The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue—some would say excluded from it—while the commercial entities who develop essay-scoring software have been very active.
Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it offers important discussions from some of the leading scholars in writing assessment.
Reading and evaluating student writing is a time-consuming process, yet it is a vital part of both student placement and coursework at post-secondary institutions. In recent years, commercial computer-evaluation programs have been developed to score student essays in both of these contexts. Two-year colleges have been especially drawn to these programs, but four-year institutions are moving to them as well, because of the cost-savings they promise. Unfortunately, to a large extent, the programs have been written, and institutions are installing them, without attention to their instructional validity or adequacy.
Since the education software companies are moving so rapidly into what they perceive as a promising new market, a wider discussion of machine-scoring is vital if scholars hope to influence development and/or implementation of the programs being created. What is needed, then, is a critical resource to help teachers and administrators evaluate programs they might be considering, and to more fully envision the instructional consequences of adopting them. And this is the resource that Ericsson and Haswell are providing here.
Much of the writing of and about the twelfth-century rabbi, philosopher, and theologian Moses Maimonides is addressed to an elite audience of philosophers and intellectuals. Here, Ralph Lerner's exploration of Maimonides' popular writings reveals that the education of the common man was one of the great teacher's chief concerns.
Lerner describes the brilliant and sometimes wily ways in which Maimonides sought to break through the despair and superstition that gripped the Jewish people's minds, without sacrificing the dignity and core of his message. These writings—presented here in uncommonly accurate, mostly new translations—also reveal that Maimonides was willing to risk the scorn of his contemporaries to enlighten both his own and future generations. By addressing the writings of Maimonides' disciples, including Shem Tov ben Joseph Ibn Falaquera in the mid-thirteenth century and Joseph Albo in the fifteenth century, Lerner shows how this technique was passed on.
In striking contrast to the Enlightenment of the eighteenth century, Maimonides' enlightenment is premised on the inequality of understandings and other differences between the elite and the common people. Instead of scorning the past, Lerner shows, Maimonides' enlightenment invests it with a new and ennobling dignity. A valuable reference for students of political philosophy and Jewish studies, Lerner's elegantly written book also brings to life the richness and relevance of medieval Jewish thought for all those interested in the Jewish tradition.
How does one teach Mark Twain’s Huckleberry Finn, a book as controversial as it is central to the American literary canon? This collection of essays edited by James S. Leonard offers practical classroom methods for instructors dealing with the racism, the casual violence, and the role of women, as well as with structural and thematic discrepancies in the works of Mark Twain. The essays in Making Mark Twain Work in the Classroom reaffirm the importance of Twain in the American literature curriculum from high school through graduate study. Addressing slavery and race, gender, class, religion, language and ebonics, Americanism, and textual issues of interest to instructors and their students, the contributors offer guidance derived from their own demographically diverse classroom experiences. Although some essays focus on such works as A Connecticut Yankee in King Arthur’s Court and The Innocents Abroad, most discuss the hotly debated Adventures of Huckleberry Finn, viewed alternately in this volume as a comic masterpiece or as evidence of Twain’s growing pessimism—but always as an effective teaching tool. By placing Twain’s work within the context of nineteenth-century American literature and culture, Making Mark Twain Work in the Classroom will interest all instructors of American literature. It will also provoke debate among Americanists and those concerned with issues of race, class, and gender as they are represented in literature.
Contributors. Joseph A. Alvarez, Lawrence I. Berkove, Anthony J. Berret, S.J., Wesley Britton, Louis J. Budd, James E. Caron, Everett Carter, Jocelyn Chadwick-Joshua, Pascal Covici Jr., Beverly R. David, Victor Doyno, Dennis W. Eddings, Shelley Fisher Fishkin, S. D. Kapoor, Michael J. Kiskis, James S. Leonard, Victoria Thorpe Miller, Stan Poole, Tom Reigstad, David E. E. Sloane, David Tomlinson
Noir is among the most popular, acclaimed, and critically assessed film styles of all time. The unfortunate consequence is an ever-growing divergence between fans and scholars with regard to goals and methods for appreciating and studying noir. The Maltese Touch of Evil aims to bridge that gap. Based on a series of popular podcasts, this unique and inspired investigation of film noir sets out to examine the case of noir more closely, and in the process reconfigures the critical evidence on noir that has been presented to date. The Maltese Touch of Evil reproduces and re-sequences nearly 150 still images from 31 great films, laying them out with the authors’ informed and entertaining insights into the significance of each shot. The result is a de facto meta–film noir, a celebration of the genre that shows how these films are themselves “constrained” texts whose carefully calculated visual forms simultaneously generate narrative and critical commentary on that narrative. You will never look at film noir the same way again.
In this pointed appraisal of composition studies, Donna Strickland contends the rise of writing program administration is crucial to understanding the history of the field. Noting existing histories of composition studies that offer little to no exploration of administration, Strickland argues the field suffers from a “managerial unconscious” that ignores or denies the dependence of the teaching of writing on administrative structures.
The Managerial Unconscious in the History of Composition Studies is the first book to address the history of composition studies as a profession rather than focusing on its pedagogical theories and systems. Strickland questions why writing and the teaching of writing have been the major areas of scholarly inquiry in the field when specialists often work primarily as writing program administrators, not teachers.
Strickland traces the emergence of writing programs in the early twentieth century, the founding of two professional organizations by and for writing program administrators, and the managerial overtones of the “social turn” of the field during the 1990s. She illustrates how these managerial imperatives not only have provided much of the impetus for the growth of composition studies over the past three decades but also have contributed to the stratified workplaces and managed writing practices the field’s pedagogical research often decries.
The Managerial Unconscious in the History of Composition Studies makes the case that administrative work should not be separated from intellectual work, calling attention to the interplay between these two kinds of work in academia at large and to the pronounced hierarchies of contingent faculty and tenure-track administrators endemic to college writing programs. The result is a reasoned plea for an alternative understanding of the very mission of the field itself.
After a remarkable career in higher education, Sidonie Smith offers Manifesto for the Humanities as a reflective contribution to the current academic conversation over the place of the Humanities in the 21st century. Her focus is on doctoral education and opportunities she sees for its reform.
Grounding this manifesto in background factors contributing to current “crises” in the humanities, Smith advocates for a 21st century doctoral education responsive to the changing ecology of humanistic scholarship and teaching. She elaborates a more expansive conceptualization of coursework and dissertation, a more robust, engaged public humanities, and a more diverse, collaborative, and networked sociality.
In this critical history of the gendered politics of rhetoric and the rise of composition, Miriam Brody argues that nothing about words or their arrangement is innately gendered. Yet since the English Enlightenment, teachers have encouraged their students to admire and imitate "manly" writing, writing that is plain, forceful, cogent, and true. Similarly, students have been enjoined to avoid so-called effeminate or feminine writing—writing characterized as vague, unorganized, ornate, and deceitful.
Such advice, part of what Brody terms the hidden curriculum, has served the interests of discourse communities as various as the early Enlightenment Royal Society in seventeenth-century London (by urging a clear and masculine style for the work of science) and the land-grant universities of nineteenth-century America (by claiming that the work of writing was similar to clearing the land and pushing back the frontier). Brody’s discussion in fact becomes a social history of canonical rhetorical essays and important late Enlightenment, nineteenth-century, and early modern school texts. She points out that in their advice to writers even the Strunks and Whites and Peter Elbows of more recent times have extolled masculine virtues and urged control over invasive and problematic feminine qualities.
Brody’s book not only clarifies rhetoric’s inheritance and transformation of the classical ideal of manliness, it also is the first critical work to explore the ideological significance of gendered imagery and to interpret in light of this imagery rhetorical essays and hard-to-locate early composition texts against a background of previously unpublished archival materials.
In Map Is Not Territory, Jonathan Z. Smith engages previous interpretations of religious texts from late antiquity, critically evaluates the notion of sacred space and time as it is represented in the works of Mircea Eliade, and tackles important problems of methodology.
The joy of maps abounds in this set of exciting classroom materials from the Wisconsin Historical Society's Office of School Services and the Wisconsin Cartographers' Guild, creators of the best-selling book, Wisconsin's Past and Present: A Historical Atlas. For use either independently or as a companion to the Atlas, this publication includes seven color transparencies depicting: landscape and glaciation; American Indians; migration and ethnic settlement; cities and counties; mining; timber; agriculture; and industry and transportation. Background information and classroom activities, as well as reproducible worksheets and blackline transparencies, give educators the opportunity to explore and integrate Wisconsin history and geography with students from grades four and up.
Master Class: Lessons from Leading Writers gathers more than two decades of wisdom from twenty-nine accomplished authors. It offers previously unpublished interviews along with freshly edited versions of ten interviews from Nancy Bunge's well-received previous collection, Finding the Words. The first section, Theory, incorporates interviews which document the golden age of writing programs in which authors with a strong sense of social and cultural responsibility taught as seriously as they wrote. These conversations delve into the writers' philosophies and teaching methods. The second section, Practice, presents interviews with authors who discuss how they've approached the writing of particular works. Altogether the interviews introduce authors as inspirational models and provide insightful techniques for other writers to try. One piece of advice recurs with striking consistency: to produce fresh, interesting work, aspiring writers must develop a passionate self-trust. This rule has an essential corollary: improving as a writer means constantly stretching oneself with new information and skills. Sure to interest writing and literature teachers as well as writers at every stage of development, Master Class is highly recommended for undergraduate and graduate writing courses.
Interviews with Marvin Bell, Ivan Doig, Sandra Gilbert, Allen Ginsberg, Donald Hall, Jim Harrison, Etheridge Knight, Margot Livesey, Larry McMurtry, James Alan McPherson, Clarence Major, Bobbie Ann Mason, Sue Miller, N. Scott Momaday, Kyoko Mori, Thylias Moss, W. S. Penn, Kit Reed, Alix Kates Shulman, William Stafford, Wallace Stegner, Ruth Stone, Scott Turow, Katherine Vaz, Diane Wakoski, Anne Waldman, Richard Wilbur, Richard Yates, and Helen Yglesias.
Claribel Baird reviews the interpretation of classical texts for theatrical performance. Howard Bay interrupted his stage design career of more than 150 Broadway productions to help students. BernardBeckerman asks if there are approaches to the teaching of dramatic literature that particularly suit drama-as-theatre. Robert Benedetti offers suggestions on the teaching of acting. OscarBrockett treats the problems of the theatre teacher and the processes of learning.
AgnesHaaga shows that the essential quality in heading up child drama programs is a sense of joyous delight. Wallace Smith discusses methods for teaching secondary schooltheatre. Jewel Walker offers a rare written statement about his work as a theatre teacher. Carl Weber conveys the principles and methodology of his mentor, Bertolt Brecht, to beginning directors.
Mastering English through Global Debate
Ekaterina Talalakina, Tony Brown, Jennifer Bown, and William Eggington Georgetown University Press, 2014 Library of Congress PE1128.A2T24 2014 | Dewey Decimal 428.24
Mastering English through Global Debate brings together rhetorical traditions and the best practices of ESL instruction to facilitate superior-level proficiency in the English language. Each chapter addresses a rich topic of debate, providing students with a set of prereading activities, texts covering both sides of a debate topic, and postreading comprehension and lexical development exercises—all of which foster the language and critical thinking skills needed for successful debates. A rhetorical methods section in each chapter integrates language and practice and prepares students for end-of-chapter debates. Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, in both synchronous online teaching and the individual classroom. Students are prepared to participate fully in debates with their classmates—at home, abroad, or both.
In the face of the continuing discourse of crisis in US education, The Meaningful Writing Project offers readers an affirming story of writing in higher education that shares students’ experiences in their own voices. In presenting the results of a three-year study consisting of surveys and interviews of university seniors and their faculty across three diverse institutions, authors Michele Eodice, Anne Ellen Geller, and Neal Lerner consider students’ perceptions of their meaningful writing experiences, the qualities of those experiences, and instructors’ perspectives on assignment design and delivery.
This study confirms that meaningful assignments offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities. Meaningful writing occurs across majors, in both required and elective courses, and beyond students’ years at college. Additionally, the study makes clear that faculty across the curriculum devote significant care and attention to creating writing assignments that support student learning, as they understand writing performance to be a developmental process connected to overall cognitive and social development, student engagement with learning, and success in a wide variety of disciplines and professions.
The Meaningful Writing Project provides writing center directors, WPAs, other composition scholars, and all faculty interested in teaching and learning with writing an unprecedented look into the writing projects students find meaningful.
In this important collection, prominent scholars who helped to establish medical anthropology as an area of study reflect on the field's past, present, and future. In doing so, they demonstrate that medical anthropology has developed dynamically, through its intersections with activism, with other subfields in anthropology, and with disciplines as varied as public health, the biosciences, and studies of race and ethnicity. Each of the contributors addresses one or more of these intersections. Some trace the evolution of medical anthropology in relation to fields including feminist technoscience, medical history, and international and area studies. Other contributors question the assumptions underlying mental health, global public health, and genetics and genomics, areas of inquiry now central to contemporary medical anthropology. Essays on the field's engagements with disability studies, public policy, and gender and sexuality studies illuminate the commitments of many medical anthropologists to public-health and human-rights activism. Essential reading for all those interested in medical anthropology, this collection offers productive insight into the field and its future, as viewed by some of the world's leading medical anthropologists. Contributors. Lawrence Cohen, Didier Fassin, Faye Ginsburg, Marcia C. Inhorn, Arthur Kleinman, Margaret Lock, Emily Martin, Lynn M. Morgan, Richard Parker, Rayna Rapp, Merrill Singer, Emily A. Wentzell
When exploring the links between America and postcolonialism, scholars tend to think either in terms of contemporary multiculturalism, or of imperialism since 1898. This narrow view has left more than the two prior centuries of colonizing literary and political culture unexamined.
Messy Beginnings challenges the idea of early America’s immunity from issues of imperialism, that its history is not as “clean” as European colonialism. By addressing the literature ranging from the diaries of American women missionaries in the Middle East to the work of Benjamin Franklin and Nathaniel Hawthorne, and through appraisals of key postcolonial theorists such as Edward Said, Gayatri Spivak, and Homi Bhabha, the contributors to this volume explore the applicability of their models to early American culture.
Messy Beginnings argues against the simple concept that the colonization of what became the United States was a confrontation between European culture and the “other.” Contributors examine the formation of America through the messy or unstable negotiations of the idea of “nation.”
The essays forcefully show that the development of “Americanness” was a raced and classed phenomenon, achieved through a complex series of violent encounters, legal maneuvers, and political compromises. The complexity of early American colonization, where there was not one coherent “nation” to conquer, contradicts the simple label of imperialism used in other lands. The unique approach of Messy Beginnings will reshape both pre-conceived notions of postcolonialism, and how postcolonialists think about the development of the American nation.
Metabolizing Capital outlines a critical ecological framework to guide the theorization of writing and rhetoric in the dynamic contexts of Web 3.0 and environmental crisis.
The rise of the global cloud and the internet-of-things have ushered in a new stage of the internet that marks a transition from the celebrated user-generated content of Web 2.0 to the data-driven networks of Web 3.0. As social media networks have expanded, so has the amount of writing and communication we do online. This has created several valuable sub-layers of data and metadata about consumer-citizens that corporations and governments now routinely collect, store, and monetize. This frenzy to collect more data is contributing to several problematic social and environmental concerns as flows of information and capital dangerously accelerate how energy and matter move through ecosystems at every scale.
This book explores the planetary consequences of Web 3.0 and the vital role that writing and data production play in accelerating capital circulation, from concerns raised by the growing energy demands of the information industries, to growing streams of electronic waste, to the growing socioeconomic tensions arising as a result of information monopolies.
A posthuman, Marxist analysis of digital culture and writing, Metabolizing Capital contributes to and challenges current understandings of rhetorical agency and actor networks. Combining scholarship from writing studies, rhetoric, and composition with research in metabolic ecology, information theory, media studies, cognitive psychology, history, and new materialism, this book should be of interest to scholars in writing studies as well as others who study digital culture, ecological literacies, the history of writing and information, big data, and environmental concerns related to electronics and the information industries.
An increasing number of U.S. Latinos are seeking to become more proficient in Spanish. The Spanish they may have been exposed to in childhood may not be sufficient when they find themselves as adults in more demanding environments, academic or professional. Heritage language learners appear in a wide spectrum of proficiency, from those who have a low level of speaking abilities, to those who may have a higher degree of bilingualism, but not fluent. Whatever the individual case may be, these heritage speakers of Spanish have different linguistic and pedagogical needs than those students learning Spanish as a second or foreign language.
The members of the American Association of Teachers of Spanish and Portuguese (AATSP) have identified teaching heritage learners as their second greatest area of concern (after proficiency testing). Editors Ana Roca and Cecilia Colombi saw a great need for greater availability and dissemination of scholarly research in applied linguistics and pedagogy that address the development and maintenance of Spanish as a heritage language and the teaching of Spanish to U.S. Hispanic bilingual students in grades K-16. The result is Mi lengua: Spanish as a Heritage Language in the United States.
Mi lengua delves into the research, theory, and practice of teaching Spanish as a heritage language in the United States. The editors and contributors examine theoretical considerations in the field of Heritage Language Development (HLD) as well as community and classroom-based research studies at the elementary, secondary, and university levels. Some chapters are written in Spanish and each chapter presents a practical section on pedagogical implications that provides practice-related suggestions for the teaching of Spanish as a heritage language to students from elementary grades to secondary and college and university levels.
The Middle East Remembered is the latest work from one of the most productive of Near Eastern historians, Jacob Lassner. The essays and studies that make up this book seek to provide a deep explanation for traditional Muslim and Jewish reactions to events past and present. The volume is in many senses a meditation on the art of history-writing in four crucial eras of the Near East: the founding years of the Muslim community, the generation after the Abbasid overthrow of the early Caliphate, the events leading to collapse of Caliphal governance, and the end of traditional historiographical models on the edge of modernity.
In the first of the book's three parts, Lassner examines what he calls the stratigraphy of the text--he makes sense of the unusual organization of medieval Islamic narrative. The second section investigates issues such as work on city planning and on the creation of imperial centers. The last portion studies the interplay between Jewish and Muslim memory and the trading of themes and ideas between the cultures.
Shorter studies in the volume have been revised, and the author weaves new and complementary essays around them. Earlier work has been transformed and made more available to the general public. The style is accessible, and technical and arcane usages have been kept to a minimum. Throughout there are flashes of the author's wry humor.
Jacob Lassner is Philip M. and Ethel Klutsnick Professor of Jewish Civilization, Northwestern University, and Professor of Middle East History, Tel Aviv University.
Through a blend of personal narrative, cultural and literary analysis, and discussions about teaching, Minor Re/Visions: Asian American Literacy Narratives as a Rhetoric of Citizenship shows how people of color use reading and writing to develop and articulate notions of citizenship. Morris Young begins with a narration of his own literacy experiences to illustrate the complicated relationship among literacy, race, and citizenship and to reveal the tensions that exist between competing beliefs and uses of literacy among those who are part of dominant American culture and those who are positioned as minorities.
Influenced by the literacy narratives of other writers of color, Young theorizes an Asian American rhetoric by examining the rhetorical construction of American citizenship in works such as Richard Rodriguez’s Hunger of Memory, Victor Villanueva’s Bootstraps: From an American Academic of Color, Carlos Bulosan’s America Is in the Heart, and Maxine Hong Kingston’s “Song for a Barbarian Reed Pipe” from Woman Warrior. These narratives, Young shows, tell stories of transformation through education, the acquisition of literacy, and cultural assimilation and resistance. They also offer an important revision to the American story by inserting the minor and creating a tension amid dominant discourses about literacy, race, and citizenship. Through a consideration of the literacy narratives of Hawai`i, Young also provides a context for reading literacy narratives as responses to racism, linguistic discrimination, and attempts at “othering” in a particular region.
As we are faced with dominant discourses that construct race and citizenship in problematic ways and as official institutions become even more powerful and prevalent in silencing minor voices, Minor Re/Visions reveals the critical need for revising minority and dominant discourses. Young’s observations and conclusions have important implications for the ways rhetoricians and compositionists read, teach, and assign literacy narratives.
Identifying the historical antecedents of President George W. Bush’s imperial ambitions and the sources of the reactionary thought and politics that underlie them, Paul A. Bové shows how neoconservatism represents a singular danger to democracy. At the same time, he criticizes the equally disheartening inability of the academic Left to oppose neoconservatives and its tendency to mirror their views instead. Divorced from historical knowledge and intellectual rigor, the neocon mindset reflects a cultural and historical amnesia that feeds on ignorance and conformity. Exposing the threats to national survival inherent in the alliance of right-wing politics and academic tribalism, Bové emphasizes the need to reconnect with the powers of imagination and the complexity of human historical experience. With urgency and passion, Bové shows how the neocons have succeeded in cowing or coopting academic intellectuals and how language has been used and abused for the maintenance and extension of an undemocratic regime.
Despite urgent calls for reform, composition, literature, and creative writing, remain territorial, competitive fields. This book imagines ways in which the three English camps can reconnect. Seitz contends that the study of metaphor can advance curriculum reform precisely because of its unusual institutional position. By pronouncing equivalence in the very face of difference, metaphor performs an irrational discursive act that takes us to the nexus of textual, social, and ideological questions that have stirred such contentious debate in recent years over the function of English studies itself. As perhaps the most radical (yet also quotidian) means by which language negotiates difference, metaphor can help us to think about the politics of identification and the curricular movements such a politics has inspired.
Moving student writing beyond academic discourse and into larger public spheres is a difficult task, but Christian R. Weisser’s study challenges composition instructors to do just that. This highly accessible book does what no other study has attempted to do: place the most current, cutting-edge theories and pedagogies in rhetoric and composition in their intellectual and historical contexts, while at the same time offering a unique, practical theory and pedagogy of public writing for use both inside and outside of the classroom.
By positing a theory of the public for composition studies, one which envisions the public sphere as a highly contested, historically textured, multilayered, and sometimes contradictory site, Weisser offers a new approach to the roles that compositionists might assume in their attempts to initiate progressive political and social change.
After first providing a historical context that situates composition’s recent interest in public writing, Weisser next examines recent theories in composition studies that consider writing an act of social engagement before outlining a more complex theory of the public based on the work of Jürgen Habermas. The resulting re-envisioning of the public sphere expands current conversations in rhetoric and composition concerning the public.
Weisser concludes with a holistic vision that places greater political and social import on addressing public issues and conversations in the composition classroom and that elucidates the role of the public intellectual as it relates specifically to compositionists in postmodern society.
The popularity of yoga and Zen meditation has heightened awareness of somatic practices. Individuals develop the conscious embodiment central to somatics work via movement and dance, or through touch from a skilled teacher or therapist often called a somatic bodyworker. Methods of touch and movement foster generative processes of consciousness in order to create a fluid interconnection between sensation, thought, movement, and expression. In Moving Consciously , Sondra Fraleigh gathers essays that probe ideas surrounding embodied knowledge and the conscious embodiment of movement and dance. Using a variety of perspectives on movement and dance somatics, Fraleigh and other contributors draw on scholarship and personal practice to participate in a multifaceted investigation of a thriving worldwide phenomenon. Their goal: to present the mental and physical health benefits of experiencing one's inner world through sensory awareness and movement integration. A stimulating addition to a burgeoning field, Moving Consciously incorporates concepts from East and West into a timely look at life-changing, intertwined practices that involve dance, movement, performance studies, and education. Contributors: Richard Biehl, Robert Bingham, Hillel Braude, Alison East, Sondra Fraleigh, Kelly Ferris Lester, Karin Rugman, Catherine Schaeffer, Jeanne Schul, and Ruth Way.
Multilingual writers—often graduate students with more content knowledge and broader cultural experience than a monolingual tutor—unbalance the typical tutor/client relationship and pose a unique challenge for the writing center. Multilingual Writers and Writing Centers explores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future.
This much-needed addition of second language acquisition (SLA) research and teaching to the literature of writing center pedagogy draws from SLA literature; a body of interviews Rafoth conducted with writing center directors, students, and tutors; and his own decades of experience. Well-grounded in daily writing center practice, the author identifies which concepts and practices directors can borrow from the field of SLA to help tutors respond to the needs of multilingual writers, what directors need to know about these concepts and practices, and how tutoring might change in response to changes in student populations.
Multilingual Writers and Writing Centers is a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication.
Just as the majority of books about computer literacy deal more with technological issues than with literacy issues, most computer literacy programs overemphasize technical skills and fail to adequately prepare students for the writing and communications tasks in a technology-driven era. Multiliteracies for a Digital Age serves as a guide for composition teachers to develop effective, full-scale computer literacy programs that are also professionally responsible by emphasizing different kinds of literacies and proposing methods for helping students move among them in strategic ways.
Defining computer literacy as a domain of writing and communication, Stuart A. Selber addresses the questions that few other computer literacy texts consider: What should a computer literate student be able to do? What is required of literacy teachers to educate such a student? How can functional computer literacy fit within the values of teaching writing and communication as a profession? Reimagining functional literacy in ways that speak to teachers of writing and communication, he builds a framework for computer literacy instruction that blends functional, critical, and rhetorical concerns in the interest of social action and change.
Multiliteracies for a Digital Age reviews the extensive literature on computer literacy and critiques it from a humanistic perspective. This approach, which will remain useful as new versions of computer hardware and software inevitably replace old versions, helps to usher students into an understanding of the biases, belief systems, and politics inherent in technological contexts. Selber redefines rhetoric at the nexus of technology and literacy and argues that students should be prepared as authors of twenty-first-century texts that defy the established purview of English departments. The result is a rich portrait of the ideal multiliterate student in a digital age and a social approach to computer literacy envisioned with the requirements for systemic change in mind.
A student’s avatar navigates a virtual world and communicates the desires, emotions, and fears of its creator. Yet, how can her writing instructor interpret this form
Today, multiple modes of communication and information technology are challenging pedagogies in composition and across the disciplines. Writing instructors grapple with incorporating new forms into their curriculums and relating them to established literary practices. Administrators confront the application of new technologies to the restructuring of courses and the classroom itself.
Multimodal Literacies and Emerging Genres examines the possibilities, challenges, and realities of mutimodal composition as an effective means of communication. The chapters view the ways that writing instructors and their students are exploring the spaces where communication occurs, while also asking “what else is possible.” The genres of film, audio, photography, graphics, speeches, storyboards, PowerPoint presentations, virtual environments, written works, and others are investigated to discern both their capabilities and limitations. The contributors highlight the responsibility of instructors to guide students in the consideration of their audience and ethical responsibility, while also maintaining the ability to “speak well.” Additionally, they focus on the need for programmatic changes and a shift in institutional philosophy to close a possible “digital divide” and remain relevant in digital and global economies.
Embracing and advancing multimodal communication is essential to both higher education and students. The contributors therefore call for the examination of how writing programs, faculty, and administrators are responding to change, and how the many purposes writing serves can effectively converge within composition curricula.
In Mutuality in the Rhetoric and Composition Classroom, David L. Wallace and Helen Rothschild Ewald point out the centrality of rhetoric in the academy, asserting the intimate connection between language and knowledge making. They also stress the need for a change in the roles of teachers and students in today’s classroom. Their goal is mutuality, a sharing of authority among teachers and students in the classroom that would allow everyone an equal voice in the communication of ideas.
Arguing that the impetus to empower students by engaging them in liberatory and emancipatory pedagogies is simply not enough, Wallace and Ewald seek to “help readers identify, theorize, and work through problems faced by teachers who already value alternative approaches but who are struggling to implement them in the classroom." It is not the teacher’s job merely to convey a received body of knowledge, nor is knowledge a prepackaged commodity to be delivered by the teacher. It is “constituted in the classroom through the dialogic interaction between teachers and students alike.”
Wallace and Ewald see mutuality as potentially transformative, but they “do not believe that the nature or that transformation can be designated in advance.” Rather it is located in the interaction between teachers and students. Wallace and Ewald look at how the transformative notion of mutuality can be effected in classrooms in three important ways: reconstituting classroom speech genres, redesigning the architecture of rhetoric and writing courses, and valuing students’ interpretive agency in classroom discourse. Mutuality in alternative pedagogy, they assert, is neither a single approach nor a specific set of valued practices; it is a continuous collaboration between teachers and students.
Why do we make every schoolchild and college student take science? Does every American really need to be scientifically literate? In this provocative book, Morris Shamos, a physicist and science educator of very broad experience, argues that universal scientific literacy is a futile goal, and urges a critical review of the purpose of general education in science. Shamos argues that a meaningful scientific literacy cannot be achieved in the first place, and the attempt is a misuse of human resources on a grand scale. He is skeptical about forecasts of Òcritical shortfalls in scientific manpowerÓ and about the motives behind crash programs to get more young people into the science pipeline. Finally, he is convinced that, as presently taught, the vast majority of students come out of science classes with neither an intellectual grasp nor a pragmatic appreciation of science.
Shamos advocates instead a practical science education curriculum that grants the impossibility of every American learning enough science to make independent judgments about major scientific issues. Rather than giving children the heavy diet of scientific terms and facts they now get, he would emphasize: an appreciation of science as an ongoing cultural enterprise; an awareness of technologyÕs impact on one's personal health, safety, and surroundings; and the need to use experts wisely in resolving science/society issues.
Whether you loved or hated your science classes, you will find Morris ShamosÕs arguments about the future of science education required reading. Teachers, parents, scientists, science educators, school administrators, legislators, and science and human resources policy analysts will be especially interested in this book.
This new edition of William Doty's critically acclaimed study provides a comprehensive guidebook to the many schools of interpretation in this burgeoning field.
William Doty's popular text has been hailed as the most comprehensive work of its kind. Extensively rewritten and completely restructured, the new edition provides further depth and perspective and is even more accessible to students of myth. It includes expanded coverage of postmodern and poststructuralist perspectives, the Gernet Center, mythic iconography, neo-Jungian approaches, and cultural studies, and it summarizes what is new in the study of Greek myth, iconography, French classical scholarship, and ritual studies. It also features a comprehensive index of names and topics, a glossary, an up-to-date annotated bibliography, and a guide to myth on the Internet.
Presenting all major myth theorists from antiquity to the present, Mythography is an encyclopedic work that offers a cross-disciplinary approach to the study of myth. By reflecting the dramatic increase in interest in myth among both scholars and general readers since publication of the first edition, it remains a key study of modern approaches to myth and an essential guide to the wealth of mythographic research available today.
William G. Doty is Professor of Humanities and Religious Studies at The University of Alabama and editor of Mythosphere: A Journal for Image, Myth, and Symbol.
Mythohistorical Interventions explores how myth and history impacted the social struggle of the Chicano movement and the postmovement years. Drawing on archival materials and political speeches as well as music and protest poetry, Lee Bebout scrutinizes the ideas that emerged from the effort to organize and legitimize the Chicano movement’s aims.
Examining the deployment of the Aztec eagle by the United Farm Workers union, the poem Yo Soy Joaquín, the document El Plan de Santa Barbara, and icons like La Malinche and La Virgen de Guadalupe, Bebout reveals the centrality of culture to the Chicano movement. For Bebout, the active implementation of cultural narrative was strategically significant in several ways. First, it allowed disparate movement participants to imagine themselves as part of a national, and nationalist, community of resistance. Second, Chicano use of these narratives contested the images that fostered Anglo-American hegemony.
Bringing his analysis up to the present, Bebout delineates how demographic changes have, on the one hand, encouraged the possibility of a panethnic Latino community, while, on the other hand, anti-Mexican nativists attempt to resurrect Chicano myths as a foil to restrict immigration from Mexico.