A SCHOLARLY BOOK REPOSITORY26 start with G start with G
Ranging from interviews with contemporary writers, to historical accounts of gendered writing in Taiwan and semi-colonial China, to close feminist readings of individual authors, these essays confront the degree to which textual stategies construct notions of gender. Among the specific themes discussed are: how femininity is produced in texts by allocating women to domestic space; the extent to which textual production lies at the base of a changing, historically specific code of the feminine; the extent to which women in modern Chinese societies are products of literary canons; the ways in which the historical processes of gendering have operated in Chinese modernity vis à vis modernity in the West; the representation of feminists as avengers and as westernized women; and the meager recognition of feminism as a serious intellectual current and a large body of theory.
Originally published as a special issue of Modern Chinese Literature (Spring & Fall 1988), this expanded book represents some of the most compelling new work in post-Mao feminist scholarship and will appeal to all those concerned with understanding a revitalized feminism in the Chinese context.
Contributors. Carolyn Brown, Ching-kiu Stephen Chan, Sung-sheng Yvonne Chang, Yu-shih Chen, Rey Chow, Randy Kaplan, Richard King, Wolfgang Kubin, Wendy Larson, Lydia Liu, Seung-Yeun Daisy Ng, Jon Solomon, Meng Yue, Wang Zheng
Institutions of higher education are experiencing the largest influx of enrolled veterans since World War II, and these student veterans are transforming post-secondary classroom dynamics. While many campus divisions like admissions and student services are actively moving to accommodate the rise in this demographic, little research about this population and their educational needs is available, and academic departments have been slower to adjust. In Generation Vet, fifteen chapters offer well-researched, pedagogically savvy recommendations for curricular and programmatic responses to student veterans for English and writing studies departments.
In work with veterans in writing-intensive courses and community contexts, questions of citizenship, disability, activism, community-campus relationships, and retention come to the fore. Moreover, writing-intensive courses can be sites of significant cultural exchanges—even clashes—as veterans bring military values, rhetorical traditions, and communication styles that may challenge the values, beliefs, and assumptions of traditional college students and faculty.
This classroom-oriented text addresses a wide range of issues concerning veterans, pedagogy, rhetoric, and writing program administration. Written by diverse scholar-teachers and written in diverse genres, the essays in this collection promise to enhance our understanding of student veterans, composition pedagogy and administration, and the post-9/11 university.
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.
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.
In recent decades, genre studies has focused attention on how genres mediate social activities within workplace and academic settings. Genre and the Performance of Publics moves beyond institutional settings to explore public contexts that are less hierarchical, broadening the theory of how genres contribute to the interconnected and dynamic performances of public life.
Chapters examine how genres develop within publics and how genres tend to mediate performances in public domains, setting up a discussion between public sphere scholarship and rhetorical genre studies. The volume extends the understanding of genres as not only social ways of organizing texts or mediating relationships within institutions but as dynamic performances themselves.
By exploring how genres shape the formation of publics, Genre and the Performance of Publicsbrings rhetoric/composition and public sphere studies into dialogue and enhances the understanding of public genre performances in ways that contribute to research on and teaching of public discourse.
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.
The ability to write well is difficult to gain. To write beyond the ordinary—beyond the clear and effective paragraph or book—needs craft, patience, and practice. And it has always required something more: genius, magic, a supreme gift. Professor Hunt in The Gift of the Unicorn binds the two—the craft and the gift—under a unifying light, showing both writer and reader the how and why and perhaps of good writing and of the writing that has gained, in Hunt’s words, “the friendship of time” and is called literature.
Essays include: “Beginning,” “The Web of Writing,” “The Telling,” “Spontaneity,” “Disciplined Writing,” “The Story,” “The People in the Book,” “Of Rules, Again,” and “Ending.”
This book—part anthology, part craft guide—provides a forensic reading of twenty-four of DeGregory’s singular stories, illustrating her tips for writers alongside pieces that put those elements under the microscope. Each of the pieces gathered here—including the Pulitzer Prize–winning title story—is accompanied by notes on how she built the story, plus tips on how nonfiction writers at all levels can do the same. Featuring a foreword by Beth Macy, author of the acclaimed Dopesick, this book is sure to delight fans of DeGregory’s writing, as well as introduce her to readers and writers who have not yet discovered her inspiring body of work.
Giving their word is what poets do; it is their stock-in-trade, their daily bread. In the hands of the most accomplished, a poet's words are transformed into a kind of window: looking inward toward the territory of memory, dream, personal mythology and opening out onto the landscape of the shared world where life and work are rooted. For each poet there is an intricate relationship between these two realms and poetry's third domain, the language that bridges both experiences and becomes the body of the poem. Giving Their Word shows us that the poet's fidelity to that relationship sustains his or her development over time, urges the writing toward new levels of discovery, and bestows on readers that most prized of commodities: a feeling of the authentic.
For poets, students of poetry, and that far-flung community of readers for whom the contemporary poem still provides a journey worth taking, this book will present a host of pleasures. Giving Their Word enlarges the frame through which we view the poet's text and yields significant insights into the craft and character of each of these writers.
What are the drivers of creative writing:: passion, drive, and fear of rejection? What is the cardinal rule: honesty (to a vision, a voice)? Armbrust, an editor and creative-writing instructor, argues that the struggle to write is reflective of the deeper spiritual consciousness of the writer.
He challenges writers to address their inner demons, being honest to their truest selves, and to wrestle their eepest doubts in their quest to produce the best literature.
“One semester, my creative mentor William Packard asked me to teach his poetry-writing course at New York University’s School of Continuing Education and Professional Studies. He did so because I had taken the course, he considered me a good poet, and knew I was teaching a professional-writing course of my own at NYU. Each time I’d walk in to instruct his poetry-writing class, I’d scratch on the chalkboard two brief sentences: Go Deep. Take Chances. These two suggestions represent, I believe, the keys to creativity.” Many nutsand- bolts pointers (gleaned from decades of writing and advising others) benefit writers of all experience levels.
This book leads writers to better understand and execute the extremely focused work of creative writing, while at the same time enjoying a fuller sense of self, serenity and fulfillment.
While there has been an increasing call for social scientists to engage more broadly with the public, concrete advice for starting the conversation has been in short supply. Arlene Stein and Jessie Daniels seek to change this with Going Public, the first guide that truly explains how to be a public scholar. They offer guidance on writing beyond the academy, including how to get started with op-eds and articles and later how to write books that appeal to general audiences. They then turn to the digital realm with strategies for successfully building an online presence, cultivating an audience, and navigating the unique challenges of digital world. They also address some of the challenges facing those who go public, including the pervasive view that anything less than scholarly writing isn’t serious and the stigma that one’s work might be dubbed “journalistic.”
Going Public shows that by connecting with experts, policymakers, journalists, and laypeople, social scientists can actually make their own work stronger. And by learning to effectively add their voices to the conversation, researchers can help make sure that their knowledge is truly heard above the digital din.
In Going Public, Rose and Weiser locate their discussion in the context of three current conversations in higher education: 1) the engagement movement, particularly as this movement serves to address and respond to calls for greater accountability to broader publics; 2) recent interest in public discourse/civic rhetoric among scholars of rhetorical history and contemporary rhetorical theory; 3) the service learning movement in higher education, especially the ways in which college and university writing programs have contributed to this movement.
While there have been a number of publications describing service-learning and community leadership programs, most of these focus on curricular elements and address administrative issues, if at all, primarily from a curricular perspective. The emphasis of the current book is on the ways that engagement-focused programs change conceptions of WPA identity. Going Public, then, is not only a significant contribution to the scholarly literature, but also supplies an important new resource for WPA preparation courses in rhetoric and composition PhD programs.
In this funny and perceptive collection, novelist and essayist Robert Cohen shares his thoughts on the writing process and then puts these prescriptions into practice—from how to rant effectively as an essayist and novelist (“The Piano has been Drinking”), how to achieve your own style, naming characters (and creating them), how one manages one’s own identity with being “a writer” in time and space, to the use of reference and allusion in one’s work. Cohen is a deft weaver of allusion himself. In lieu of telling the reader how to master the elements of writing fiction, he shows them through the work of the writers who most influenced his own development, including Bellow, Lawrence, Chekhov, and Babel. Rooted in his own experiences, this collection of essays shows readers how to use their influences and experiences to create bold, personal, and individual work. While the first part of the book teaches writing, the essays in the second part show how these elements come together.
—Claudia Rankine in the New York Times
The Golden Shovel Anthology celebrates the life and work of poet and civil rights icon Gwendolyn Brooks through a dynamic new poetic form, the Golden Shovel, created by National Book Award–winner Terrance Hayes.
An array of writers—including winners of the Pulitzer Prize, the T. S. Eliot Prize, and the National Book Award, as well as a couple of National Poets Laureate—have written poems for this exciting new anthology: Rita Dove, Billy Collins, Danez Smith, Nikki Giovanni, Sharon Olds, Tracy K. Smith, Mark Doty, Sharon Draper, Richard Powers, and Julia Glass are just a few of the contributing poets.
This second edition includes Golden Shovel poems by two winners and six runners-up from an international student poetry competition judged by Nora Brooks Blakely, Gwendolyn Brooks’s daughter. The poems by these eight talented high school students add to Ms. Brooks’s legacy and contribute to the depth and breadth of this anthology.
The study investigates the complicated motivations and cultural concessions of upwardly mobile Cajuns who “choose” to self-censor—to speak Standardized English over the Cajun English that carries their cultural identity. Drawing on surveys of English teachers in four Louisiana colleges, previously unpublished archival data, and Pierre Bourdieu’s theory of the legitimate language, author Nichole Stanford explores how socioeconomic and political pressures rooted in language prejudice make code switching, or self-censoring in public, seem a responsible decision. Yet teaching students to skirt others’ prejudice toward certain dialects only puts off actually dealing with the prejudice. Focusing on what goes on outside classrooms, Stanford critiques code switching and cautions users of code meshing that pedagogical responses within the educational system are limited by the reproductive function of schools. Each theory section includes parallel memoir sections in the Cajun tradition of storytelling to open an experiential window to the study without technical language.
Through its explication of language legitimacy and its grounding in lived experience, Good God but You Smart! is an essential addition to the pedagogical canon of language minority studies like those of Villanueva, Gilyard, Smitherman, and Rose.
Tattoos and graffiti immediately bring to mind contemporary urban life and its inhabitants. But in fact, both practices date back much further than is generally thought—even by scholars. Drawing on a previously unavailable archive, Juliet Fleming reveals the unknown and disregarded literary arts of sixteenth century England.
In Graffiti and the Writing Arts of Early Modern England, Fleming argues that our modern assumptions of what constitutes written expression have limited our access to and understanding of early modern history and writing. Fleming combines detailed historical scholarship with intellectual daring in a work that describes how writing practices have not been limited to the boundaries of the page; instead they have included body surfaces, ceramics, ceilings, walls, and windows.
Moving beyond what has been preserved in print and manuscript, this book claims the whitewashed wall as the primary textual canvas of the early modern English, explores the tattooing practices of sixteenth-century Europeans, and uncovers the poetics of ceramic cookware. Graffiti and the Writing Arts of Early Modern England will provide a startling new perspective for scholars of early modern literature and cultural history.
In the midst of native people's discontent following Spanish conquest, a native Andean born after the fall of the Incas took up the pen to protest Spanish rule. Felipe Guaman Poma de Ayala wrote his Nueva corónica y buen gobierno to inform Philip III of Spain about the evils of colonialism and the need for governmental and societal reform. By examining Guaman Poma's verbal and visual engagement with the institutions of Western art and culture, Rolena Adorno shows how he performed a comprehensive critique of the colonialist discourse of religion, political theory, and history. She argues that Guaman Poma's work chronicles the emergence of a uniquely Latin American voice, characterized by the articulation of literary art and politics.
Following the initial appearance of Guaman Poma: Writing and Resistance in Colonial Peru, the 1990s witnessed the creation of a range of new studies that underscore the key role of the Nueva corónica y buen gobierno in facilitating our understanding of the Andean and Spanish colonial pasts. At the same time, the documentary record testifying to Guaman Poma's life and work has expanded dramatically, thanks to the publication of long-known but previously inaccessible drawings and documents. In a new, lengthy introduction to this second edition, Adorno shows how recent scholarship from a variety of disciplinary perspectives sheds new light on Guaman Poma and his work, and she offers an important new assessment of his biography in relation to the creation of the Nueva corónica y buen gobierno.
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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