Learning how to give and receive feedback is fundamental to the development of every student and professional. Yet few of us are ever taught anything like “feedback skills.” 

This book, which is the first in the Feedback Loops series, is designed to change that. Here is what students who have taken the University of Michigan Law School course on which the series is based have said about it:

• “One of the most memorable and useful classes I have taken in law school!”

• “Excellent, full stop.”

• “This class was always a fun highlight of my week.”

In this unique collection, the editors and authors examine, against a rich historical background, the complex contributions that women have made to composition and rhetoric in American education. Using varied and at times experimental modes of presentation to portray teachers and learners at work, including the very young and the elderly, the text provides a generous and fresh feminine perspective on the field.

Although it is well known in other fields, the concept of “resilience” has not been addressed explicitly by feminist rhetoricians. This collection develops it in readings of rhetorical situations across a range of social contexts and national cultures. Contributors demonstrate that resilience offers an important new conceptual frame for feminist rhetoric, with emphasis on agency, change, and hope in the daily lives of individuals or groups of individuals disempowered by social or material forces. Collectively, these chapters create a robust conception of resilience as a complex rhetorical process, redeeming it from its popular association with individual heroism through an important focus on relationality, community, and an ethics of connection. Resilience, in this volume, is a specifically rhetorical response to complicated forces in individual lives. Through it, Feminist Rhetorical Resilience widens the interpretive space within which rhetoricians can work.

One of the first collections to focus on independent writing programs, A Field of Dreams offers a complex picture of the experience of the stand-alone. Included here are narratives of individual programs from a wide range of institutions, exploring such issues as what institutional issues led to their independence, how independence solved or created administrative problems, how it changed the culture of the writing program and faculty sense of purpose, success, or failure.

Further chapters build larger ideas about the advantages and disadvantages of stand-alone status, covering labor issues, promotion/tenure issues, institutional politics, and others. A retrospective on the famous controversy at Minnesota is included, along with a look at the long-established independent programs at Harvard and Syracuse.

Finally, the book considers disciplinary questions raised by the growth of stand-alone programs. Authors here respond with critique and reflection to ideas raised by other chapters—do current independent models inadvertently diminish the influence of rhetoric and composition scholarship? Do they tend to ignore the outward movement of literacy toward technology? Can they be structured to enhance interdisciplinary or writing-across-the-curriculum efforts? Can independent programs play a more influential role in the university than they do from the English department?

In (First Person)2, Day and Eodice offer one of the few book-length studies of co-authoring in academic fields since Lunsford and Ede published theirs over a decade ago. The central research here involves in-depth interviews with ten successful academic collaborators from a range of disciplines and settings. The interviews explore the narratives of these informants' experience—what brought them to collaborate, what cognitive and logistical processes were involved as they worked together, what is the status of collaborated work in their field, and so on—and situate these informants within the broader discussion of collaboration theory and research as it has been articulated over the last ten years.

As the study develops, Day and Eodice become most interested in the affective domain of co-authorship, and they find the most promising explorations of that domain in the work of feminist theorists in composition. Against a background of feminist theory, the reflections of these informants and authors not only provide a window into the processes of current scholarship in writing, but also come to stand as a critique of traditional practice in English departments. Throughout the book, the two co-authors interrupt themselves with reflections of their own, on the rejection long ago of their proposal to co-author a dissertation, on their presuppositions about their research, on their developing commitment to the framework of feminist theory to account for their findings, and on their own processes and challenges in writing this book. The result is a well-centered volume that is disciplined and restrained in its presentation of research, but which is layered and multivocal in presentation, and which ends with some provocative conclusions.

In The Forgotten Tribe: Scientists as Writers, Lisa Emerson offers an important corrective to the view that scientists are "poor writers, unnecessarily opaque, not interested in writing, and in need of remediation." She argues that scientists are among "the most sophisticated and flexible writers in the academy, often writing for a wider range of audiences (their immediate disciplinary peers, peers in adjacent fields, a broad scientific audience, industry, and a range of public audiences including social media) than most other faculty." Moreover, she notes, the often collaborative and multidisciplinary nature of their work results in writing practices that "may be more socially complex, and require more articulation, mediation, and interpersonal communication, and more use of advanced media and technology than those of faculty in other disciplines."

Drawing on extensive interviews with scientists, Emerson argues that writing scholars have "engaged in a form of cultural appropriation" that has worked against a deeper understanding of the contexts in which scientists work and the considerations they bring to their writing. Emerson grounds her analysis in the voices of scientists in a way that allows us to understand not only how they approach writing but also how we might usefully teach writing in the sciences. The Forgotten Tribe offers a valuable contribution to our understanding of scientific writing, allowing us to hear voices that are seldom included in our discussions of this critical area.

In the middle of the eighteenth century, English literature, composition, and rhetoric were introduced almost simultaneously into colleges throughout the British cultural provinces.  Professorships of rhetoric and belles lettres were established just as print was reaching a growing reading public and efforts were being made to standardize educated taste and usage.  The provinces saw English studies as a means to upward social mobility through cultural assimilation.  In the educational centers of England, however, the introduction of English represented a literacy crisis brought on by provincial institutions that had failed to maintain classical texts and learned languages.

Today, as rhetoric and composition have become reestablished in the humanities in  American colleges, English studies are being broadly transformed by cultural studies, community literacies, and political controversies.  Once again, English departments that are primarily departments of literature see these basic writing courses as a sign of a literacy crisis that is undermining the classics of literature.  The Formation of College English reexamines the civic concerns of rhetoric and the politics that have shaped and continue to shape college English.

In an insightful assessment of the study and teaching of writing against the larger theoretical, political, and technological upheavals of the past thirty years, Fragments of Rationality questions why composition studies has been less affected by postmodern theory than other humanities and social science disciplines.

Over the course of his life, Frank Waters amassed a body of work that has few equals in the literature of the American West. Because his was a writing that touched every facet of the Western experience, his voice still echoes throughout that region’s literary world.

Swallow Press is especially proud to present this generous sampling of Frank Waters’s writings. A Frank Waters Reader encompasses the full range of his work and draws from both his nonfiction and his many novels. It stands as a testament to his singular achievement and proof of the talent that established him as the foremost writer in the Southwest.

This collection spanning forty years of writing provides an excellent introduction for the uninitiated as well as a retrospective for those already familiar with this giant talent. His gift for achieving a delicate balance among the many contrary forces at work in the land and the people who inhabit it is as true and enduring as the region that inspired him.

Over the course of his life, Frank Waters amassed a body of work that has few equals in the literature of the American West. Because his was a writing that touched every facet of the Western experience, his voice still echoes throughout that region’s literary world.

Swallow Press is especially proud to present this generous sampling of Frank Waters’s writings. A Frank Waters Reader encompasses the full range of his work and draws from both his nonfiction and his many novels. It stands as a testament to his singular achievement and proof of the talent that established him as the foremost writer in the Southwest.

This collection spanning forty years of writing provides an excellent introduction for the uninitiated as well as a retrospective for those already familiar with this giant talent. His gift for achieving a delicate balance among the many contrary forces at work in the land and the people who inhabit it is as true and enduring as the region that inspired him.

In the spring of 1968, the English faculty at the University of Wisconsin-Madison (UW) voted to remedialize the first semester of its required freshman composition course, English 101. The following year, it eliminated outright the second semester course, English 102. For the next quarter-century, UW had no real campus-wide writing requirement, putting it out of step with its peer institutions and preventing it from fully joining the “composition revolution” of the 1970s. In From Form to Meaning, David Fleming chronicles these events, situating them against the backdrop of late 1960s student radicalism and within the wider changes taking place in U.S. higher education at the time.
      Fleming begins with the founding of UW in 1848. He examines the rhetorical education provided in the university’s first half-century, the birth of a required, two semester composition course in 1898, faculty experimentation with that course in the 1920s and 1930s, and the rise of a massive “current-traditional” writing program, staffed primarily by graduate teaching assistants (TAs), after World War II. He then reveals how, starting around 1965, tensions between faculty and TAs concerning English 101-102 began to mount. By 1969, as the TAs were trying to take over the committee that supervised the course, the English faculty simply abandoned its long-standing commitment to freshman writing.
      In telling the story of composition’s demise at UW, Fleming shows how contributing factors—the growing reliance on TAs; the questioning of traditional curricula by young instructors and their students; the disinterest of faculty in teaching and administering general education courses—were part of a larger shift affecting universities nationally. He also connects the events of this period to the long, embattled history of freshman composition in the United States. And he offers his own thoughts on the qualities of the course that have allowed it to survive and regenerate for over 125 years.

Each of the twelve chapters represents a rung on the ladder of dynamic narrative development.  Beginning with the most basic plot outline, Ellis leads readers through exercises and discussions of elements that build a story into a memorable reading or listening experience.  The chapters include many topics of interest to all writers, regardless of medium, but some will speak most potently to those writing either fiction or personal narrative. Chapters include Characterization, Point of View, Emotion, Context, Imagery, and Connection [with the reader].  Herself a leading professional storyteller, Ellis also includes a chapter especially for those who plan to craft stories for oral performance.