From the end of Reconstruction through World War II, a network of public colleges for white women flourished throughout the South. Founded primarily as vocational colleges to educate women of modest economic means for life in the emerging “new” South, these schools soon transformed themselves into comprehensive liberal arts–industrial institutions, proving so popular that they became among the largest women’s colleges in the nation. In this illuminating volume, David Gold and Catherine L. Hobbs examine rhetorical education at all eight of these colleges, providing a better understanding of not only how women learned to read, write, and speak in American colleges but also how they used their education in their lives beyond college.
With a collective enrollment and impact rivaling that of the Seven Sisters, the schools examined in this study—Mississippi State College for Women (1884), Georgia State College for Women (1889), North Carolina College for Women (1891), Winthrop College in South Carolina (1891), Alabama College for Women (1896), Texas State College for Women (1901), Florida State College for Women (1905), and Oklahoma College for Women (1908)—served as important centers of women’s education in their states, together educating over a hundred thousand students before World War II and contributing to an emerging professional class of women in the South. After tracing the establishment and evolution of these institutions, Gold and Hobbs explore education in speech arts and public speaking at the colleges and discuss writing instruction, setting faculty and departmental goals and methods against larger institutional, professional, and cultural contexts. In addition to covering the various ways the public women’s colleges prepared women to succeed in available occupations, the authors also consider how women’s education in rhetoric and writing affected their career choices, the role of race at these schools, and the legacy of public women’s colleges in relation to the history of women’s education and contemporary challenges in the teaching of rhetoric and writing.
The experiences of students and educators at these institutions speak to important conversations among scholars in rhetoric, education, women’s studies, and history. By examining these previously unexplored but important institutional sites, Educating the New Southern Woman provides a richer and more complex history of women’s rhetorical education and experiences.
Drawn from quantitative and qualitative work of practitioners in the field, this edited collection provides an update to the Staples and Ornatowski's influential Foundations of Teaching Technical Communication (1997). The collection is organized around the broad themes of expanding pedagogy, shaping curriculum, incorporating technology, and engaging community. In each section, authors illustrate their experiences with teaching in the university technical communication classroom, addressing topics such as rethinking the role of internships, redesigning student learning outcomes for assessment practices, incorporating ethics into the technical communication classroom, using visual communication in community context, and engaging plain language. These sixteen chapters, taken as a whole or individually, provide readers with insights and examples into teaching technical communication in the 21st century.
Informed by the latest research in the fields of second language acquisition and applied linguistics, El español y la lingüística aplicada responds to the central questions that lie at the heart of learning Spanish as a second or foreign language. What does it mean to know a language? Can technology help second language learners? How does studying abroad promote language acquisition?
Framing chapters in terms of these and other critical areas of inquiry, Robert J. Blake and Eve C. Zyzik examine the linguistic challenges and pitfalls involved in Spanish-language learning and delve into practical implications for students and teachers. Written entirely in Spanish, some chapters focus on specific areas of Spanish grammar that tend to pose difficulty for learners, while others explore broad pedagogical themes related to the concept of proficiency, the nature of input, and the impact of learning context. Each chapter ends with a series of guided questions for reflection and further research.
Designed to address the pre-service training needs of Spanish language professionals, El español y la lingüística aplicada will also be of interest to anyone wishing to develop linguistic expertise in this important world language.
In addition to providing the full text, Uihlein and the contributors trace Ricker’s career and delve into his practice of teaching. Subject experts explore specific topics. Thomas Leslie surveys contemporary construction practices in Chicago. Tom F. Peters considers Ricker’s writings in the context of the time while Rachel Will looks at masonry know-how and testing. Donald Friedman examines the teaching of iron and steel construction.
An illuminating look at a field and a legacy, The Elements of Construction rediscovers a figure that shaped the teaching of architecture and trained a generation that forever changed Chicago.
Students of advanced Spanish share a desire to use and understand the language, even as their backgrounds and goals for the language may vary widely. En otras palabras provides advanced learners of Spanish with hands-on manipulation of grammatical, lexical, and cultural detail through the practice of translation (traducción). This challenging and enjoyable textbook—now in its second edition with up-to-date texts on current events, new exercises, and new and expanded instructions—presents students with incisive grammar explanation, relevant lexical information, and a wide variety of translation texts and exercises in order to increase their mastery of the Spanish language.
En otras palabras contains Spanish texts to be translated into English as well as English texts for translation into Spanish. Translating into English requires students to understand every detail of the Spanish text and decide how these details might best be expressed in English. Translating into Spanish requires students to recognize how Spanish structures and words do—and do not—parallel those of English. Both activities provide advanced students of Spanish with an invigorating linguistic workout and serve as an effective introduction to the practice of translation.
Translation is a cultural as well as a linguistic activity; for students, learning how to translate provides invaluable experience of the inseparability of language and culture. En otras palabras addresses the errors made by advanced learners of Spanish while involving students in the pleasurable, problem-solving process of translation. This second edition contains a wide variety of usage-based exercises for both individual and group work. Concise and complete texts feature narrative and description, marketing and publicity materials, medical and legal topics, sports journalism, and internet posts.
En otras palabras is designed for a three-credit semester class; an online Instructor's Manual is provided at no charge to professors who adopt the text in their classrooms.
Tounderstand the history of "English," Ross Winterowd insists, one must understand how literary studies, composition-rhetoric studies, and influential textbooks interrelate. Stressing the interrelationship among these three forces, Winterowd presents a history of English studies in the university since the Enlightenment.
Winterowd’s history is unique in three ways. First, it tells the whole story of English studies: it does not separate the history of literary studies from that of composition-rhetoric studies, nor can it if it is going to be an authentic history. Second, it traces the massive influence on English studies exerted by textbooks such as Adventures in Literature, Understanding Poetry, English in Action, and the Harbrace College Handbook. Finally, Winterowd himself is very much a part of the story, a partisan with more than forty years of service to the discipline, not simply a disinterested scholar searching for the truth.
After demonstrating that literary studies and literary scholars are products of Romantic epistemology and values, Winterowd further invites controversy by reinterpreting the Romantic legacy inherited by English departments. His reinterpretation of major literary figures and theory, too, invites discussion, possibly argument. And by directly contradicting current histories of composition-rhetoric that allow for no points of contact with literature, Winterowd intensifies the argument by explaining the development of composition-rhetoric from the standpoint of literature and literary theory.
The Everyday Mathematics (EM) program was developed by the University of Chicago School Mathematics Project (UCSMP) and is now used in more than 185,000 classrooms by almost three million students. Its research-based learning delivers the kinds of results that all school districts aspire to. Yet despite that tremendous success, EMoften leaves parents perplexed. Learning is accomplished not through rote memorization, but by actually engaging in real-life math tasks. The curriculum isn’t linear, but rather spirals back and forth, weaving concepts in and out of lessons that build overall understanding and long-term retention. It’s no wonder that many parents have difficulty navigating this innovative mathematical and pedagogic terrain.
Now help is here. Inspired by UCSMP’s firsthand experiences with parents and teachers, Everyday Mathematics for Parents will equip parents with an understanding of EM and enable them to help their children with homework—the heart of the great parental adventure of ensuring that children become mathematically proficient.
Featuring accessible explanations of the research-based philosophy and design of the program, and insights into the strengths of EM, this little book provides the big-picture information that parents need. Clear descriptions of how and why this approach is different are paired with illustrative tables that underscore the unique attributes of EM. Detailed guidance for assisting students with homework includes explanations of the key EM concepts that underlie each assignment. Resources for helping students practice math more at home also provide an understanding of the long-term utility of EM. Easy to use, yet jam-packed with knowledge and helpful tips, Everyday Mathematics for Parents will become a pocket mentor to parents and teachers new to EM who are ready to step up and help children succeed. With this book in hand, you’ll finally understand that while this may not be the way that you learned math, it’s actually much better.A well-illustrated, holistic overview of how American domestic spaces have changed over four hundred years, Experiencing American Houses encourages readers to think creatively about houses in terms of their function as opposed to their appearance. This captivating volume helps the reader step into the lived experience of the evolving American house: understanding, for example, why a nineteenth-century dining room might include a bed or why the kitchen as we know it did not evolve until the turn of the twentieth century. By carrying her study from the colonial period to the present, Elizabeth Collins Cromley makes the domestic spaces of the past feel like vital precursors to today’s experience.
Beginning with cooking spaces, Cromley examines how multi-use areas consolidated into dedicated rooms for cooking, from fires on an earthen floor to sleek modern spaces with twenty first-century appliances. Next, the author looks at ways social class, income, and local custom framed which kinds of spaces became suitable for socializing and entertaining, and what they should be called: sitting room, drawing room, hall, living room, family room, or parlor. Distinct from cooking spaces, Cromley discusses eating spaces, which morphed from multi-use areas to separate dining rooms and back again. The author covers spaces for sleeping, health, and privacy, as well as circulation—the ways that we move through a house—analyzing the functions of such little-studied features as hallways, back doors, and staircases. Finally, Cromley takes on the evolution of storage, which began mainly because of the need to store and preserve food. Clothing closets grew from oddly shaped afterthoughts to generous walk-ins, while increases in material wealth led to the need for storage outbuildings.
This accessible volume, informed by up-to-date scholarship in vernacular architecture and disciplines far beyond it, provides students and readers necessary context to understand the development of the historic and contemporary houses they encounter.
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