"And Other Neighborly Names"—the title is from a study by Americo Paredes of the names, complimentary and otherwise, exchanged across cultural boundaries by Anglos and Mexicans—is a collection of essays devoted to various aspects of folk tradition in Texas. The approach builds on the work of the folklorists who have helped give the study of folklore in Texas such high standing in the field-Mody Boatright, J. Frank Dobie, John Mason Brewer, the Lomaxes, and of course Paredes himself, to whom this book is dedicated.
Focusing on the ways in which traditions arise and are maintained where diverse peoples come together, the editors and other essayists—John Holmes McDowell, Joe Graham, Alicia María González, Beverly J. Stoeltje, Archie Green, José E. Limón, Thomas A. Green, Rosan A. Jordan, Patrick B. Mullen, and Manuel H. Peña—examine conjunto music, the corrido, Gulf fishermen's stories, rodeo traditions, dog trading and dog-trading tales, Mexican bakers' lore, Austin's "cosmic cowboy" scene, and other fascinating aspects of folklore in Texas. Their emphasis is on the creative reaction to socially and culturally pluralistic situations, and in this they represent a distinctively Texan way of studying folklore, especially as illustrated in the performance-centered approach of Paredes, Boatright, and others who taught at the University of Texas at Austin. As an overview of this approach—its past, present, and future—"And Other Neighborly Names" makes a valuable contribution both to Texas folklore and to the discipline as a whole.
Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show."
McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing.
A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms, Teaching Composition as a Social Process will be valued by experienced and beginning composition teachers alike.
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