warning and Hope, author Ronald C. Arnett offers a groundbreaking examination of fifteen of Arendt’s major scholarly works, considering the German writer’s contributions to the areas of rhetoric and communication ethics for the first time.  

Arnett focuses on Arendt’s use of the phrase “dark times” to describe the mistakes of modernity, defined by Arendt as the post-Enlightenment social conditions, discourses, and processes ruled by principles of efficiency, progress, and individual autonomy. These principles, Arendt argues, have led humanity down a path of folly, banality, and hubris. Throughout his interpretive evaluation, Arnett illuminates the implications of Arendt’s persistent metaphor of “dark times” and engages the question, How might communication ethics counter the tenets of dark times and their consequences? A compelling study of Hannah Arendt’s most noteworthy works and their connections to the fields of rhetoric and communication ethics, Communication Ethics in Dark Times provides an illuminating introduction for students and scholars of communication ethics and rhetoric, and a tool with which experts may discover new insights, connections, and applications to these fields.

Top Book Award for Philosophy of Communication Ethics by Communication Ethics Division of the National Communication Association, 2013

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A Communion of Friendship
Literacy, Spiritual Practice, and Women in Recovery
Beth Daniell
Southern Illinois University Press, 2003

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.

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The Community College Writer
Exceeding Expectations
Howard Tinberg and Jean-Paul Nadeau
Southern Illinois University Press, 2010

While there have been several studies of writing programs at larger, baccalaureate institutions, the community college classroom has often been overlooked. Authors Howard Tinberg and Jean-Paul Nadeau fill this gap with The Community College Writer, a systematic and unique case study of first semester writing students at a community college. Drawing on surveys, interviews, and samples of classroom assignments, Tinberg and Nadeau use their research at one community college to reach out to instructors throughout the nation, fostering communication between community college faculty members in the effort to establish full-fledged writing programs geared toward student success.

At the heart of the book are the voices of the students themselves, as they discuss both their teachers’ expectations and their own. Through a series of case studies, the authors reveal the challenges students face as budding writers, and their firsthand experiences with writing programs at the community college level.

With this informative study, Tinberg and Nadeau seek not only to encourage dialogue between student and teacher or community college instructors, but to expand the conversation about program improvement to include both two- and four-year colleges, bringing composition faculty together in an effort to improve writing programs in all schools. Included in the volume are seven appendices, including surveys and interviews with faculty and students, making The Community College Writer a comprehensive and practical guide to tackling the issues facing writing programs and instructors.

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Community Is the Way
Engaged Writing and Designing for Transformative Change
by Aimée Knight
University Press of Colorado, 2022
How can we design for equity and justice in our community partnerships? This field guide offers a vision for enacting social justice with community partners. Working from a community’s resources and strengths toward the goal of building its internal capacity, this book considers how actions such as grassroots activism, decolonization efforts, co-resistance movements, and social change initiatives can support reciprocity and mutuality. Community is the Way provides examples of concrete, situated action grounded in disciplinary knowledge and extensive fieldwork. Reflecting on her experiences operating a community writing program, author Aimée Knight argues that the equity-based approach described in this book requires a commitment to interrogating how power, oppression, resistance, privilege, penalties, benefits, and harms are built into the systems we seek to change. Knight offers a community-led approach that builds bridges of understanding and support and charts a path toward transformative change.
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Community Literacy and the Rhetoric of Public Engagement
Linda Flower
Southern Illinois University Press, 2008

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 

[more]

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Compelled to Write
Alternative Rhetoric in Theory and Practice
David L. Wallace
Utah State University Press, 2011

David Wallace argues that any understanding of writing studies must include the conception of discourse as an embodied force with real consequences for real people. Informed in important ways by queer theory, Wallace calls to account users of dominant discourses and at the same time articulates a theory base from which to interpret "alternative rhetoric."

To examine the practice of writing from varied margins of society, Compelled to Write offers careful readings of four exemplar American writers, each of whom felt compelled within their own time and place to write in response to systemic injustices in American society.

Sarah Grimké, a privileged white woman advocating for abolition, is forced to defend her right to speak as a woman; Frederick Douglass begins his public career almost as a curiosity (the articulate ex-slave) and ends it as one of the most important rhetors in American history; Gloria Anzaldúa writes not only in multiple languages and dialects but from marginalized positions related to gender, race, class, sexual identity, and physical abled-ness; David Sedaris uses his privileged position as a middle-class white male humorist to speak unabashedly of his sexuality, his addictions, and obsessive-compulsive personality disorder.

Through these writers, Wallace explores a range of strategies that comprise alternative rhetorical practice, and demonstrates how such practice is inflected by social constraints on rhetorical agency and by how writers employ alternative discourses to resist those constraints. Grounding and personalizing Compelled to Write with rich material from his own teaching and his own experience, Wallace considers a number of implications for teachers of writing.

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Composing Feminist Interventions
Activism, Engagement, Praxis
Kristine L. Blair
University Press of Colorado, 2018
This edited collection offers self-reflexive, critical accounts of how feminist writing studies scholars variously situated within rhetoric, composition, and literacy studies plan, implement, examine, and represent community-based inquiry and pedagogy. Readers will gain insight into the hows and whys involved with this important disciplinary work. Sharing a commitment to social change, the twenty-one chapter discussions and five course designs complicate and continue to evolve possibilities for how we conceptualize writing research and teaching as deeply collaborative, inclusive, and reciprocal practices.
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Composing Media Composing Embodiment
Kristin L. Arola and Anne Frances Wysocki
Utah State University Press, 2012

“What any body is—and is able to do—cannot be disentangled from the media we use to consume and produce texts.” ---from the Introduction.

Kristin Arola and Anne Wysocki argue that composing in new media is composing the body—is embodiment. In Composing (Media) = Composing (Embodiment), they havebrought together a powerful set of essays that agree on the need for compositionists—and their students—to engage with a wide range of new media texts. These chapters explore how texts of all varieties mediate and thereby contribute to the human experiences of communication, of self, the body, and composing. Sample assignments and activities exemplify how this exploration might proceed in the writing classroom.

Contributors here articulate ways to understand how writing enables the experience of our bodies as selves, and at the same time to see the work of (our) writing in mediating selves to make them accessible to institutional perceptions and constraints. These writers argue that what a body does, and can do, cannot be disentangled from the media we use, nor from the times and cultures and technologies with which we engage.

To the discipline of composition, this is an important discussion because it clarifies the impact/s of literacy on citizens, freedoms, and societies. To the classroom, it is important because it helps compositionists to support their students as they enact, learn, and reflect upon their own embodied and embodying writing.

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Composing Place
Digital Rhetorics for a Mobile World
Jacob Greene
Utah State University Press, 2022
Composing Place takes an innovative approach to engaging with the compositional affordances of mobile technologies. Mobile, wearable, and spatial computing technologies are more than the latest marketing gimmick from a perpetually proximate future; they are rather an emerging composing platform through which digital writers will increasingly create and distribute place-based multimodal texts. Jacob Greene utilizes and develops a rhetorical framework through which writers can leverage the affordances of these technologies by drawing on theoretical approaches within rhetorical studies, multimodal composition, and spatial theory, as well as emerging “maker” practices within digital humanities and critical media studies, to show how emerging mobile technologies are poised to transform theories, practices, and pedagogies of digital writing.
 
Greene identifies three emerging “modalities” through which mobile technologies are being used by digital writers. First, to counter dominant discourses in contested spaces; second, to historicize entrenched narratives in iconic spaces; and third, to amplify marginalized voices in mundane spaces. Through these modalities, Greene employs Indigenous philosophies and theories that upend the ways that the discipline has centered placed-based rhetorics, offering digital writers better strategies for using mobile media as a platform for civic deliberation, social advocacy, and political action.
 
Composing Place offers close analyses of mobile media experiences created by various artists and digital media practitioners, as well as detailed overviews of Greene’s own projects (also accessible through the companion website: www.composingplace.com). These projects include a digital “countertour” of SeaWorld that demonstrates the ways in which the attraction is driven by capitalism; an augmented reality tour of Detroit’s Woodward Avenue; and a mobile advocacy project in Jacksonville, Florida, that demonstrates the inequitable effects of car-centric public infrastructure. Ultimately, by engaging with these theoretical frameworks, rhetorical design principles, and pedagogical practices of mobile writing, readers can utilize the unique affordances of mobile media in various teaching and research contexts.
 
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Composing Research
A Contextualist Paradigm for Rhetoric and Composition
Cindy Johanek
Utah State University Press, 2000

Cindy Johanek offers a new perspective on the ideological conflict between qualitative and quantitative research approaches, and the theories of knowledge that inform them. With a paradigm that is sensitive to the context of one's research questions, she argues, scholars can develop less dichotomous forms that invoke the strengths of both research traditions. Context-oriented approaches can lift the narrative from beneath the numbers in an experimental study, for example, or bring the useful clarity of numbers to an ethnographic study.

A pragmatic scholar, Johanek moves easily across the boundaries that divide the field, and argues for contextualist theory as a lens through which to view composition research. This approach brings with it a new focus, she writes. "This new focus will call us to attend to the contexts in which rhetorical issues and research issues converge, producing varied forms, many voices, and new knowledge, indeed reconstructing a discipline that will be simultaneously focused on its tasks, its knowledge-makers, and its students."

Composing Research is a work full of personal voice and professional commitment and will be a welcome addition to the research methods classroom and to the composition researcher's own bookshelf.

2000 Outstanding Scholarship Award from the International Writing Centers Association.

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front cover of Composition and Big Data
Composition and Big Data
Amanda Licastro, Benjamin Miller
University of Pittsburgh Press, 2021

In a data-driven world, anything can be data. As the techniques and scale of data analysis advance, the need for a response from rhetoric and composition grows ever more pronounced. It is increasingly possible to examine thousands of documents and peer-review comments, labor-hours, and citation networks in composition courses and beyond. Composition and Big Data brings together a range of scholars, teachers, and administrators already working with big-data methods and datasets to kickstart a collective reckoning with the role that algorithmic and computational approaches can, or should, play in research and teaching in the field. Their work takes place in various contexts, including programmatic assessment, first-year pedagogy, stylistics, and learning transfer across the curriculum. From ethical reflections to database design, from corpus linguistics to quantitative autoethnography, these chapters implement and interpret the drive toward data in diverse ways. 

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Composition and Cornel West
Notes toward a Deep Democracy
Keith Gilyard
Southern Illinois University Press, 2008

Composition and Cornel West: Notes toward a Deep Democracy identifies and explains key aspects of the work of Cornel West—the highly regarded scholar of religion, philosophy, and African American studies—as they relate to composition studies, focusing especially on three rhetorical strategies that West suggests we use in our questioning lives as scholars, teachers, students, and citizens.

In this study, author Keith Gilyard examines the strategies of Socratic Commitment (a relentless examination of received wisdom), Prophetic Witness (an abiding concern with justice and the plight of the oppressed), and Tragicomic Hope (a keep-on-pushing sensibility reflective of the African American freedom struggle). Together, these rhetorical strategies comprise an updated form of cultural criticism that West calls prophetic pragmatism.

This volume, which contains the only interview in which Cornel West directly addresses the field of composition,sketches the development of Cornel West’s theories of philosophy, political science, religion, and cultural studies and restates the link between Deweyan notions of critical intelligence and the notion of critical literacy developed by Ann Berthoff, Ira Shor, and Henry Giroux. Gilyard provides examples from the classroom to illustrate the possibilities of Socratic Commitment as part of composition pedagogy, shows the alignment of Prophetic Witness with traditional aims of critical composition, and in his chapter on Tragicomic Hope, addresses African American expressive culture with an emphasis on music and artists such as Curtis Mayfield, Marvin Gaye, Aretha Franklin, and Kanye West.

The first book to comprehensively connect the ideas of one of America's premier scholars of religion, philosophy and African American studies with composition theory and pedagogy, Composition and Cornel West will be valuable to scholars, teachers, and students interested in race, class, critical literacy, and the teaching of writing.

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Composition and Literature
Bridging the Gap
Edited by Winifred Bryan Horner
University of Chicago Press, 1983

front cover of Composition and Rhetoric in Contentious Times
Composition and Rhetoric in Contentious Times
Rachel McCabe
Utah State University Press, 2023
Composition and Rhetoric in Contentious Times poses critical questions of representation, accessibility, social justice, affect, and labor to better understand the entwined future of composition and rhetoric. This collection of essays offers innovative approaches for socially attuned learning and best practices to support administrators and instructors. In doing so, these essays guide educators in empowering students to write effectively and prepare for their role as global citizens.
 
Editors Rachel McCabe and Jennifer Juszkiewicz consider how educators can respond to multiple current crises relating to composition and rhetoric with generosity and cautious optimism; in the process, they address the current concerns about the longevity of the humanities. By engaging with social constructivist, critical race, socioeconomic, and activist pedagogies, each chapter provides an answer to the question, How can our courses help students become stronger writers while contending with current social, environmental, and ethical questions posed by the world around them? The contributors consider this question from numerous perspectives, recognizing the important ways that power and privilege affect our varying means of addressing this question.
 
Relying on both theory and practice, Composition and Rhetoric in Contentious Times engages the future of composition and rhetoric as a discipline shaped by recent and current global events. This text appeals to early-career writing program administrators, writing center directors, and professional specialists, as well as Advanced Placement high school instructors, graduate students, and faculty teaching graduate-level pedagogy courses.
 
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front cover of Composition and the Rhetoric of Science
Composition and the Rhetoric of Science
Engaging the Dominant Discourse
Michael J. Zerbe
Southern Illinois University Press, 2007
Composition and the Rhetoric of Science: Engaging the Dominant Discourse calls for instructors of first-year writing courses to employ primary scientific discourse in their teaching and for rhetoricians of science to think about teaching scientific discourse as a literacy skill. Author Michael J. Zerbe argues that inclusion of scientific discourse is crucial because of this rhetoric’s status as the dominant discourse in western culture.
The volume draws on Lyotard, Žižek, Foucault, and Althusser to argue that while important theorists such as these have recognized the dominance of scientific discourse, rhetoric and composition has not—to its detriment. The textillustrates that scientific discourse remains a miniscule part of the enterprise of rhetoric and composition and thus the field is not fulfilling its mission of providing students with the writing and reading skills they need to live and work in a science- and technology-dependent society.
Zerbe provides an analysis of science popularizations and demonstrates how these works can be used to contextualize primary scientific research. He also presents three pedagogical scenarios, each built around a carefully chosen, accessible example of scientific discourse, that demonstrate how articles from scientific journals can be used in writing courses.
Only by gaining a meaningful fluency in this discourse—one that is not offered by science textbooks—can a more sophisticated scientific literacy be assured. Composition and the Rhetoric of Science effectively explores the relatively limited amount of work done in rhetoric and composition on scientific discourse and questions this state of affairs. Zerbe presents for the first time cultural studies and science literacy as gateways for incorporating scientific discourse into first-year writing courses.
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front cover of The Composition Commons
The Composition Commons
Writing a New Idea of the University
Jessica Yood
Utah State University Press, 2024
The Composition Commons delivers a timely take on invigorating higher education, illustrating how college composition courses can be dynamic sites for producing a democratic, just, and generally educated public.

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.
 
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front cover of Composition in the Age of Austerity
Composition in the Age of Austerity
Nancy Welch
Utah State University Press, 2016

In the face of the gradual saturation of US public education by the logics of neoliberalism, educators often find themselves at a loss to respond, let alone resist. Through state defunding and many other “reforms” fueled by austerity politics, a majority of educators are becoming casual labor in US universities while those who hang onto secure employment are pressed to act as self-supporting entrepreneurs or do more with less. Focusing on the discipline of writing studies, this collection addresses the sense of crisis that many educators experience in this age of austerity.

The chapters in this book chronicle how neoliberal political economy shapes writing assessments, curricula, teacher agency, program administration, and funding distribution. Contributors also focus on how neoliberal political economy dictates the direction of scholarship, because the economic and political agenda shaping the terms of work, the methods of delivery, and the ways of valuing and assessing writing also shape the primary concerns and directions of scholarship.

Composition in the Age of Austerity offers critical accounts of how the restructuring of higher education is shaping the daily realities of composition programs. The book documents the effects and implications of the current restructuring, examines how cherished rhetorical ideals actually leave the field unprepared to respond effectively to defunding and corporatizing trends, and establishes points of departure for collective response.

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front cover of Composition in the Twenty-First Century
Composition in the Twenty-First Century
Crisis and Change
Edited by Lynn Z. Bloom, Donald A. Daiker, and Edward M. White
Southern Illinois University Press, 1997
The essays in this book, stemming from a national conference of the same name, focus on the single subject required of nearly all college students—composition.

Despite its pervasiveness and its significance, composition has an unstable status within the curriculum. Writing programs and writing faculty are besieged by academic, political, and financial concerns that have not been well understood or addressed.

At many institutions, composition functions paradoxically as both the gateway to academic success and as the gatekeeper, reducing access to academic work and opportunity for those with limited facility in English. Although writing programs are expected to provide services that range from instruction in correct grammar to assisting—or resisting—political correctness, expanding programs and shrinking faculty get caught in the crossfire. The bottom line becomes the firing line as forces outside the classroom determine funding and seek to define what composition should do.

In search of that definition, the contributors ask and answer a series of specific and salient questions: What implications—intellectual, political, and institutional—will forces outside the classroom have on the quality and delivery of composition in the twenty-first century? How will faculty and administrators identify and address these issues? What policies and practices ought we propose for the century to come?

This book features sixteen position papers by distinguished scholars and researchers in composition and rhetoric; most of the papers are followed by invited responses by other notable compositionists. In all, twenty-five contributors approach composition from a wide variety of contemporary perspectives: rhetorical, historical, social, cultural, political, intellectual, economic, structural, administrative, and developmental. They propose solutions applicable to pedagogy, research, graduate training of composition teachers, academic administration, and public and social policy. In a very real sense, then, this is the only book to offer a map to the future of composition.

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Composition In The University
Historical and Polemical Essays
Sharon Crowley
University of Pittsburgh Press, 1998

Composition in the University examines the required introductory course in composition within American colleges and universities. Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing.  Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place.

Composition in the University examines the required introductory course in composition within American colleges and universities. According to Sharon Crowley, the required composition course has never been conceived in the way that other introductory courses have been—as an introduction to the principles and practices of a field of study. Rather it has been constructed throughout much of its history as a site from which larger educational and ideological agendas could be advanced, and such agendas have not always served the interests of students or teachers, even though they are usually touted as programs of study  that students “need.”
 
If there is a master narrative of the history of composition, it is told in the institutional attitude that has governed administration, design, and staffing of the course from its beginnings—the attitude that the universal requirement is in place in order to construct docile academic subjects.

Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing. She examines historical attempts to reconfigure the required course in nonhumanist terms, such as the advent of communications studies during the 1940s. Crowley devotes two essays to this phenomenon, concentrating on the furor caused by the adoption of a communications program at the University of Iowa. 
 
Composition in the University concludes with a pair of essays that argue against maintenance of the universal requirement. In the last of these, Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place.
 
Crowley presents her findings in a series of essays because she feels the history of the required composition course cannot easily be understood as a coherent narrative since understandings of the purpose of the required course have altered rapidly from decade to decade, sometimes in shockingly sudden and erratic fashion.
 
The essays in this book are informed by Crowley’s long career of teaching composition, administering a composition program, and training teachers of the required introductory course. The book also draw on experience she gained while working with committees formed by the Conference on College Composition and Communication toward implementation of the Wyoming Resolution, an attempt to better the working conditions of post-secondary teachers of writing.

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front cover of Composition, Rhetoric, and Disciplinarity
Composition, Rhetoric, and Disciplinarity
Rita Malenczyk
Utah State University Press, 2018

Edited by four nationally recognized leaders of composition scholarship, Composition, Rhetoric, and Disciplinarity asks a fundamental question: can Composition and Rhetoric, as a discipline, continue its historical commitment to pedagogy without sacrificing equal attention to other areas, such as research and theory? In response, contributors to the volume address disagreements about what it means to be called a discipline rather than a profession or a field; elucidate tensions over the defined breadth of Composition and Rhetoric; and consider the roles of research and responsibility as Composition and Rhetoric shifts from field to discipline.

Outlining a field with a complex and unusual formation story, Composition, Rhetoric, and Disciplinarity employs several lenses for understanding disciplinarity—theory, history, labor, and pedagogy—and for teasing out the implications of disciplinarity for students, faculty, institutions, and Composition and Rhetoric itself. Collectively, the chapters speak to the intellectual and embodied history leading to this point; to questions about how disciplinarity is, and might be, understood, especially with regard to Composition and Rhetoric; to the curricular, conceptual, labor, and other sites of tension inherent in thinking about Composition and Rhetoric as a discipline; and to the implications of Composition and Rhetoric’s disciplinarity for the future.

Contributors: Linda Adler-Kassner, Elizabeth H. Boquet, Christiane Donahue, Whitney Douglas, Doug Downs, Heidi Estrem, Kristine Hansen, Doug Hesse, Sandra Jamieson, Neal Lerner, Jennifer Helene Maher, Barry Maid, Jaime Armin Mejía, Carolyn R. Miller, Kelly Myers, Gwendolynne Reid, Liane Robertson, Rochelle Rodrigo, Dawn Shepherd, Kara Taczak

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front cover of Composition Studies As A Creative Art
Composition Studies As A Creative Art
Lynn Z. Bloom
Utah State University Press, 1998
Bloom gathers twenty of her most recent essays (some previously unpublished) on critical issues in teaching writing. She addresses matters of philosophy and pedagogy, class and marginality and gender, and textual terror transformed to textual power. Yet the body of her work and this representative collection of it remains centered, coherent, and personal. This work focuses on the creative dynamics that arise from the interrelation of writing, teaching writing, and ways of reading—and the scholarship and administrative issues engendered by it. To regard composition studies as a creative art is to engage in a process of intellectual or aesthetic free play, and then to translate the results of this play into serious work that yet retains the freedom and playfulness of its origins. The book is fueled by a mixture of faith in the fields that compose composition studies, hope that efforts of composition teachers can make a difference, and a sense of community in its broadest meaning. Included are Bloom's well-known essays "Teaching College English as a Woman," "Freshman Composition as a Middle Class Enterprise," and many more recent works, equally provocative and insightful.
[more]

front cover of Composition Studies in the New Millennium
Composition Studies in the New Millennium
Rereading the Past, Rewriting the Future
Edited by Lynn Z. Bloom, Donald A. Daiker, and Edward M. White
Southern Illinois University Press, 2003

A collection of twenty-four essays assessing and challenging the current state of writing instruction, Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future emerges from presentations given at the national Writing Program Administrators conference held at Miami University in Oxford, Ohio, in 2001. Like its acclaimed and widely-used predecessor, Composition in the Twenty-First Century: Crisis and Change, this timely collection by leading scholars in composition studies responds to concerns about the evolution and future of this field of study.

Charting new directions, the contributors grapple with seven distinct questions: What do we mean by composition studies—past, present, and future? What do and should we teach when we teach composition? Where will composition be taught, and who will teach it? What theories and philosophies will undergird our research paradigms, and what will those paradigms be? How will new technologies change composition studies? What languages will our students write, and what will they write about? What political and social issues have shaped composition studies in the past and will shape this field in the future?

In addressing these queries, the essayists approach composition studies from perspectives ranging from rhetorical to cultural, political to economic, administrative to technological; and they do so with a style and organization appropriate for composition instructors, scholars, and administrators at all levels, from teaching assistants to college presidents. The result is an invaluable vision of the future of composition studies in the new millennium.

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front cover of Composition-Rhetoric
Composition-Rhetoric
Backgrounds, Theory, and Pedagogy
Robert Connors
University of Pittsburgh Press, 1997

Connors provides a history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today’s practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language and life.

Connors locates the beginning of a new rhetorical tradition in the mid-nineteenth century, and from there, he discusses the theoretical and pedagogical innovations of the last two centuries as the result of historical forces, social needs, and cultural shifts.

This important book proves that American composition-rhetoric is a genuine, rhetorical tradition with its own evolving theria and praxis. As such it is an essential reference for all teachers of English and students of American education.

[more]

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Conceding Composition
A Crooked History of Composition's Institutional Fortunes
Ryan Skinnell
Utah State University Press, 2016
First-year composition became the most common course in American higher education not because it could “fix” underprepared student writers, but because it has historically served significant institutional interests. That is, it can be “conceded” in multiple ways to help institutions solve political, promotional, and financial problems. Conceding Composition is a wide-ranging historical examination of composition’s evolving institutional value in American higher education over the course of nearly a century.
 
Based on extensive archival research conducted at six American universities and using the specific cases of institutional mission, regional accreditation, and federal funding, this study demonstrates that administrators and faculty have introduced, reformed, maintained, threatened, or eliminated composition as part of negotiations related to nondisciplinary institutional exigencies. Viewing composition from this perspective, author Ryan Skinnell raises new questions about why composition exists in the university, how it exists, and how teachers and scholars might productively reconceive first-year composition in light of its institutional functions.
 
The book considers the rhetorical, political, organizational, institutional, and promotional options conceding composition opened up for institutions of higher education and considers what the first-year course and the discipline might look like with composition’s transience reimagined not as a barrier but as a consummate institutional value.
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front cover of Conceiving Normalcy
Conceiving Normalcy
Rhetoric, Law, and the Double Binds of Infertility
Elizabeth C. Britt
University of Alabama Press, 2001

This ground-breaking rhetorical analysis examines a 1987 Massachusetts law affecting infertility treatment and the cultural context that makes such a law possible

Elizabeth C. Britt uses a Massachusetts statute requiring insurance coverage for infertility as a lens through which the work of rhetoric in complex cultural processes can be better understood. Countering the commonsensical notion that mandatory insurance coverage functions primarily to relieve the problem of infertility, Britt argues instead that the coverage serves to expose its contours.

Britt finds that the mandate, operating as a technology of normalization, helps to identify the abnormal (the infertile) and to create procedures by which the abnormal can be subjected to reform. In its role in normalizing processes, the mandate is more successful when it sustains, rather than resolves, the distinction between the normal and the abnormal. This distinction is achieved in part by the rhetorical mechanism of the double bind. For the middle-class white women who are primarily served by the mandate, these double binds are created both by the desire for success, control, and order and by adherence to medical models that often frustrate these same desires. The resulting double binds help to create and sustain the tension between fertility and infertility, order and discontinuity, control and chaos, success and failure, tensions that are essential for the process of normalization to continue.

Britt uses extensive interviews with women undergoing fertility treatments to provide the foundation for her detailed analysis. While her study focuses on the example of infertility, it is also more broadly a commentary on the power of definition to frame experience, on the burdens and responsibilities of belonging to social collectives, and on the ability of rhetorical criticism to interrogate cultural formations.

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front cover of The Condensed ESL Writer's Handbook
The Condensed ESL Writer's Handbook
Janine Carlock, Maeve Eberhardt, Jaime Horst, Lionel Menasche
University of Michigan Press, 2013

The CondensedESL Writer’s Handbook is a reference work for ESL students who are taking college-level courses. Because its purpose is to provide help with the broad variety of writing questions students may have when working on school assignments, the text focuses on English for Academic Purposes. Unlike other handbooks on the market, this book’s sole purpose is to address the issues of primary importance to language learners.

The Condensed Handbook complements a student writer’s dictionary, thesaurus, and grammar reference book. It would be suitable as a text for an advanced ESL writing course.  

The Condensed Handbook is concise and easily navigated; is accessible, with clear and direct explanatory language; and limits its focus to the grammatical and style aspects of writing and reference material.

            Included as special features in the Condensed Handbook are:

•         The explanatory language is appropriate for ESL students, in contrast to the more complex and idiomatic language of other English handbooks.

•         The level of detail is more manageable for ESL students, compared to what is in other English handbooks.

•         Many of the examples of paragraphs and exercise sentences were written by ESL students; this encourages users of this Handbook to realize that they too can also become effective writers.

•         Additional samples of MLA and APA reference entries.
 
 The Full Handbook (978-0-472-03403-1) and Workbook (978-0-472-03404-8) are also available.


 
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front cover of The Condensed ESL Writer's Handbook, 2nd Ed.
The Condensed ESL Writer's Handbook, 2nd Ed.
Janine Carlock, Maeve Eberhardt, Jaime Horst, and Lionel Menasche
University of Michigan Press, 2018
The Condensed ESL Writer’s Handbook is a spiral-bound reference work for ESL students who are taking college-level courses. Because its purpose is to provide help with the broad variety of writing questions students may have when working on school assignments, the text focuses on English for Academic Purposes.

The Condensed version is concise and easily navigated; is accessible with clear and direct explanatory language; and limits its focus to the grammatical and style aspects of writing and reference material.

The 2nd Edition of The Condensed ESL Writer’s Handbook has been revised to better align with the exercises in Workbook for The ESL Writer’s Handbook, 2nd Ed.(978-0-472-03726-1). It also features an expanded Section 1 (to include more on pre-writing, drafting, revising, and editing), updated exercise items, and completely revised APA and MLA style guides (featuring MLA, 8th Edition). Overall, this handbook has these special features:
  • The topic selection is based on ESL writers’ needs as observed by the authors over many years.
  • The coverage of topics is more complete than the limited amount usually provided for ESL writers in first language or L1 handbooks.
  • The explanatory language is appropriate for ESL students, in contrast to the more complex and idiomatic language of other English handbooks.
  • Many of the text examples and exercise sentences were written by ESL students to help users realize that they too can become effective writers.


 
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front cover of Confessions of a Presidential Speechwriter
Confessions of a Presidential Speechwriter
Craig R. Smith
Michigan State University Press, 2014
An avid high school debater and enthusiastic student body president, Craig Smith seemed destined for a life in public service from an early age. As a sought-after speechwriter, Smith had a front-row seat at some of the most important events of the twentieth century, meeting with Robert Kennedy and Richard Nixon, advising Governor Ronald Reagan, writing for President Ford, serving as a campaign manager for a major U.S. senator’s reelection campaign, and writing speeches for a contender for the Republican nomination for president. Life in the volatile world of politics wasn’t always easy, however, and as a closeted gay man, Smith struggled to reconcile his private and professional lives. In this revealing memoir, Smith sheds light on what it takes to make it as a speechwriter in a field where the only constant is change. While bouncing in and out of the academic world, Smith transitions from consultantships with George H. W. Bush and the Republican caucus of the U.S. Senate to a position with Chrysler CEO Lee Iacocca. When Smith returns to Washington, D.C., as president and founder of the Freedom of Expression Foundation, he becomes a leading player on First Amendment issues in the nation’s capital. Returning at long last to academia, Smith finds happiness coming out of the closet and reaping the benefits of a dedicated and highly successful career.
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Conflict and Rhetoric in French Policymaking
Frank R. Baumgartner
University of Pittsburgh Press, 1989

Education policy provides a fertile ground for analyzing the perennial tug-of-war between interest groups and public officials. Baumgartner considers thirty examples of French education policymaking during the early 1980s using a combination of documentary evidence, interviews with more than 100 politicians, civil servants, members of parliament, union and interest group leaders, and a thorough analysis of press coverage of education topics. 

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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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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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Constellating Home
Trans and Queer Asian American Rhetorics
V. Jo Hsu
The Ohio State University Press, 2022

Winner, 2023 NCA Diamond Anniversary Book Award
Winner, 2023 RSA Fellows' Early Career Award
Winner, 2023 Innovations in Community Writing Book Award from the Conference on Community Writing


Constellating Home: Trans and Queer Asian American Rhetorics explores how race, migration, gender, and disability entwine in conceptions of deserving citizens. V. Jo Hsu explores three archives of trans and queer Asian American (QTAPI) rhetorics, considering a range of texts including oral histories, photography, personal essays, and performance showcases. To demonstrate how QTAPI use personal narrative to critique and revise the conditions of their exclusion, Hsu forwards a critical approach to storytelling, homing, which deliberately engages sites of alienation and belonging. Through a practice of diasporic listening, Hsu tracks confluences among seemingly divergent journeys and locates trans and queer Asian American experiences within broader US and global politics.

The stories at the heart of Constellating Home center the voices of trans and nonbinary people, disabled people, and others often overlooked in conceptions of US citizenry. Hsu’s analyses demonstrate the inextricability of Asian American activism from queer politics, disability activism, and racial justice, and they consider how stories network individual experiences with resonant histories and struggles. Finding unlikely intimacies among individual and communal histories, Constellating Home provides tools for fostering mutual care, revealing harmful social patterns, and orienting shared values and politics.
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A Constructing Experience
Charles Bazerman
Southern Illinois University Press, 1994

Charles Bazerman’s newest book, a selection of both his published and unpublished essays from recent years, ranges from pedagogy to research to theory, exploring how all three levels are motivated by common concerns and how they are integrated through similar concepts and approaches. From this integrative perspective, Bazerman reveals his life-long inquiry into the nature of language—why it exists and what place it holds in the social world.

Presenting a powerful, action-oriented view of language that finds meaning in local circumstances and local uses, Bazerman divides his essays into four parts, beginning with an examination of the classroom experience. In describing the dynamics of the classroom and the relationship of the classroom to surrounding social arrangements, Bazerman notes how reading relates to writing, how interpersonal relations influence and structure acts of reading and writing, and how reading and writing are themselves forms of social action.

Bazerman, in parts 2 and 3, explains how larger forms of social structure are in dialectic with local acts of literacy, how experience of the world influences both everyday writing and empirically driven research, and how individuals conceive of social situations and actions to think about and plan activities. As he admittedly puzzles through conceptual obstacles, Bazerman explores many of the terms and theories evoked in rhetorical studies and provides a critical examination of the theories of James Kinneavy as well as more general thoughts on the nature of rhetorical study.

In part 4, Bazerman reinterprets the classical rhetorical concept of kairos in the light of theory and research in the social sciences, analyzes intertextuality in a scientific text, and offers a rereading of the writings of Adam Smith.

Throughout this book, Bazerman maintains that research into writing is the examination of what people do and have done, what influences what they do, and what texts do to people who write and read them. In addition, he reiterates the importance of literacy as a connecting device, essential to survival, growth, and change. Lack of literacy cuts people off from the institutions and means of life in a society.

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Constructing Rhetorical Education
Edited by Marie Secor and Davida Charney
Southern Illinois University Press, 1992

In nineteen essays illustrating its many aspects, this book offers an argument for what it takes to construct a complete rhetorical education.

The editors take an approach that is pragmatic and pluralistic, based as it is on the assumptions that a rhetorical education is not limited to teaching freshman composition (or any specific writing course) and that the contexts in which such an education occurs are not limited to classrooms. This thought-provoking volume stresses that while a rhetorical education results in the growth of writing skills, its larger goal is to foster critical thinking.

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The Construction of Negotiated Meaning
A Social Cognitive Theory of Writing
Linda Flower
Southern Illinois University Press, 1994

Based on five years of close observation of students, writing and collaborative planning—the practice in which student writers take the roles of planner and supporter to help each other develop a more rhetorically sophisticated writing plan—foremost cognitive composition researcher Linda Flower redefines writing in terms of an interactive social and cognitive process and proposes a convincing and compelling theory of the construction of negotiated meaning.

Flower seeks to describe how writers construct meaning. Supported by the emerging body of social and cognitive research in rhetoric, education, and psychology, she portrays meaning making as a literate act and a constructive process. She challenges traditional definitions of literacy, adding to that concept the elements of social literate practices and personal literate acts. In Flower’s view, this social cognitive process is a source of tension and conflict among the multiple forces that shape meaning: the social and cultural context, the demands of discourse, and the writer’s own goals and knowledge.

Flower outlines a generative theory of conflict. With this conflict central to her theory of the construction of negotiated meaning, she examines negotiation as an alternative to the metaphors of reproduction and conversation. It is through negotiation, Flower argues, that social expectations, discourse conventions, and the writer’s personal goals and knowledge become inner voices. The tension among these forces often creates the hidden logic behind student writing. In response to these conflicting voices, writers sometimes rise to the active negotiation of meaning, creating meaning in the interplay of alternatives, opportunities, and constraints.
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Contemporary Rhetorical Citizenship
Lisa Villadsen
Amsterdam University Press
Being a citizen is not just about holding a passport or being allowed to vote. It is also about how we communicate with each other about common societal issues. Rhetorical citizenship is about how we as citizens participate in society by means of discourse. How do we talk and write about civic issues? How are we addressed? How do we listen? This book presents studies from different academic fields of theoretical issues raised by public discourse, focusing on understanding and evaluating how its many manifestations both reflect, shape, and challenge the society it is a part of. The book also presents analyses of examples from around the world of civic communication, ranging from public hearings about same-sex marriage over polemical letters to the editor to public displays of knitting as a protest form.
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The Contest over National Security
FDR, Conservatives, and the Struggle to Claim the Most Powerful Phrase in American Politics
Peter Roady
Harvard University Press, 2024

A new history shows how FDR developed a vision of national security focused not just on protecting Americans against physical attack but also on ensuring their economic well-being—and how the nascent conservative movement won the battle to narrow its meaning, durably reshaping US politics.

Americans take for granted that national security comprises physical defense against attacks. But the concept of national security once meant something more. Franklin Roosevelt’s vision for national security, Peter Roady argues, promised an alternate path for the United States by devoting as much attention to economic want as to foreign threats. The Contest over National Security shows how a burgeoning conservative movement and power-hungry foreign policy establishment together defeated FDR’s plans for a comprehensive national security state and inaugurated the narrower approach to national security that has dominated ever since.

In the 1930s, Roosevelt and his advisors, hoping to save the United States from fascism and communism, argued that national security entailed protection from both physical attack and economic want. Roosevelt’s opponents responded by promoting a more limited national security state privileging military defense over domestic economic policy. Conservatives brought numerous concerns to bear through an enormous public relations offensive, asserting not just that Roosevelt’s plans threatened individual freedom but also that the government was less competent than the private sector and incapable of delivering economic security.

This contest to define the government’s national security responsibilities in law and in the public mind, Roady reveals, explains why the United States developed separate and imbalanced national security and welfare states, with far-reaching consequences. By recovering FDR’s forgotten vision, Roady restores a more expansive understanding of national security’s meanings as Americans today face the great challenges of their times.

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Contesting the Master Narrative
Essays In Social History
Jeffrey Cox
University of Iowa Press, 1998
Social historians today are calling into question the persuasiveness of the master narratives that have dominated our stories about the past. Motivated now by personal and professional commitments to solving problems by telling stories, not by epistemological and ontological certitude, social historians are constructing alternative narratives relevant to an expanded, more inclusive audience. The essays in this thoughtful volume reflect an explicit self-consciousness about historians' choices of narrative strategies, a new skepticism of the rhetorical strategies embedded in all scholarly arguments, and a recognition that every historian has a point of view.

Critically examining past master narratives in light of emerging alternatives, these essayists ask us to reevaluate the stories we tell, the narrative traditions within which they are situated, and the audiences they are designed to persuade. The first essays explore the gendered character of social history rhetoric by exposing alternative, feminist traditions of social scientific and social historical writing. The second section focuses on alternative narrative traditions of historical writing in non-European contexts, specifically India, Japan, and China. And the third group spotlights the rhetorical uses of synthesis in the writings of social historians.

The essays feature the range of narrative possibilities available to historians who have become self-critical about the pervasive use of unexamined master narratives; they show how limited that tradition can be compared with the diverse alternatives derived from, for example, gendered traditions of Latin American travel writers of the nineteenth century, Victorian women's historical writing, or the lively subaltern tradition in Indian social history. Together they argue not for the abandonment of historical materialism or the elimination of all master narratives but for the reinvigoration of social history through the use of new and more persuasive arguments based on alternative narratives.
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front cover of Contingency, Exploitation, and Solidarity
Contingency, Exploitation, and Solidarity
Labor and Action in English Composition
Seth Kahn
University Press of Colorado, 2017

Composition has been a microcosm of the corporatization of higher education for thirty years, with adjuncts often handling the hard work of writing instruction. We've learned enough to know that change is needed. Influenced by the efforts of organizations such as New Faculty Majority, Faculty Forward, PrecariCorps, and national faculty unions, this collection highlights action, describing efforts that have improved adjunct working conditions in English departments. The editors categorize these efforts into five threads: strategies for self-advocacy; organizing within and across ranks; professionalizing in complex contexts; working for local changes to workload, pay, and material conditions; and protecting gains.

Contributors to this collection include contingent and tenure-line faculty from private, public, and community colleges, as well as writing program administrators and writing center faculty. Their voices address contingency, exploitation, and solidarity in activist terms deriving from institutional realities and cases. Collectively, they offer creative and constructive responses that can enact labor justice and champion the disciplinary energies of all members of our collegial community.

Contributors: Janelle Adsit​, ​Jacob Babb​, ​Chris Blankenship​, ​Rebekah Shultz Colby​, ​Richard Colby​, ​Anicca Cox​, ​Sue Doe​, ​Tracy Donhardt​, ​Dawn Fels​, ​Barbara Heiffero​n, ​Desirée M. Holter​, ​Justin Jory​, ​Jeffrey Klausman​, ​Michelle LaFrance​, ​Sarah Layden​, ​Carol Lind​, ​Maria Maist​o, ​Amanda Martin​, ​Mark McBeth​, ​Tim McCormack​, ​Joan Mulli​n, ​Dani Nier-Weber​, ​Glenn Moomau​, ​Michael Murphy​, ​Anna K. Nardo​, ​Rolf Norgaard​, ​Courtney Adams Wooten​, ​Lacey Wootton​, ​Allison Laubach Wright

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Controversies in Second Language Writing
Dilemmas and Decisions in Research and Instruction
Christine Pearson Casanave
University of Michigan Press, 2003
Controversies in Second Language Writing is not a how-to book, but one that focuses on how teachers in L2 writing can be helped to make reasoned decisions by understanding some of the key issues and conflicting opinions about L2 writing research and pedagogy. This book will assist teachers in making informed decisions about teaching writing in the ESL classroom.
To counteract some of the debates, Casanave explores the different sides of the arguments and provides examples of how other teachers have dealt with these issues. The book presents novice and seasoned teachers with thought-provoking issues and questions to consider when determining and reflecting on their own teaching strategies and criteria.
Topics discussed include:
contrastive rhetoric
product vs. process
fluency and accuracy
assessment of student work
audience
plagiarism
politics and ideology.
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front cover of Controversies in Second Language Writing, Second Edition
Controversies in Second Language Writing, Second Edition
Dilemmas and Decisions in Research and Instruction
Christine Pearson Casanave
University of Michigan Press, 2017
In the years since the first edition of Controversies in Second Language Writing was published, there been little to no clear resolution of the controversies Casanave so accessibly and fair-mindedly laid out. In fact, many of them have become far more complex and intertwined with many other 21st century issues that teachers of L2 writing cannot help but be affected by in their classrooms. Therefore, this second edition has set out to address: What issues if any have been resolved? What issues have had lasting power from the past, either because people are resistant to change or because the issues continue to be unresolved ones that writing teachers and scholars need to keep discussing?

The second edition is a thorough revision with all chapters updated to refer to works written since the first edition was published. A few chapters have been added: one devoted to writing in a digital era (Chapter 3); one devoted to the debates about English as a lingua franca, "translingual literacy practices," and other hybrid uses of English that have been ongoing in the last ten years (Chapter 4); and one giving special attention to issues related to writing from sources and plagiarism (Chapter 6).

As with the first edition, the second edition of Controversies is not a book that will teach readers how to do things. Rather, it is a book designed to help readers think and to wrestle with issues in L2 writing that are not easily resolved by how-to prescriptions.
 
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Conversational Rhetoric
The Rise and Fall of a Women's Tradition, 1600-1900
Jane Donawerth
Southern Illinois University Press, 2011
Much of the scholarly exchange regarding the history of women in rhetoric has emphasized women’s rhetorical practices. In Conversational Rhetoric: The Rise and Fall of a Women’s Tradition, 1600–1900, Jane Donawerth traces the historical development of rhetorical theory by women for women, studying the moments when women produced theory about the arts of communication in alternative genres—humanist treatises and dialogues, defenses of women’s preaching, conduct books, and elocution handbooks. She examines the relationship between communication and gender and between theory and pedagogy and argues that women constructed a theory of rhetoric based on conversation, not public speaking, as a model for all discourse. 

Donawerth traces the development of women’s rhetorical theory through the voices of English and American women (and one much-translated French woman) over three centuries. She demonstrates how they cultivated theories of rhetoric centered on conversation that faded once women began writing composition textbooks for mixed-gender audiences in the latter part of the nineteenth century. She recovers and elucidates the importance of the theories in dialogues and defenses of women’s education by Bathsua Makin, Mary Astell, and Madeleine de Scudéry; in conduct books by Hannah More, Lydia Sigourney, and Eliza Farrar; in defenses of women’s preaching by Ellen Stewart, Lucretia Mott, Catherine Booth, and Frances Willard; and in elocution handbooks by Anna Morgan, Hallie Quinn Brown, Genevieve Stebbins, and Emily Bishop. In each genre, Donawerth explores facets of women’s rhetorical theory, such as the recognition of the gendered nature of communication in conduct books, the incorporation of the language of women’s rights in the defenses of women’s preaching, and the adaptation of sentimental culture to the cultivation of women’s bodies as tools of communication in elocution books. 

Rather than a linear history, Conversational Rhetoric follows the starts, stops, and starting over in women’s rhetorical theory. It covers a broad range of women’s rhetorical theory in the Anglo-American world and places them in their social, rhetorical, and gendered historical contexts. This study adds women’s rhetorical theory to the rhetorical tradition, advances our understanding of women’s theories and their use of rhetoric, and offers a paradigm for analyzing the differences between men’s and women’s rhetoric from 1600 to 1900.
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Cookery
Food Rhetorics and Social Production
Edited by Donovan Conley and Justin Eckstein
University of Alabama Press, 2020
The rhetoric of contemporary food production and consumption with a focus on social boundaries

The rhetoric of food is more than just words about food, and food is more than just edible matter. Cookery: Food Rhetorics and Social Production explores how food mediates both rhetorical influence and material life through the overlapping concepts of invention and production. The classical canon of rhetorical invention entails the process of discovering one’s persuasive appeals, whereas the contemporary landscape of agricultural production touches virtually everyone on the planet. Together, rhetoric and food shape the boundaries of shared living.
 
The essays in this volume probe the many ways that food informs contemporary social life through its mediation of bodies—human and extra-human alike—in the forms of intoxication, addiction, estrangement, identification, repulsion, and eroticism. Our bodies, in turn, shape the boundaries of food through research, technology, cultural trends, and, of course, by talking about it.
 
Each chapter explores food’s persuasive nature through a unique prism that includes intoxication, dirt, “food porn,” strange foods, and political “invisibility.” Each case offers new insights about the relations between rhetorical influence and embodied practice through food. As a whole Cookery articulates new ways of viewing food’s powers of persuasion, as well as the inherent role of persuasion in agricultural production.
 
The purpose of Cookery, then, is to demonstrate the deep rhetoricity of our modern industrial food system through critical examinations of concepts, practices, and tendencies endemic to this system. Food has become an essential topic for discussions concerned with the larger social dynamics of production, distribution, access, reception, consumption, influence, and the fraught question of choice. These questions about food and rhetoric are equally questions about the assumptions, values, and practices of contemporary public life.
 
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Corporal Rhetoric
Regulating Reproduction in the Progressive Era
Barbara Schneider
University of Alabama Press, 2021
Examines public discourse from the Progressive Era over the state’s right to regulate women’s bodies and their reproduction

When Justice Oliver Wendell Holmes determined in 1927 that sterilization was a legitimate means of safeguarding the nation’s health, he was asserting the state’s right to regulate the production of the national body. His opinion represented a culmination of arguments about reproduction and immigration that had been circulating for years but that intensified during the Progressive Era. Arguments about reproductive and immigration practices surged to the foreground, and tectonic shifts in the conceptual schemes and practices of reproduction in the United States followed.
 
Drawing on feminist historiography and genre studies, Corporal Rhetoric: Regulating Reproduction in the Progressive Era explores the rhetoric of medical research, new technologies, and material practices that shifted the idea of childbirth as an act of God or Nature to a medical procedure enacted by male physicians on the bodies of women made passive by both drugs and discourse. Barbara Schneider considers how efficiency, the hallmark of scientific management, was raised to a cardinal virtue by its inclusions in the powerful mediums of presidential speeches, national educational policies, and eugenics discourse to reclassify babies, long regarded as gifts, as either valuable assets or defective products.
 
Schneider shows how the legal system drew upon medicine, scientific management, and the emerging discipline of sociology to restrict women’s labor in order to preserve reproductive capacity, categorized by Supreme Court opinions as a public good rather than a private capacity. Throughout, she ties the arguments developed during this era to current debates about mothering rhetorics, reproductive rights, immigration, and conceptions of the nation.
 
By weaving together medical research reports, clinical practices, case studies, legal opinions and legislative acts, and the epistemology of scientific management, Schneider illuminates the network that women such as Margaret Sanger, Jane Addams, Lillian Gilbreth and multiple others negotiated as they sought to give women room to exercise their reproductive capacity. Through her analysis of the machinery of these discourses and the material uptake of their genres in the daily practices of reproductive bodies, Schneider offers a provisional theory of corporal rhetoric that begins to answer the call for a new material theory of the body.
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Cosmopolitan English and Transliteracy
Xiaoye You
Southern Illinois University Press, 2016
Winner, CCCC Research Impact Award, 2018

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.
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A Counter-History of Composition
Toward Methodologies of Complexity
Byron Hawk
University of Pittsburgh Press, 2007

A Counter-History of Composition contests the foundational disciplinary assumption that vitalism and contemporary rhetoric represent opposing, disconnected poles in the writing tradition. Vitalism has been historically linked to expressivism and concurrently dismissed as innate, intuitive, and unteachable, whereas rhetoric is seen as a rational, teachable method for producing argumentative texts. Counter to this, Byron Hawk identifies vitalism as the ground for producing rhetorical texts-the product of complex material relations rather than the product of chance. Through insightful historical analysis ranging from classical Greek rhetoric to contemporary complexity theory, Hawk defines three forms of vitalism (oppositional, investigative, and complex) and argues for their application in the environments where students write and think today.

Hawk proposes that complex vitalism will prove a useful tool in formulating post-dialectical pedagogies, most notably in the context of emerging digital media. He relates two specific examples of applying complex vitalism in the classroom and calls for the reexamination and reinvention of current self-limiting pedagogies to incorporate vitalism and complexity theory.

[more]

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CounterStories from the Writing Center
Frankie Condon
Utah State University Press, 2021
CounterStories from the Writing Center gathers emerging scholars of colour and their white accomplices to challenge some of the most cherished lore about the work of writing centres. Writing within an intersectional feminist frame, this volume’s contributors name and critique the dominant role that white, straight, cis-gendered women have played in writing centre administration as well as in the field of writing centre studies. This work will shake the field’s core assumptions about itself.
 
Practicing what Derrick Bell has termed “creative truth telling,” these writers are not concerned with individual white women in writing centres but with the social, political, and cultural capital that is the historical birthright of white, straight, cis-gendered women, particularly in writing centre studies. The essays collected in this volume test, defy, and overflow the bounds of traditional academic discourse in the service of powerful testimony, witness, and counterstory.
 
CounterStories from the Writing Center is a must-read for writing centre directors, scholars, and tutors who are committed to antiracist pedagogy and offers a robust intersectional analysis to those who seek to understand the relationship between the work of writing centres and the problem of racism. Accessible and usable for both graduate and undergraduate students of writing centre theory and practice, this work troubles the field’s commonplaces and offers a rich envisioning of what writing centres materially committed to inclusion and equity might be and do.
 
Contributors: Dianna Baldwin, Nicole Caswell, Mitzi Ceballos, Romeo Garcia, Neisha-Anne Green, Doug Kern, T. Haltiwanger Morrison, Bernice Olivas, Moira Ozias, Trixie Smith, Willow Trevino
 
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Courting the Abyss
Free Speech and the Liberal Tradition
John Durham Peters
University of Chicago Press, 2005
Courting the Abyss updates the philosophy of free expression for a world that is very different from the one in which it originated. The notion that a free society should allow Klansmen, neo-Nazis, sundry extremists, and pornographers to spread their doctrines as freely as everyone else has come increasingly under fire. At the same time, in the wake of 9/11, the Right and the Left continue to wage war over the utility of an absolute vision of free speech in a time of increased national security. Courting the Abyss revisits the tangled history of free speech, finding resolutions to these debates hidden at the very roots of the liberal tradition.

A mesmerizing account of the role of public communication in the Anglo-American world, Courting the Abyss shows that liberty's earliest advocates recognized its fraternal relationship with wickedness and evil. While we understand freedom of expression to mean "anything goes," John Durham Peters asks why its advocates so often celebrate a sojourn in hell and the overcoming of suffering. He directs us to such well-known sources as the prose and poetry of John Milton and the political and philosophical theory of John Locke, Adam Smith, John Stuart Mill, and Oliver Wendell Holmes Jr., as well as lesser-known sources such as the theology of Paul of Tarsus. In various ways they all, he shows, envisioned an attitude of self-mastery or self-transcendence as a response to the inevitable dangers of free speech, a troubled legacy that continues to inform ruling norms about knowledge, ethical responsibility, and democracy today.

A world of gigabytes, undiminished religious passion, and relentless scientific discovery calls for a fresh account of liberty that recognizes its risk and its splendor. Instead of celebrating noxious doctrine as proof of society's robustness, Courting the Abyss invites us to rethink public communication today by looking more deeply into the unfathomable mystery of liberty and evil.
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COVID and...
How to Do Rhetoric in a Pandemic
Emily Winderman
Michigan State University Press, 2023
Covid and . . . How To Do Rhetoric in a Pandemic is among the first edited collections to consider how rhetoric shapes Covid’s disease trajectory. Arguing that the circulation of any virus must be understood in tandem with the public communication accompanying it, this collection converses with interdisciplinary stakeholders also committed to the project of social wellness during pandemic times. With inventive ways of thinking about structural inequities in health, these essays showcase the forces that pandemic rhetoric exerts across health conditions, politics, and histories of social injustice.
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Craft Obsession
The Social Rhetorics of Beer
Jeff Rice
Southern Illinois University Press, 2016
Denied access to traditional advertising platforms by lack of resources, craft breweries have proliferated despite these challenges by embracing social media platforms, and by creating an obsessed culture of fans. In Craft Obsession, Jeff Rice uses craft beer as a case study to demonstrate how social media platforms such as Facebook and Twitter function to shape stories about craft.

Rice weaves together theories of writing, narrative, new media, and rhetoric with a personal story of his passion for craft beer. He identifies six key elements of social media rhetoric—anecdotes, repetition, aggregation, delivery, sharing, and imagery—and examines how each helps to transform small, personal experiences with craft into a more widespread movement. When shared via social media, craft anecdotes—such as the first time one had a beer—interrupt and repeat one another, building a sense of familiarity and identity among otherwise unconnected people. Aggregation, the practice of joining unlike items into one space, builds on this network identity, establishing a connection to particular brands or locations, both real and virtual. The public releases of craft beers are used to explore the concept of craft delivery, which involves multiple actors across multiple spaces and results in multiple meanings. Finally, Rice highlights how personal sharing operates within the community of craft beer enthusiasts, who share online images of acquiring, trading for, and consuming a wide variety of beers. These shared stories and images, while personal for each individual, reflect the dependence of craft on systems of involvement. Throughout, Rice relates and reflects on his own experience as a craft beer enthusiast and his participation via social media in these systems.

Both an objective scholarly study and an engaging personal narrative about craft beer, Craft Obsession provides valuable insights into digital writing, storytelling, and social media.
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The Craft of Research, Third Edition
Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams
University of Chicago Press, 2008
With more than 400,000 copies now in print, The Craft of Research is the unrivaled resource for researchers at every level, from first-year undergraduates to research reporters at corporations and government offices.
 
Seasoned researchers and educators Gregory G. Colomb and Joseph M. Williams present an updated third edition of their classic handbook, whose first and second editions were written in collaboration with the late Wayne C. Booth. The Craft of Research explains how to build an argument that motivates readers to accept a claim; how to anticipate the reservations of readers and to respond to them appropriately; and how to create introductions and conclusions that answer that most demanding question, “So what?”
 
The third edition includes an expanded discussion of the essential early stages of a research task: planning and drafting a paper. The authors have revised and fully updated their section on electronic research, emphasizing the need to distinguish between trustworthy sources (such as those found in libraries) and less reliable sources found with a quick Web search. A chapter on warrants has also been thoroughly reviewed to make this difficult subject easier for researchers
 
Throughout, the authors have preserved the amiable tone, the reliable voice, and the sense of directness that have made this book indispensable for anyone undertaking a research project.
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Crafting Compositions
Tools for Today's Writers
Janet Giannotti
University of Michigan Press, 2004
Crafting Compositions guides students through the entire writing process, with exercises in planning, drafting, responding and revising, and polishing. In addition to completing free writing exercises, keeping a journal of informal responses, and revising sample compositions, students will draft, revise, and edit one composition per chapter.

The textbook features:
"Authentic readings to foster vocabulary development, show successful techniques, and serve as a jumping-off point for free writing.
"A "learning log" in which students write to practice the writing lessons and tips presented.
"A two-track system in which students simultaneously work with the writing of other students as they work on their own compositions.
"Toolbox mini-lessons to review common grammar trouble spots.

This mid-level writing text is appropriate for high school, community college, or university course
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Crafting Equality
America's Anglo-African Word
Celeste Michelle Condit and John Louis Lucaites
University of Chicago Press, 1993
Philosophers and historians often treat fundamental concepts like equality as if they existed only as fixed ideas found solely in the canonical texts of civilization. In Crafting Equality, Celeste Michelle Condit and John Louis Lucaites argue that the meaning of at least one key word—equality—has been forged in the day-to-day pragmatics of public discourse.

Drawing upon little studied speeches, newspapers, magazines, and other public discourse, Condit and Lucaites survey the shifting meaning of equality from 1760 to the present as a process of interaction and negotiation among different social groups in American politics and culture. They make a powerful case for the critical role of black Americans in actively shaping what equality has come to mean in our political conversation by chronicling the development of an African-American rhetorical community. The story they tell supports a vision of equality that embraces both heterogeneity and homogeneity as necessary for maintaining the balance between liberty and property.

A compelling revision of an important aspect of America's history, Crafting Equality will interest anyone wanting to better understand the role public discourse plays in affecting the major social and political issues of our times. It will also interest readers concerned with the relationship between politics and culture in America's increasingly multi-cultural society.
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Crafting Presence
The American Essay and the Future of Writing Studies
Nicole B. Wallack
Utah State University Press, 2016
Essays are central to students’ and teachers’ development as thinkers in their fields. In Crafting Presence, Nicole B. Wallack develops an approach to teaching writing with the literary essay that holds promise for writing students, as well as for achieving a sense of common purpose currently lacking among professionals in composition, creative writing, and literature.
 
Wallack analyzes examples drawn primarily from volumes of The Best American Essays to illuminate the most important quality of the essay as a literary form: the writer’s “presence.” She demonstrates how accounting for presence provides a flexible and rigorous heuristic for reading the contexts, formal elements, and purposes of essays. Such readings can help students learn writing principles, practices, and skills for crafting myriad presences rather than a single voice.
 
Crafting Presence holds serious implications for writing pedagogy by providing new methods to help teachers and students become more insightful and confident readers and writers of essays. At a time when liberal arts education faces significant challenges, this important contribution to literary studies, composition, and creative writing shows how an essay-centered curriculum empowers students to show up in the world as public thinkers who must shape the “knowledge economy” of the twenty-first century.
 
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Creating Conservatism
Postwar Words that Made an American Movement
Michael J. Lee
Michigan State University Press, 2014
Creating Conservatism charts the vital role of canonical post–World War II (1945–1964) books in generating, guiding, and sustaining conservatism as a political force in the United States. Dedicated conservatives have argued for decades that the conservative movement was a product of print, rather than a march, a protest, or a pivotal moment of persecution. The Road to Serfdom, Ideas Have Consequences, Witness, The Conservative Mind, God and Man at Yale, The Conscience of a Conservative, and other mid-century texts became influential not only among conservative office-holders, office-seekers, and well-heeled donors but also at dinner tables, school board meetings, and neighborhood reading groups. These books are remarkable both because they enumerated conservative political positions and because their memorable language demonstrated how to take those positions—functioning, in essence, as debate handbooks. Taking an expansive approach, the author documents the wide influence of the conservative canon on traditionalist and libertarian conservatives. By exploring the varied uses to which each founding text has been put from the Cold War to the culture wars, Creating Conservatism generates original insights about the struggle over what it means to think and speak conservatively in America.
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Creating Contexts
Writing Introductions across Genres
Christine B. Feak & John M. Swales
University of Michigan Press, 2011

Research article introductions are central to Creating Contexts: Writing across Genres with the CaRS (creating a research space) model used as a starting point. This volume focuses on introductions for other kinds of texts that are also part of the graduate student writing experience such as course papers and critiques, proposals, and dissertations.

This volume represents a revision and expansion of the material on introductions that appeared in English in Today's Research World.

The material presented in this volume is appropriate for graduate students and others already working in their chosen academic fields. The material has, in fact, been used with each of these groups in both writing courses and writing workshops. We believe that the material would also be suitable for those wishing to pursue a course of self-study. To target these different possible uses, we have included a variety of topics and tasks that we hope will deepen users’ understanding of how to create a writing context for their work. Tasks range from evaluating text commentaries to open-ended questions and have been designed to generate lively classroom or workshop discussion as well as thoughtful consideration by an individual user.

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Creative Writing Pedagogies for the Twenty-First Century
Edited by Alexandria Peary and Tom C. Hunley
Southern Illinois University Press, 2015
The creative writing workshop: beloved by some, dreaded by others, and ubiquitous in writing programs across the nation. For decades, the workshop has been entrenched as the primary pedagogy of creative writing. While the field of creative writing studies has sometimes myopically focused on this single method, the related discipline of composition studies has made use of numerous pedagogical models. In Creative Writing Pedagogies for the Twenty-First Century, editors Alexandria Peary and Tom C. Hunley gather experts from both creative writing and composition studies to offer innovative alternatives to the traditional creative writing workshop.
 
Drawing primarily from the field of composition studies—a discipline rich with a wide range of established pedagogies—the contributors in this volume build on previous models to present fresh and inventive methods for the teaching of creative writing. Each chapter offers both a theoretical and a historical background for its respective pedagogical ideas, as well as practical applications for use in the classroom. This myriad of methods can be used either as a supplement to the customary workshop model or as stand-alone roadmaps to engage and reinvigorate the creative process for both students and teachers alike.
 
A fresh and inspiring collection of teaching methods, Creative Writing Pedagogies for the Twenty-First Century combines both conventional and cutting-edge techniques to expand the pedagogical possibilities in creative writing studies.
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The Crisis Imperative
Crisis Rhetoric and Welfare State Reform in Belgium and the Netherlands in the Early 1990s
Sanneke Kuipers
Amsterdam University Press, 2006
Belgium and the Netherlands were perfect examples of the “welfare without work” policy that characterized European welfare states — until a political crisis in both countries during the early 1990s produced a surprising divergence in administration. While Belgium’s government announced major reforms, its social security policy remained relatively resilient. In the Netherlands, however, policymakers implemented unprecedented cutbacks as well as a major overhaul of the disability benefits program. The Crisis Imperative explains this difference as the result of crisis rhetoric—that is, the deliberate construction of a crisis as the imperative for change. It will be a valuable resource for policymakers, researchers, and anyone interested in welfare reform in the United States and abroad.
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Critical Academic Writing and Multilingual Students
A. Suresh Canagarajah
University of Michigan Press, 2002
The critical approach to L2 writing is arguably one of the most significant recent developments in L2 writing pedagogy. A. Suresh Canagarajah provides a thorough discussion of this topic in Critical Academic Writing and Multilingual Students.
This volume facilitates teacher self-reflection and enables readers to better understand the motivations and pedagogical implications--especially for L2 writing--of a more openly pedagogical approach.
Critical Academic Writing and Multilingual Students explains what it means to commit to an academic pedagogy, in terms of form, self, content, and community--and what it can accomplish in the L2 writing classroom. It's a guide for writing teachers who wish to embark on a journey toward increased critical awareness of the role they play, or potentially could play, in the lives of their students.
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Critical Essays, Volume I
Dionysius of Halicarnassus
Harvard University Press, 1974

A master of ancient Greek prose styles.

Dionysius of Halicarnassus had migrated to Rome by 30 BC, where he lived until his death some time after 8 BC, writing his Roman Antiquities and teaching the art of rhetoric and literary composition.

Dionysius’ purpose, both in his own work and in his teaching, was to re-establish the classical Attic standards of purity, invention, and taste in order to reassert the primacy of Greek as the literary language of the Mediterranean world. He advocated the minute study of the styles of the finest prose authors of the fifth and fourth centuries BC, especially the Attic orators. His critical essays on these and on the historian Thucydides represent an important development from the somewhat mechanical techniques of rhetorical handbooks to a more sensitive criticism of individual authors. Illustrating his analysis with well-chosen examples, Dionysius preserves a number of important fragments of Lysias and Isaeus.

The essays on those two orators and on Isocrates, Demosthenes, and Thucydides comprise Volume I of this edition. Volume II contains three letters to his students; a short essay on the orator Dinarchus; and his finest work, the essay On Literary Composition, which combines rhetoric, grammar, and criticism in a manner unique in ancient literature.

The Loeb Classical Library also publishes a seven-volume edition of Roman Antiquities, by Dionysius of Halicarnassus, a history from earliest times to 264 BC.

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