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Galileo in Pittsburgh
Clark Glymour
Harvard University Press, 2010
What did the trial of Galileo share with the trial for fraud of the foremost investigator of the effects of lead exposure on children’s intelligence? In the title essay of this rollicking collection on science and education, Clark Glymour argues that fundamentally both were disputes over what methods are legitimate and authoritative. From testing the expertise of NASA scientists to discovering where software goes to die to turning educational research upside down, Glymour’s reports from the front lines of science and education read like a blend of Rachel Carson and Hunter S. Thompson. Contrarian and original, he criticizes the statistical arguments against Teach for America, argues for teaching the fallacies of Intelligent Design in high school science, places contemporary psychological research in a Platonic cave dug by Freud, and gives (and rejects) a fair argument for a self-interested, nationalist response to climate change.One of the creators of influential new statistical methods, Glymour has been involved in scientific investigations on such diverse topics as wildfire prediction, planetary science, genomics, climate studies, psychology, and educational research. Now he provides personal reports of the funny, the absurd, and the appalling in contemporary science and education. More bemused than indignant, Galileo in Pittsburgh is an ever-engaging call to rethink how we do science and how we teach it.
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Gaming Matters
Art, Science, Magic, and the Computer Game Medium
Judd Ethan Ruggill and Ken S. McAllister
University of Alabama Press, 2011
In his 2004 book Game Work, Ken S. McAllister proposed a rigorous critical methodology for the discussion of the “video game complex”—the games themselves, their players, the industry that produces them, and those who review and market them. Games, McAllister demonstrated, are viewed and discussed very differently by different factions: as an economic force, as narrative texts, as a facet of popular culture, as a psychological playground, as an ethical and moral force, even as a tool for military training.
 
In Gaming Matters, McAllister and coauthor Judd Ruggill turn from the broader discussion of video game rhetoric to study the video game itself as a medium and the specific features that give rise to games as similar and yet diverse as Pong, Tomb Raider, and Halo. In short, what defines the computer game itself as a medium distinct from all others? Each chapter takes up a different fundamental characteristic of the medium. Games are:
• Idiosyncratic, and thus difficult to apprehend using the traditional tools of media study
• Irreconcilable, or complex to such a degree that developers, players, and scholars have contradictory ways of describing them
• Boring, and therefore obligated to constantly make demands
on players’ attention
• Anachronistic, or built on age-old tropes and forms of play
while ironically bound to the most advanced technologies
• Duplicitous, or dependent on truth-telling rhetoric even when they are about fictions, fantasies, or lies
• Work, or are often better understood as labor rather than play
• Alchemical, despite seeming all-too mechanical or predictable
Video games are now inarguably a major site of worldwide cultural production.
 
Gaming Matters will neither flatter game enthusiasts nor embolden game detractors in their assessments. But it will provide a vocabulary through which games can be discussed in academic settings and will create an important foundation for future academic discourse.
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Gather 'Round the Table
Food Literacy Programs, Resources, and Ideas for Libraries
Hillary Dodge
American Library Association, 2020

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Gender Influences
Reading Student Texts
Donnalee Rubin. Foreword by Nan Johnson
Southern Illinois University Press, 1993

Donnalee Rubin examines the responses of thirty-one freshman composition teachers to student writing and shows the negative effects of gender bias on assessment to prove that gender perceptions and expectations can influence assessment decisions that seem neutral on the surface. Arguing that certain pedagogies are more likely to minimize gender bias than others, Rubin believes that teachers are more likely to overcome the influence of gender bias on their teaching if they adopt a process-based method and work intimately with their students through nondirective, supportive conferences.

Rubin characterizes the conference/process-centered class as the type of environment in which maternal teaching can be cultivated. She stresses that maternal can describe any teacher, male or female, who exhibits the nurturing and supportive qualities that the conference/process approach embodies. With a primary focus on the student’s well-being and development as a person and a writer, the maternal teacher is in a better position to overcome gender bias that could distort the interpretation of student texts. In order for writing instructors to increase their sensitivity to gender issues in assessment, Rubin recommends that they self-consciously engage in what she calls "responsive reading." Responsive reading occurs when the teacher reads with an eye toward providing the sorts of supportive feedback and dialectic exchange that will encourage student writers to think for themselves and to revise effectively. Rubin argues that when teachers commit to a responsive-reading pedagogy, they are more likely to question their reactions to student writing along the lines of gender influence and to strive for self-conscious awareness of how their own inner male-female voices may distort their reading of student texts. She challenges all writing teachers to become more aware of the inevitable challenge gender influence presents.

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Gender Roles and Faculty Lives in Rhetoric and Composition
Theresa Enos
Southern Illinois University Press, 1997

Combining anecdotal evidence (the personal stories of rhetoric and composition teachers) with hard data, Theresa Enos offers documentation for what many have long suspected to be true: lower-division writing courses in colleges and universities are staffed primarily by women who receive minimal pay, little prestige, and lessened job security in comparison to their male counterparts. Male writing faculty, however, also are affected by factors such as low salaries because of the undervaluation of a field considered feminized. As Enos notes in her preface: "The rhetoric of our institutional lives is connected especially to the negotiations of gender roles in rhetoric and composition."

Enos describes and classifies narratives gathered from surveys, interviews, and campus visits and interweaves these narratives with statistical data gathered from national surveys that show gendered experiences in the profession. Enos discusses the ways in which these experiences affect the working conditions of writing teachers and administrators in various programs at different types of institutions.

Enos points out that fields in which women excel—and are acknowledged—receive less prestige than other fields. On the university level, those genres in which women have demonstrated competence are not taken as seriously as those dominated by men. In practical terms, academia affords more glory for teaching literature than for teaching rhetoric and composition.

Within the field of rhetoric and composition, however, Enos finds it difficult to determine why the accomplishments of women receive less credit than those of men. She speculates as to whether it is part of the larger pattern in society—and in academia—to value men more than women or something in the field itself that keeps women from real power, even though women make up the majority of composition and rhetoric teachers.

Enos provides fascinating personal histories of composition and rhetoric teachers whose work has been largely disregarded. She also provides information about writing programs, teaching, administrative responsibilities, ranks among teachers, ages, salary, tenure status, distribution of research, service responsibilities, records of publication, and promotion and tenure guidelines.

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Genre Across The Curriculum
edited by Anne Herrington and Charles Moran
Utah State University Press, 2005

Genre across the Curriculum will function as a "good" textbook, one not for the student, but for the teacher, and one with an eye on the context of writing. Here you will find models of practice, descriptions written by teachers who have integrated the teaching of genre into their pedagogy in ways that both support and empower the student writer.

While authors here look at courses across disciplines and across a range of genres, they are similar in presenting genre as situated within specific classrooms, disciplines, and institutions. Their assignments embody the pedagogy of a particular teacher, and student responses here embody students' prior experiences with writing. In each chapter, the authors define a particular genre, define the learning goals implicit in assigning that genre, explain how they help their students work through the assignment, and, finally, discuss how they evaluate the writing their students do in response to their teaching.

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Genre and Second Language Writing
Ken Hyland
University of Michigan Press, 2004
Second language students not only need strategies for drafting and revising to write effectively, but also a clear understanding of genre so that they can appropriately structure their writing for various contexts. Over that last decade, increasing attention has been paid to the notion of genre and its central place in language teaching and learning. Genre and Second Language Writing enters into this important debate, providing an accessible introduction to current theory and research in the area of written genres-and applying these understandings to the practical concerns of today's EFL/ESL classroom. Each chapter includes discussion and review questions and small-scale practical research activities. Like the other texts in the popular Michigan Series on Teaching Multilingual Writers, this book will interest ESL teachers in training, teacher educators, current ESL instructors, and researchers and scholars in the area of ESL writing.
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Genre And The Invention Of The Writer
Reconsidering the Place of Invention in Composition
Anis Bawarshi
Utah State University Press, 2003
In a focused and compelling discussion, Anis Bawarshi looks to genre theory for what it can contribute to a refined understanding of invention. In describing what he calls "the genre function," he explores what is at stake for the study and teaching of writing to imagine invention as a way that writers locate themselves, via genres, within various positions and activities. He argues, in fact, that invention is a process in which writers are acted upon by genres as much as they act themselves. Such an approach naturally requires the composition scholar to re-place invention from the writer to the sites of action, the genres, in which the writer participates. This move calls for a thoroughly rhetorical view of invention, roughly in the tradition of Richard Young, Janice Lauer, and those who have followed them.

Instead of mastering notions of "good" writing, Bawarshi feels that students gain more from learning how to adapt socially and rhetorically as they move from one "genred" site of action to the next.
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Geographies of Philological Knowledge
Postcoloniality and the Transatlantic National Epic
Nadia R. Altschul
University of Chicago Press, 2012
Geographies of Philological Knowledge examines the relationship between medievalism and colonialism in the nineteenth-century Hispanic American context through the striking case of the Creole Andrés Bello (1781–1865), a Venezuelan grammarian, editor, legal scholar, and politician, and his lifelong philological work on the medieval heroic narrative that would later become Spain’s national epic, the Poem of the Cid. Nadia R. Altschul combs Bello’s study of the poem and finds throughout it evidence of a “coloniality of knowledge.”
 
Altschul  reveals how, during the nineteenth century, the framework for philological scholarship established in and for core European nations—France, England, and especially Germany—was exported to Spain and Hispanic America as the proper way of doing medieval studies. She argues that the global designs of European philological scholarship are conspicuous in the domain of disciplinary historiography, especially when examining the local history of a Creole Hispanic American like Bello, who is neither fully European nor fully alien to European culture. Altschul likewise highlights Hispanic America’s intellectual internalization of coloniality and its understanding of itself as an extension of Europe.  
 
A timely example of interdisciplinary history, interconnected history, and transnational study, Geographies of Philological Knowledge breaks with previous nationalist and colonialist histories and thus forges a new path for the future of medieval studies.
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Geographies of Writing
Inhabiting Places and Encountering Difference
Nedra Reynolds
Southern Illinois University Press, 2004

Twenty-first-century technological innovations have revolutionized the way we experience space, causing an increased sense of fragmentation, danger, and placelessness. In Geographies of Writing: Inhabiting Places and Encountering Difference, Nedra Reynolds addresses these problems in the context of higher education, arguing that theories of writing and rhetoric must engage the metaphorical implications of place without ignoring materiality.

Geographies of Writing makes three closely related contributions: one theoretical, to reimagine composing as spatial, material, and visual; one political, to understand the sociospatial construction of difference; and one pedagogical, to teach writing as a set of spatial practices. Aided by seven maps and illustrations that reinforce the book’s visual rhetoric, Geographies of Writing shows how composition tasks and electronic space function as conduits for navigating reality.

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The Gestation of German Biology
Philosophy and Physiology from Stahl to Schelling
John H. Zammito
University of Chicago Press, 2017
The emergence of biology as a distinct science in the eighteenth century has long been a subject of scholarly controversy. Michel Foucault, on the one hand, argued that its appearance only after 1800 represented a fundamental rupture with the natural history that preceded it, marking the beginnings of modernity. Ernst Mayr, on the other hand, insisted that even the word "biology" was unclear in its meaning as late as 1800, and that the field itself was essentially prospective well into the 1800s.
 
In The Gestation of German Biology, historian of ideas John Zammito presents a different version of the emergence of the field, one that takes on both Foucault and Mayr and emphasizes the scientific progress throughout the eighteenth century that led to the recognition of the need for a special science. The embrace of the term biology around 1800, Zammito shows, was the culmination of a convergence between natural history and human physiology that led to the development of comparative physiology and morphology—the foundations of biology. Magisterial in scope, Zammito’s book offers nothing less than a revisionist history of the field, with which anyone interested in the origins of biology will have to contend.
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Gesture in Multiparty Interaction
Emily Shaw
Gallaudet University Press, 2018
Gesture in Multiparty Interaction confronts the competing views that exist regarding gesture’s relationship to language. In this work, Emily Shaw examines embodied discourses in American Sign Language and spoken English and seeks to establish connections between sign language and co-speech gesture. By bringing the two modalities together, Shaw illuminates the similarities between certain phenomena and presents a unified analysis of embodied discourse that more clearly captures gesture’s connection to language as a whole.
​       Shaw filmed Deaf and hearing participants playing a gesture-based game as part of a social game night. Their interactions were then studied using discourse analysis to see whether and how Deaf and hearing people craft discourses through the use of their bodies. This volume examines gesture, not just for its iconic, imagistic qualities, but also as an interactive resource in signed and spoken discourse. In addition, Shaw addresses the key theoretical barriers that prevent a full accounting of gesture’s interface with signed and spoken language. Her study pushes further the notion that language is fundamentally embodied.
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Glidermen of Neptune
The American D-Day Glider Attack
Charles J. Masters
Southern Illinois University Press, 1995

Although the word gliderman does not appear in the dictionary, a brave group of World War II soldiers known as glidermen flew into combat inside unarmed and unarmored canvas-covered gliders known as "flying coffins."

Charles J. Masters points out that because World War II was the first truly mechanized and armored global conflict, the role of the glidermen and their combat gliders was at best anachronistic. Fighter planes exceeded speeds of 400 miles per hour and were heavily armed with multiple machine guns. Dogfights had taken on new dimensions, eclipsing the tactics, speed, and firepower first evidenced by the fragile biplanes of World War I. Tanks achieved a lethal efficiency barely dreamed of even five years before the war. An array of weaponry never seen in any previous military engagement confronted the combat soldier during World War II.And yet there were gliders. And glidermen.

Masters tells of these men and of their fragile aircraft in a war of mechanized chaos. In copious detail, he describes the gliders and the Americans who boarded them during the American D-Day glider attack, a mission that was part of the overall cross-channel plan code-named "Operation Neptune." The son of a gliderman with the 82nd Airborne Division, Masters had unique access to the surviving glidermen and comrades of his father. During the course of his research, he located and interviewed 106 of the men who had flown the D-Day mission in gliders. As an insider—in a sense almost a member of the family and fraternity of glider-men—Masters was cordially received by the members of the American airborne divisions that participated in D-Day, many of whom told him stories they had seldom told their own friends and families. Often harrowing and always riveting, the stories these men told an eager listener and researcher are very much a part of this narrative.

Masters has also assembled the finest existing collection of photographs of the American D-Day glider attack. These photographs—many of which have never before been published—provide a spectacular photographic record of a little-known aspect of this war. In fact, because of the short military history of the American combat glider, most readers, including veterans of World War II, will not have seen one of these "flying coffins," even at a distance. These photographs afford the opportunity to actually examine the inside of the combat gliders used on D-Day, to observe the glidermen in action, and to witness the often tragic consequences of the glider attack.

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Globalizing American Studies
Edited by Brian T. Edwards and Dilip Parameshwar Gaonkar
University of Chicago Press, 2010

The discipline of American studies was established in the early days of World War II and drew on the myth of American exceptionalism. Now that the so-called American Century has come to an end, what would a truly globalized version of American studies look like? Brian T. Edwards and Dilip Parameshwar Gaonkar offer a new standard for the field’s transnational aspiration with Globalizing American Studies.

The essays here offer a comparative, multilingual, or multisited approach to ideas and representations of America. The contributors explore unexpected perspectives on the international circulation of American culture: the traffic of American movies within the British Empire, the reception of the film Gone with the Wind in the Arab world, the parallels between Japanese and American styles of nativism, and new incarnations of American studies itself in the Middle East and South Asia. The essays elicit a forgotten multilateralism long inherent in American history and provide vivid accounts of post–Revolutionary science communities, late-nineteenth century Mexican border crossings, African American internationalism, Cold War womanhood in the United States and Soviet Russia, and the neo-Orientalism of the new obsession with Iran, among others.

Bringing together established scholars already associated with the global turn in American studies with contributors who specialize in African studies, East Asian studies, Latin American studies, media studies, anthropology, and other areas, Globalizing American Studies is an original response to an important disciplinary shift in academia.

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Goal-Driven Lesson Planning for Teaching English to Speakers of Other Languages
Marnie Reed and Christina Michaud
University of Michigan Press, 2010
This book is more than a collection of activities or ready-made lesson plans to add to a teaching repertoire. Instead, Goal-Driven Lesson Planning is intended to empower teachers and help them create a principled framework for their teaching—a framework that will shape the varied activities of the ESL classroom into a coherent teaching and learning partnership. After reading this book, teachers and prospective teachers will be able to articulate their individual teaching philosophies.
 
Goal-Driven Lesson Planning shows readers how to take any piece from English language materials—an assigned text, a random newspaper article, an ESL activity from a website, etc.—and use it to teach students something about language. Readers are walked through the process of reflecting on their role in diagnosing what that “something” is—what students really need—and planning how to get them there and how to know when they got there in a goal-driven principled manner.
 
This book has chapters on the theory of setting specific language goals for students; how to analyze learner needs (including an initial diagnostic and needs-analysis); templates to use when planning goal-driven English language lessons; explicit instruction on giving corrective feedback;  how to recognize and assess student progress; and the mechanics and logistics that facilitate the goal-driven language classroom.
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Gods and Demons, Priests and Scholars
Critical Explorations in the History of Religions
Bruce Lincoln
University of Chicago Press, 2012

Bruce Lincoln is one of the most prominent advocates within religious studies for an uncompromisingly critical approach to the phenomenon of religion—historians of religions, he believes, should resist the preferred narratives and self-understanding of religions themselves, especially when their stories are endowed with sacred origins and authority. In Gods and Demons, Priests and Scholars, Lincoln assembles a collection of essays that both illustrates and reveals the benefits of his methodology, making a case for a critical religious studies that starts with skepticism but is neither cynical nor crude.

The book begins with Lincoln’s “Theses on Method” and ends with “The (Un)discipline of Religious Studies,” in which he unsparingly considers the failings of uncritical and nonhistorical approaches to the study of religions. In between, Lincoln presents new examinations of problems in ancient religions and relates these cases to larger comparative themes. While bringing to light important features of the formation of pantheons and the constructions of demons, chaos, and the dead, Lincoln demonstrates that historians of religions should take religious things—inspired scriptures, sacred centers, salvific rites, communities graced by divine favor—as the theories of interested humans that shape perception, community, and experiences. As he shows, it is for their terrestrial influence, and not their sacred origins, that religious phenomena merit consideration by the historian.
 
Tackling many questions central to religious study, Gods and Demons, Priests and Scholars will be a touchstone for the history of religions in the twenty-first century.
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Going Beyond Google Again
Strategies for Using and Teaching the Invisible Web
Jane Devine
American Library Association, 2014

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Going Beyond Google
The Invisible Web in Learning and Teaching
Jane Devine
American Library Association, 2009

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The Golden Age of the Classics in America
Greece, Rome, and the Antebellum United States
Carl J. Richard
Harvard University Press, 2009

In a masterful study, Carl J. Richard explores how the Greek and Roman classics became enshrined in American antebellum culture. For the first time, knowledge of the classics extended beyond aristocratic males to the middle class, women, African Americans, and frontier settlers.

The classics shaped how Americans interpreted developments around them. The example of Athens allowed politicians of the democratic age to espouse classical knowledge without seeming elitist. The Industrial Revolution produced a backlash against utilitarianism that centered on the classics. Plato and other ancients had a profound influence on the American romantics who created the first national literature, and pious Christians in an age of religious fervor managed to reconcile their faith with the literature of a pagan culture. The classics supplied both sides of the slavery debate with their chief rhetorical tools: the Aristotelian defense of slavery to Southern slaveholders and the concept of natural law to the Northern abolitionists.

The Civil War led to a radical alteration of the educational system in a way that steadily eroded the preeminence of the classics. They would never regain the profound influence they held in the antebellum era.

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The Grammar Answer Key
Short Explanations to 100 ESL Questions
Keith S. Folse
University of Michigan Press, 2018
The Grammar Answer Key is a collection of 100 questions submitted by ESL teachers--both novice and experienced and both native and non-native speakers--from many different countries around the world. The questions are real questions that ESL/EFL students have asked teachers about English and are similar to the Hot Seat Questions presented in Keys to Teaching Grammar to English Language Learners, 2nd ed. (Folse, 2016). 

The 100 questions are organized into 12 chapters on topics that teachers and students can relate to well: adjectives, articles, clauses, connectors, gerunds and infinitives, prepositions, pronouns, pronunciation, subject-verb agreement, suffixes, verbs, and vocabulary-grammar connections. The number of questions in each chapter ranges from 3 to 13 and is based on the questions submitted. Each chapter begins with a short overview of the topic that features key terminology and a chart explaining three common ESL errors. 

Each question is presented in a box and is followed by an "answer" that can inform instruction, often in chart format. Examples of questions are:
  • How do you know if a word is an adjective?              
  • Can I say the Monday or the January?
  • Do you say  on July or in July?
  • I received an email from someone that said “Greetings from my wife and I.” Is this right? Why?
  • How do I know which way to pronounce the -ed at the end of a word?
  • Which verb tenses are the most common in English? Which ones should I study?
  • Why do you say turn on the light instead of turn the light?
  • In my language, we have one word for make and do. In English, when should I use make and when should I use do? 

The book is the ideal teacher resource and professional development tool. 
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Grassroots Engagement and Social Justice through Cooperative Extension
Nia Imani Fields
Michigan State University Press, 2022
Grassroots Engagement and Social Justice through Cooperative Extension grows out of a commitment to the belief that Cooperative Extension professionals can and should be deeply engaged with the communities they work in to improve life—individually and collectively. Rooted in an understanding of the history and development of Extension, the authors focus on contemporary efforts to address systemic inequities. They offer an alternative to the “expert” model that would have Extension educators provide information detached from the difficult and sometimes contentious issues that shape community work. These essays highlight Extension’s role in and responsibility for culturally relevant community education that is rooted in democratic practices and social justice. The ultimate aim of this book is to offer a vision for the future of Extension as its practitioners continue to reach for cultural competence necessary to address issues of systemic injustice in the communities they serve and of which they are a part.
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Gropius
The Man Who Built the Bauhaus
Fiona MacCarthy
Harvard University Press, 2019

“This is an absolute triumph—ideas, lives, and the dramas of the twentieth century are woven together in a feat of storytelling. A masterpiece.”
—Edmund de Waal, ceramic artist and author of The White Road


The impact of Walter Gropius can be measured in his buildings—Fagus Factory, Bauhaus Dessau, Pan Am—but no less in his students. I. M. Pei, Paul Rudolph, Anni Albers, Philip Johnson, Fumihiko Maki: countless masters were once disciples at the Bauhaus in Berlin and at Harvard. Between 1910 and 1930, Gropius was at the center of European modernism and avant-garde society glamor, only to be exiled to the antimodernist United Kingdom during the Nazi years. Later, under the democratizing influence of American universities, Gropius became an advocate of public art and cemented a starring role in twentieth-century architecture and design.

Fiona MacCarthy challenges the image of Gropius as a doctrinaire architectural rationalist, bringing out the visionary philosophy and courage that carried him through a politically hostile age. Pilloried by Tom Wolfe as inventor of the monolithic high-rise, Gropius is better remembered as inventor of a form of art education that influenced schools worldwide. He viewed argument as intrinsic to creativity. Unusually for one in his position, Gropius encouraged women’s artistic endeavors and sought equal romantic partners. Though a traveler in elite circles, he objected to the cloistering of beauty as “a special privilege for the aesthetically initiated.”

Gropius offers a poignant and personal story—and a fascinating reexamination of the urges that drove European and American modernism.

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Guide to College Writing Assessment
Peggy O'Neill, Cindy Moore, and Brian Huot
Utah State University Press, 2009
While most English professionals feel comfortable with language and literacy theories, assessment theories seem more alien. English professionals often don’t have a clear understanding of the key concepts in educational measurement, such as validity and reliability, nor do they understand the statistical formulas associated with psychometrics. But understanding assessment theory—and applying it—by those who are not psychometricians is critical in developing useful, ethical assessments in college writing programs, and in interpreting and using assessment results.

A Guide to College Writing Assessment is designed as an introduction and source book for WPAs, department chairs, teachers, and administrators. Always cognizant of the critical components of particular teaching contexts, O’Neill, Moore, and Huot have written sophisticated but accessible chapters on the history, theory, application and background of writing assessment, and they offer a dozen appendices of practical samples and models for a range of common assessment needs.

Because there are numerous resources available to assist faculty in assessing the writing of individual students in particular classrooms, A Guide to College Writing Assessment focuses on approaches to the kinds of assessment that typically happen outside of individual classrooms: placement evaluation, exit examination, programmatic assessment, and faculty evaluation. Most of all, the argument of this book is that creating the conditions for meaningful college writing assessment hinges not only on understanding the history and theories informing assessment practice, but also on composition programs availing themselves of the full range of available assessment practices.
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A Guide to Useful Evaluation of Language Programs
John McE. Davis and Todd H. McKay, Editors
Georgetown University Press

Departments and language programs often are asked to evaluate the efficacy of their own programs and make curricular decisions on the basis of evidence. This guide, designed to help language educators meet the needs of program evaluation and assessment often requested by their institutions, provides step-by-step advice to help language educators conduct evaluation and assessment and to show how it can lead to meaningful programmatic decisions and change. With discussions about evaluation planning, advice for selecting data-collection tools, explanations for data analysis, examples based on actual evaluations, and more, this book provides everything you need to complete a successful language program evaluation that will give educators useful data on which to base curricular decisions. This short book is practical and timely and will find an audience in instructors of all languages and all levels.  

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A Guru’s Journey
Pandit Chitresh Das and Indian Classical Dance in Diaspora
Sarah Morelli
University of Illinois Press, 2019
An important modern exponent of Asian dance, Pandit Chitresh Das brought kathak to the United States in 1970. The North Indian classical dance has since become an important art form within the greater Indian diaspora. Yet its adoption outside of India raises questions about what happens to artistic practices when we separate them from their broader cultural contexts.

A Guru's Journey provides an ethnographic study of the dance form in the San Francisco Bay Area community formed by Das. Sarah Morelli, a kathak dancer and one of Das's former students, investigates issues in teaching, learning, and performance that developed around Das during his time in the United States. In modifying kathak's form and teaching for Western students, Das negotiates questions of Indianness and non-Indianness, gender, identity, and race. Morelli lays out these issues for readers with the goal of deepening their knowledge of kathak aesthetics, technique, and theory. She also shares the intricacies of footwork, facial expression in storytelling, and other aspects of kathak while tying them to the cultural issues that inform the dance.

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