front cover of Macroanalysis
Macroanalysis
Digital Methods and Literary History
Matthew L. Jockers
University of Illinois Press, 2013
In this volume, Matthew L. Jockers introduces readers to large-scale literary computing and the revolutionary potential of macroanalysis--a new approach to the study of the literary record designed for probing the digital-textual world as it exists today, in digital form and in large quantities. Using computational analysis to retrieve key words, phrases, and linguistic patterns across thousands of texts in digital libraries, researchers can draw conclusions based on quantifiable evidence regarding how literary trends are employed over time, across periods, within regions, or within demographic groups, as well as how cultural, historical, and societal linkages may bind individual authors, texts, and genres into an aggregate literary culture.
 
Moving beyond the limitations of literary interpretation based on the "close-reading" of individual works, Jockers describes how this new method of studying large collections of digital material can help us to better understand and contextualize the individual works within those collections.

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Making Administrative Work Visible
Data-Driven Advocacy for Understanding the Labor of Writing Program Administration
Leigh Graziano
Utah State University Press, 2023
Making Administrative Work Visible brings together voices from graduate students, associated faculty, administrative staff, and tenured and tenure-track faculty at community colleges, regional state universities, liberal arts colleges, private colleges, and research-intensive institutions across the country to speak to the challenges, both named and unnamed, faced by those who do writing program administration work. These authors call explicit attention to this work and examine WPAs’ lived labor experiences and research methodologies to truly understand the scope of lived WPA labor.
 
The collection has three parts, each of which focuses on the most confounding challenges facing WPAs as well as the most compelling sites of their contributions to administration, labor in higher education, and the discipline’s collective obligation to forwarding the goals of social justice and advocacy: Advocating through Representations of WPA Labor, Advocating by Accounting for Time and Labor, and Advocating in and through Complex Institutional Contexts. The chapters use data to share and track the work functions, job titles, grand narratives, program assessments, tenure and promotion, email practices, and more undertaken by WPAs in their administrative capacities. Chapters also surface narratives for future data and studies to be done by other scholars.
 
By taking up and answering questions about the range of WPA work—and the invisibility of much of that work—Making Administrative Work Visible creates avenues toward accounting for and acknowledging the complex activity systems in which WPAs lead the work of the university and advocate for data-driven strategies needed to sustain this foundational area of higher education.
 
Contributors: Kamila Albert, Brooke Anderson, Sheila Carter-Tod, Amy Cicchino, Ana Cortés Lagos, Kristi Murray Costello, Jennifer Cunningham, Ryan Dippre, Kimberly Emmons, Genevieve García de Müeller, Jill Gladstein, Caleb González, Michael Healy, Lyra Hilliard, Kristine Johnson, Seth Kahn, Rita Malenczyk, Troy Mikanovich, Lilian Mina, Angela Mitchell, Greer Murphy, Kate Navickas, Michael Neal, Patti Poblete, Jan Rieman, Heather Robinson, Katelyn Stark, Mary Stewart, Natalie Stillman-Webb, Lizbett Tinoco, Lisa Tremain, Martha Wilson Schaffer
 
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Making Progress
Programmatic and Administrative Approaches for Multimodal Curricular Transformation
Logan Bearden
Utah State University Press, 2021
Making Progress is an empirical investigation into the strategies and processes first-year composition programs can use to center multimodal work in their curricula. Logan Bearden makes a unique contribution to the field, presenting a series of flexible strategies, evolving considerations, and best practices that can be taken up, adapted, and implemented by programs and directors that want to achieve what Bearden brands “multimodal curricular transformation,” or MCT, at their own institutions.
 
MCT can be achieved at the intersection of program documents and practices. Bearden details ten composition programs that have undergone MCT, offering interview data from the directors who oversaw and/or participated within the processes. He analyzes a corpus of outcomes statements to discover ways we can “make space” for multimodality and gives instructors and programs a broader understanding of the programmatic values for which they should strive if they wish to make space for multimodal composition in curricula. Making Progress also presents how other program documents like syllabi and program websites can bring those outcomes to life and make multimodal composing a meaningful part of first-year composition curricula.
 
First-year composition programs that do not help their students learn to compose multimodal texts are limiting their rhetorical possibilities. The strategies in Making Progress will assist writing program directors and faculty who are interested in using multimodality to align programs with current trends in disciplinary scholarship and deal with resistance to curricular revision to ultimately help students become more effective communicators in a digital-global age.
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The Managerial Unconscious in the History of Composition Studies
Donna Strickland
Southern Illinois University Press, 2011
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.
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Managing Literacy, Mothering America
Women's Narratives on Reading and Writing in the Nineteenth Century
Sarah Robbins
University of Pittsburgh Press, 2006

Managing Literacy, Mothering America accomplishes two monumental tasks. It identifies and defines a previously unstudied genre, the domestic literacy narrative, and provides a pioneering cultural history of this genre from the early days of the United States through the turn of the twentieth century.

Domestic literacy narratives often feature scenes that depict women-mostly middle-class mothers-teaching those in their care to read, write, and discuss literature, with the goal of promoting civic participation. These narratives characterize literature as a source of shared knowledge and social improvement. Authors of these works, which were circulated in a broad range of publication venues, imagined their readers as contributing to the ongoing formation of an idealized American community.

At the center of the genre's history are authors such as Lydia Sigourney, Catharine Maria Sedgwick, and Frances Harper, who viewed their writing as a form of teaching for the public good. But in her wide-ranging and interdisciplinary investigation, Robbins demonstrates that a long line of women writers created domestic literacy narratives, which proved to be highly responsive to shifts in educational agendas and political issues throughout the nineteenth century and beyond.

Robbins offers close readings of texts ranging from the 1790s to the 1920s. These include influential British precursors to the genre and early twentieth-century narratives by women missionaries that have been previously undervalued by cultural historians. She examines texts by prominent authors that have received little critical attention to date-such as Lydia Maria Child's Good Wives--and provides fresh context when discussing the well-known works of the period. For example, she reads Uncle Tom's Cabin in relation to Harriet Beecher Stowe's education and experience as a teacher.

Managing Literacy, Mothering America is a groundbreaking exploration of nineteenth-century U.S. culture, viewed through the lens of a literary practice that promoted women's public influence on social issues and agendas.

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Many Subtle Channels
In Praise of Potential Literature
Daniel Levin Becker
Harvard University Press, 2012

What sort of society could bind together Jacques Roubaud, Italo Calvino, Marcel Duchamp, and Raymond Queneau—and Daniel Levin Becker, a young American obsessed with language play? Only the Oulipo, the Paris-based experimental collective founded in 1960 and fated to become one of literature’s quirkiest movements.

An international organization of writers, artists, and scientists who embrace formal and procedural constraints to achieve literature’s possibilities, the Oulipo (the French acronym stands for “workshop for potential literature”) is perhaps best known as the cradle of Georges Perec’s novel A Void, which does not contain the letter e. Drawn to the Oulipo’s mystique, Levin Becker secured a Fulbright grant to study the organization and traveled to Paris. He was eventually offered membership, becoming only the second American to be admitted to the group. From the perspective of a young initiate, the Oulipians and their projects are at once bizarre and utterly compelling. Levin Becker’s love for games, puzzles, and language play is infectious, calling to mind Elif Batuman’s delight in Russian literature in The Possessed.

In recent years, the Oulipo has inspired the creation of numerous other collectives: the OuMuPo (a collective of DJs), the OuMaPo (marionette players), the OuBaPo (comic strip artists), the OuFlarfPo (poets who generate poetry with the aid of search engines), and a menagerie of other Ou-X-Pos (workshops for potential something). Levin Becker discusses these and other intriguing developments in this history and personal appreciation of an iconic—and iconoclastic—group.

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Mapping Racial Literacies
College Students Write about Race and Segregation
Sophie R. Bell
Utah State University Press, 2020
Early college classrooms provide essential opportunities for students to grapple and contend with the racial geographies that shape their lives. Based on a mixed methods study of students’ writing in a first-year-writing course themed around racial identities and language varieties at St. John’s University, Mapping Racial Literacies shows college student writing that directly confronts lived experiences of segregation—and, overwhelmingly, of resegregation.
 
This textual ethnography embeds early college students’ writing in deep historical and theoretical contexts and looks for new ways that their writing contributes to and reshapes contemporary understandings of how US and global citizens are thinking about race. The book is a teaching narrative, tracing a teaching journey that considers student writing not only in the moments it is assigned but also in continual revisions of the course, making it a useful tool in helping college-age students see, explore, and articulate the role of race in determining their life experiences and opportunities.
 
Sophie Bell’s work narrates the experiences of a white teacher making mistakes in teaching about race and moving forward through those mistakes, considering that process valuable and, in fact, necessary. Providing a model for future scholars on how to carve out a pedagogically responsive identity as a teacher, Mapping Racial Literacies contributes to the scholarship on race and writing pedagogy and encourages teachers of early college classes to bring these issues front and center on the page, in the classroom, and on campus.
 
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Mapping the Invisible Landscape
Folklore, Writing, and the Sense of Place
Kent C. Ryden
University of Iowa Press, 1993

Any landscape has an unseen component: a subjective component of experience, memory, and narrative which people familiar with the place understand to be an integral part of its geography but which outsiders may not suspect the existence of—unless they listen and read carefully. This invisible landscape is make visible though stories, and these stories are the focus of this engrossing book.

Traveling across the invisible landscape in which we imaginatively dwell, Kent Ryden—himself a most careful listener and reader—asks the following questions. What categories of meaning do we read into our surroundings? What forms of expression serve as the most reliable maps to understanding those meanings? Our sense of any place, he argues, consists of a deeply ingrained experiential knowledge of its physical makeup; an awareness of its communal and personal history; a sense of our identity as being inextricably bound up with its events and ways of life; and an emotional reaction, positive or negative, to its meanings and memories.

Ryden demonstrates that both folk and literary narratives about place bear a striking thematic and stylistic resemblance. Accordingly, Mapping the Invisible Landscape examines both kinds of narratives. For his oral materials, Ryden provides an in-depth analysis of narratives collected in the Coeur d'Alene mining district in the Idaho panhandle; for his consideration of written works, he explores the “essay of place,” the personal essay which takes as its subject a particular place and a writer's relationship to that place.

Drawing on methods and materials from geography, folklore, and literature, Mapping the Invisible Landscape offers a broadly interdisciplinary analysis of the way we situate ourselves imaginatively in the landscape, the way we inscribe its surface with stories. Written in an extremely engaging style, this book will lead its readers to an awareness of the vital role that a sense of place plays in the formation of local cultures, to an understanding of the many-layered ways in which place interacts with individual lives, and to renewed appreciation of the places in their own lives and landscapes.

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Mario Vargas Llosa
A Life of Writing
By Raymond Leslie Williams
University of Texas Press, 2014

Awarded the Nobel Prize in 2010 at the age of seventy-four, Peruvian writer Mario Vargas Llosa has held pivotal roles in the evolution and revolutions of modern Latin American literature. Perhaps surprisingly, no complete history of Vargas Llosa’s works, placed in biographical and historical context, has been published—until now. A masterwork from one of America’s most revered scholars of Latin American fiction, Mario Vargas Llosa: A Life of Writing provides a critical overview of Vargas Llosa’s numerous novels while reinvigorating debates regarding conventional interpretations of the work.

Weaving analysis with discussions of the writer’s political commentary, Raymond Leslie Williams traces the author’s youthful identity as a leftist student of the 1960s to a repudiation of some of his earlier ideas beginning in the 1980s. Providing a unique perspective on the complexity, nuance, and scope of Vargas Llosa’s lauded early novels and on his passionate support of indigenous populations in his homeland, Williams then turns his eye to the recent works, which serve as a bridge between the legacies of the Boom and the diverse array of contemporary Latin American fiction writers at work today. In addition, Williams provides a detailed description of Vargas Llosa’s traumatic childhood and its impact on him—seen particularly in his lifelong disdain for authority figures—as well as of the authors who influenced his approach, from Faulkner to Flaubert. Culminating in reflections drawn from Williams’s formal interviews and casual conversations with the author at key phases of both men’s careers, this is a landmark publication that will spark new lines of inquiry into an intricate body of work.

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Masking Inequality with Good Intentions
Systemic Bias, Counterspies, and Discourse Acquisition in STEM Education
Heather M. Falconer
University Press of Colorado, 2023

In Masking Inequality with Good Intentions, Heather M. Falconer examines the impact of systemic bias on disciplinary discourse acquisition and identity development by asking “How do the norms and expectations of higher education and STEM, specifically, impact the development of scientific identity and discursive skill?” and “What role do societal markers like race and gender play in the negotiation of identity in STEM learning environments?”

Drawing on the experiences and writings of six students from historically underrepresented backgrounds in STEM, each participating in an undergraduate research program, Falconer discusses how programmatic and pedagogical choices can work to either further marginalize students and disrupt their writing and identity development as scientists or create counterspaces—spaces where students can thrive and push back against dominant, oppressive forces. Practical applications for pedagogy, curriculum, and program design are included.

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Master Class
Lessons from Leading Writers
Nancy Bunge
University of Iowa Press, 2005

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.

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The Material Culture of Writing
edited by Cydney Alexis and Hannah J. Rule
University Press of Colorado, 2022
The Material Culture of Writing opens up avenues for understanding writing through scholarship in material culture studies. Contributors to this volume each interrogate an object, set of objects, or writing environment to reveal the sociomaterial contexts from which writing emerges. The artifacts studied are both contemporary and historical, including ink, a Victorian hotel visitors’ book, Moleskine notebooks, museum conservators’ files, an early twentieth-century baby book, and a college campus makerspace. Close study of such artifacts not only enriches understanding of what counts as writing but also offers up the potential for rich current and historical inquiry into writing artifacts and environments.
 
The collection features scholars across the disciplines—such as art, art history, English, museum studies, and writing studies—who work as teachers, historians, museum curators/conservators, and faculty. Each chapter features methods and questions from contributors’ own disciplines while at the same time speaking to writing studies’ interest in writers, writing identity, and writing practice. The authors in this volume also work with a variety of methodologies, including literary analysis, archival research, and qualitative research, providing models for the types of research possible using a material culture studies framework. The collection is organized into three sections—Writing Identity, Writing Work, Writing Genre—each with a contextualizing introduction from the editors that introduces the chapters themselves and imagines possible directions for writing studies research facilitated by material culture studies.
 
The Material Culture of Writing serves as an accessible introduction to work in material culture studies for writing studies scholars, graduate students, and undergraduates, especially as it makes a distinctive contribution to writing studies in its material culture studies approach. Because of the interdisciplinarity of material culture studies and this volume’s contributors, this collection will appeal to a wide range of scholars and readers, including those interested in writing studies, the history of the book, print culture, genre studies, archival methods, and authorship studies.
 
Contributors: Cydney Alexis, Debby Andrews, Diane Ehrenpreis, Keri Epps, Desirée Henderson, Kevin James, Jenny Krichevsky, Anne Mackay, Emilie Merrigan, Laura R. Micciche, Hannah J. Rule, Kate Smith
 
 
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Maxwell Street
Writing and Thinking Place
Tim Cresswell
University of Chicago Press, 2019
What is the nature of place, and how does one undertake to write about it? To answer these questions, geographer and poet Tim Cresswell looks to Chicago’s iconic Maxwell Street Market area. Maxwell Street was for decades a place where people from all corners of the city mingled to buy and sell goods, play and listen to the blues, and encounter new foods and cultures. Now, redeveloped and renamed University Village, it could hardly be more different.
 
In Maxwell Street, Cresswell advocates approaching the study of place as an “assemblage” of things, meanings, and practices. He models this innovative approach through a montage format that exposes the different types of texts—primary, secondary, and photographic sources—that have attempted to capture the essence of the area. Cresswell studies his historical sources just as he explores the different elements of Maxwell Street—exposing them layer by layer. Brilliantly interweaving words and images, Maxwell Street sheds light on a historic Chicago neighborhood and offers a new model for how to write about place that will interest anyone in the fields of geography, urban studies, or cultural history.
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The Maya Art of Speaking Writing
Remediating Indigenous Orality in the Digital Age
Tiffany D. Creegan Miller
University of Arizona Press, 2022
Challenging the distinctions between “old” and “new” media and narratives about the deprecation of orality in favor of inscribed forms, The Maya Art of Speaking Writing draws from Maya concepts of tz’ib’ (recorded knowledge) and tzij, choloj, and ch’owen (orality) to look at expressive work across media and languages.

Based on nearly a decade of fieldwork in the Guatemalan highlands, Tiffany D. Creegan Miller discusses images that are sonic, pictorial, gestural, and alphabetic. She reveals various forms of creativity and agency that are woven through a rich media landscape in Indigenous Guatemala, as well as Maya diasporas in Mexico and the United States. Miller discusses how technologies of inscription and their mediations are shaped by human editors, translators, communities, and audiences, as well as by voices from the natural world.

These texts push back not just on linear and compartmentalized Western notions of media but also on the idea of the singular author, creator, scholar, or artist removed from their environment. The persistence of orality and the interweaving of media forms combine to offer a challenge to audiences to participate in decolonial actions through language preservation.

The Maya Art of Speaking Writing calls for centering Indigenous epistemologies by doing research in and through Indigenous languages as we engage in debates surrounding Indigenous literatures, anthropology, decoloniality, media studies, orality, and the digital humanities.
 
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Maya Daykeeping
Three Calendars from Highland Guatemala
John M. Weeks
University Press of Colorado, 2009
In Maya Daykeeping, three divinatory calendars from highland Guatemala - examples of a Mayan literary tradition that includes the Popul Vuh, Annals of the Cakchiquels, and the Titles of the Lords of Totonicapan - dating to 1685, 1722, and 1855, are transcribed in K'iche or Kaqchikel side-by-side with English translations. Calendars such as these continue to be the basis for prognostication, determining everything from the time for planting and harvest to foreshadowing illness and death. Good, bad, and mixed fates can all be found in these examples of the solar calendar and the 260-day divinatory calendar.

The use of such calendars is mentioned in historical and ethnographic works, but very few examples are known to exist. Each of the three calendars transcribed and translated by John M. Weeks, Frauke Sachse, and Christian M. Prager - and housed at the University of Pennsylvania Museum of Archaeology and Anthropology - is unique in structure and content. Moreover, except for an unpublished study of the 1722 calendar by Rudolf Schuller and Oliver La Farge (1934), these little-known works appear to have escaped the attention of most scholars. Introductory essays contextualize each document in time and space, and a series of appendixes present previously unpublished calendrical notes assembled in the early twentieth century.

Providing considerable information on the divinatory use of calendars in colonial highland Maya society previously unavailable without a visit to the University of Pennsylvania's archives, Maya Daykeeping is an invaluable primary resource for Maya scholars. Mesoamerican Worlds Series

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The Meaningful Writing Project
Learning, Teaching and Writing in Higher Education
Michele Eodice
Utah State University Press, 2017

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.

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Medieval Sicily, al-Andalus, and the Maghrib
Writing in Times of Turmoil
Nicola Carpentieri
Arc Humanities Press, 2020
This book explores a millennium of literary exchanges among the peoples of the Maghrib, or westernmost strongholds of medieval Islam. In the seventh century, Muslim expansion into the western Mediterranean initiated a new phase in the layering of heterogeneous peoples and languages in this contact zone: Arabs and Berbers, Christians and Jews, Sunnī and Shīʿa Muslims, Greeks and Latins all helped shape identities, hybrid genealogies of knowledge, and political alliances. These essays excavate the literary artefacts produced in these times of turmoil, offering new perspectives on the intellectual networks and traditions that proved instrumental in overcoming the often traumatic transitions among political and/or religious regimes.
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The Memoir and the Memoirist
Reading and Writing Personal Narrative
Thomas Larson
Ohio University Press, 2007

The memoir is the most popular and expressive literary form of our time. Writers embrace the memoir and readers devour it, propelling many memoirs by relative unknowns to the top of the best-seller list. Writing programs challenge authors to disclose themselves in personal narrative. Memoir and personal narrative urge writers to face the intimacies of the self and ask what is true.

In The Memoir and the Memoirist, critic and memoirist Thomas Larson explores the craft and purpose of writing this new form. Larson guides the reader from the autobiography and the personal essay to the memoir—a genre focused on a particularly emotional relationship in the author’s past, an intimate story concerned more with who is remembering, and why, than with what is remembered.

The Memoir and the Memoirist touches on the nuances of memory, of finding and telling the truth, and of disclosing one’s deepest self. It explores the craft and purpose of personal narrative by looking in detail at more than a dozen examples by writers such as Mary Karr, Frank McCourt, Dave Eggers, Elizabeth Wurtzel, Mark Doty, Nuala O’Faolain, Rick Bragg, and Joseph Lelyveld to show what they reveal about themselves. Larson also opens up his own writing and that of his students to demonstrate the hidden mechanics of the writing process.

For both the interested reader of memoir and the writer wrestling with the craft, The Memoir and the Memoirist provides guidance and insight into the many facets of this provocative and popular art form.

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The Memoir of Ednah Shepard Thomas
Ednah Shepard Thomas
University Press of Colorado, 2017
The Memoir of Ednah Shepard Thomas offers an in-depth look at what it was to be a Writing Program Administrator during the period from after World War II up to the time of the early 1970s, a time for which we have little in the way of documentation for the work of early WPAs. Written at a time when the civil rights movement and the women's movement were just beginning to influence the way one thought and wrote about issues of race, class, and gender, this memoir offers insights into a period of time when the field was only beginning to come into focus. A foreword by Susan McLeod, an introduction and extensive footnotes by David Stock, and an afterword by David Fleming contextualize the memoir and highlight its relevance to scholars, teachers, and program administrators in composition-rhetoric. As a local history of writing program administration in its pre-professional era, the memoir offers a vital counternarrative to David Fleming's (2011) award-winning account of the abolition of UW-Madison's Freshman English program in 1969-70.
 
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The Memory Eaters
Elizabeth Kadetsky
University of Massachusetts Press, 2020
On autopsy, the brain of an Alzheimer's patient can weigh as little as 30 percent of a healthy brain. The tissue grows porous. It is a sieve through which the past slips.

As her mother loses her grasp on their shared history, Elizabeth Kadetsky sifts through boxes of the snapshots, newspaper clippings, pamphlets, and notebooks that remain, hoping to uncover the memories that her mother is actively losing as her dementia progresses. These remnants offer the false yet beguiling suggestion that the past is easy to reconstruct—easy to hold.

At turns lyrical, poignant, and alluring, The Memory Eaters tells the story of a family's cyclical and intergenerational incidents of trauma, secret-keeping, and forgetting in the context of 1970s and 1980s New York City. Moving from her parents' divorce to her mother's career as a Seventh Avenue fashion model and from her sister's addiction and homelessness to her own experiences with therapy for post-traumatic stress disorder, Kadetsky takes readers on a spiraling trip through memory, consciousness fractured by addiction and dementia, and a compulsion for the past salved by nostalgia.
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Menander Rhetor. Dionysius of Halicarnassus, Ars Rhetorica
Menander Rhetor and Dionysius of Halicarnassus; edited and translated by William H. Race
Harvard University Press, 2019

How to write a speech in ancient Greek.

This volume contains three rhetorical treatises dating probably from the reign of Diocletian (AD 285–312) that provide instruction on how to compose epideictic (display) speeches for a wide variety of occasions both public and private. Two are attributed to one Menander Rhetor of Laodicea (in southwestern Turkey); the third, known as the Ars Rhetorica, incorrectly to the earlier historian and literary critic Dionysius of Halicarnassus. These treatises derive from the schools of rhetoric that flourished in the Roman Empire from the second through fourth centuries AD in the Greek East. Although important examples of some genres of occasional prose were composed in the fifth and fourth centuries BC by Thucydides, Xenophon, Plato, and especially Isocrates, it was with the flowering of rhetorical prose during the so-called Second Sophistic in the second half of the second century AD that more forms were developed as standard repertoire and became exemplary.

Distinctly Hellenic and richly informed by the prose and poetry of a venerable past, these treatises are addressed to the budding orator contemplating a civic career, one who would speak for his city’s interests to the Roman authorities and be an eloquent defender of its Greek culture and heritage. They provide a window into the literary culture, educational values and practices, and social concerns of these Greeks under Roman rule, in both public and private life, and considerably influenced later literature both pagan and Christian.

This edition offers a fresh translation, ample annotation, and texts based on the best critical editions.

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Mentor and Muse
Essays from Poets to Poets
Edited by Blas Falconer, Beth Martinelli, and Helena Mesa
Southern Illinois University Press, 2010

In Mentor and Muse, a collection of twenty-nine insightful essays by some of today’s leading poetic minds, editors Blas Falconer, Beth Martinelli, and Helena Mesa have brought together an illuminating anthology that draws upon both established and emerging poets to create a one-of-a-kind resource and unlock the secrets of writing and revising poetry.
            Gathered here are numerous experts eager to share their wisdom with other writers. Each author examines in detail a particular poetic element, shedding new light on the endless possibilities of poetic forms. Addressed within are such topics as the fluid possibilities of imagery in poetry; the duality of myth and the personal, and the power of one to unlock the other; the surprising versatility of traditional poetic forms; and the pleasure of collaboration with other poets. Also explored in depth are the formative roles of cultural identity and expectations, and their effect on composition; advice on how to develop one’s personal poetic style and approach; the importance of setting in reading and meaning; and the value of indirection in the lyric poem. Challenges to conventional concepts of beauty are examined through Shakespeare’s sonnets, and the ghost of Longfellow is called upon to guide students through the rewards and roadblocks of writing popular poetry. Poetic persona is demystified through Newton’s law of gravity, while the countless permutations of punctuation are revealed with analysis of e. e. cummings and W. S. Merwin.

            The essays include the full text of the poems discussed, and detailed, relevant writing exercises that allow students the opportunity to directly implement the strategies they have learned. While many advanced topics such as authenticity, discordant music, and prosody are covered, this highly readable volume is as user-friendly as it is informative. Offering a variety of aesthetics and approaches to tackling the issues of composition, Mentor and Muse takes poets beyond the simple stages of poetic terms and strategies. These authorsinvite students to explore more advanced concepts, enabling them to draw on the traditions of the past while at the same time forging their own creative paths into the future.

 Chosen as one of the "Best Books for Writers" by Poets & Writers magazine

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Mentorship/Methodology
Reflections, Praxis, and Futures
Leigh Gruwell
Utah State University Press, 2024
Mentorship/Methodology brings together emerging and established scholars to consider the relationship between mentoring practices and research methodologies in writing studies and related fields. Each essay in this edited collection produces a new intellectual space from which to theorize the dynamics of combining mentoring and research in institutions and communities of higher education.
 
The contributors consider how methodology informs mentorship, how mentorship activates methodology, and how to locate the future of the field in these moments of intersection. Mentorship, through the research and relationships it nourishes, creates the future of writing studies—or, conversely, reproduces the past. At the juncture where this happens, the contributors inquire, Where have current arrangements of mentorship/methodology taken writing studies? Where do these points of intersection exist in performance and practice, in theory, in research? What images of the field do they produce? How can scholars better articulate and write about these moments or spaces in which mentorship and methodology collide in productive disciplinary work?
 
By making the “slash” more visible, Mentorship/Methodology provides significant opportunities to support and cultivate diverse ways of knowing and being in rhetoric and composition, both locally and globally. The volume will appeal to students and scholars of rhetoric, composition, and technical and professional communication, as well as readers interested in conversations about mentorship and methodology.
 
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Mesopotamia
Writing, Reasoning, and the Gods
Jean Bottéro
University of Chicago Press, 1992
Our ancestors, the Mesopotamians, invented writing and with it a new way of looking at the world. In this collection of essays, the French scholar Jean Bottero attempts to go back to the moment which marks the very beginning of history.

To give the reader some sense of how Mesopotamian civilization has been mediated and interpreted in its transmission through time, Bottero begins with an account of Assyriology, the discipline devoted to the ancient culture. This transmission, compounded with countless discoveries, would not have been possible without the surprising decipherment of the cuneiform writing system. Bottero also focuses on divination in the ancient world, contending that certain modes of worship in Mesopotamia, in their application of causality and proof, prefigure the "scientific mind."
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Metabolizing Capital
Writing, Information, and the Biophysical Environment
Christian J. Pulver
Utah State University Press, 2020
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.
 
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The Metamorphosis of Heads
Textual Struggles, Education, and Land in the Andes
Denise Y. Arnold
University of Pittsburgh Press, 2006

Since the days of the Spanish Conquest, the indigenous populations of Andean Bolivia have struggled to preserve their textile-based writings. This struggle continues today, both in schools and within the larger culture. The Metamorphosis of Heads explores the history and cultural significance of Andean textile writings--weavings and kipus (knotted cords), and their extreme contrasts in form and production from European alphabet-based texts. Denise Arnold examines the subjugation of native texts in favor of European ones through the imposition of homogenized curricula by the Educational Reform Law. As Arnold reveals, this struggle over language and education directly correlates to long-standing conflicts for land ownership and power in the region, since the majority of the more affluent urban population is Spanish speaking, while indigenous languages are spoken primarily among the rural poor. <I>The Metamorphosis of Heads</I> acknowledges the vital importance of contemporary efforts to maintain Andean history and cultural heritage in schools, and shows how indigenous Andean populations have incorporated elements of Western textual practices into their own textual activities.

Based on extensive fieldwork over two decades, and historical, anthropological, and ethnographic research, Denise Arnold assembles an original and richly diverse interdisciplinary study. The textual theory she proposes has wider ramifications for studies of Latin America in general, while recognizing the specifically regional practices of indigenous struggles in the face of nation building and economic globalization.

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Methods and Methodologies for Research in Digital Writing and Rhetoric, Volume 1
Centering Positionality in Computers and Writing Scholarship
Crystal VanKooten
University Press of Colorado, 2023
Methods and Methodologies explores how researchers theorize, design, enact, reflect on, and revise digital writing research. The contributors to the two volumes of this edited collection explore how digital technologies can be used to solve problems, challenge the status quo, and address inequities. In some cases, they do so by using familiar digital technologies in novel ways. In other cases, they explain the use of relatively new or less familiar technologies such as digital mapping apps, Twitter bots, audio-visual captions, and computer programming code. By reflecting on the lessons that emerged from their work—and in particular on their own positionality—the authors provide methodological narratives that are personal, professional, and individual yet foundational. By combining attention to human positionality and digital technology, Methods and Methodologies addresses important social issues and questions related to writing and rhetoric.
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Methods and Methodologies for Research in Digital Writing and Rhetoric, Volume 2
Centering Positionality in Computers and Writing Scholarship
Victor Del Hierro
University Press of Colorado, 2023

Methods and Methodologies explores how researchers theorize, design, enact, reflect on, and revise digital writing research. The contributors to the two volumes of this edited collection explore how digital technologies can be used to solve problems, challenge the status quo, and address inequities. In some cases, they do so by using familiar digital technologies in novel ways. In other cases, they explain the use of relatively new or less familiar technologies such as digital mapping apps, Twitter bots, audio-visual captions, and computer programming code. By reflecting on the lessons that emerged from their work—and in particular on their own positionality—the authors provide methodological narratives that are personal, professional, and individual yet foundational. By combining attention to human positionality and digital technology, Methods and Methodologies addresses important social issues and questions related to writing and rhetoric.

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Methods and Methodology in Composition Research
Gesa Kirsch and Patricia A. Sullivan
Southern Illinois University Press, 1992

In original essays, fourteen nationally known scholars examine the practical, philosophical, and epistemological implications of a variety of research traditions. Included are discussions of historical, theoretical, and feminist scholarship; case-study and ethnographic research; text and conversation analysis; and cognitive, experimental, and descriptive research. Issues that cross methodological boundaries, such as the nature of collaborative research and writing, methodological pluralism, the classification and coding of research data, and the politics of composition research, are also examined. Contributors reflect on their own research practices, and so reflect the current state of composition research itself.

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Microhistories of Composition
Bruce Mccomiskey
Utah State University Press, 2016

Writing studies has been dominated throughout its history by grand narratives of the discipline, but in this volume Bruce McComiskey begins to explore microhistory as a way to understand, enrich, and complicate how the field relates to its past. Microhistory investigates the dialectical interaction of social history and cultural history, enabling historians to examine uncommon sites, objects, and agents of historical significance overlooked by social history and restricted to local effects by cultural history. This approach to historical scholarship is ideally suited for exploring the complexities of a discipline like composition.

Through an introduction and eleven chapters, McComiskey and his contributors—including major figures in the historical research of writing studies, such as Louise Wetherbee Phelps, Kelly Ritter, and Neal Lerner—develop focused narratives of particular significant moments or themes in disciplinary history. They introduce microhistorical methodologies and illustrate their application and value for composition historians, contributing to the complexity and adding momentum to the emerging trend within writing studies toward a richer reading of the field’s past and future. Scholars and historians of both composition and rhetoric will appreciate the fresh perspectives on institutional and disciplinary histories and larger issues of rhetorical agency and engagement enacted in writing classrooms that are found in Microhistories of Composition.

Other contributors include Cheryl E. Ball, Suzanne Bordelon, Jacob Craig, Matt Davis, Douglas Eyman, Brian Gogan, David Gold, Christine Martorana, Bruce McComiskey, Josh Mehler, Annie S. Mendenhall, Kendra Mitchell, Antony N. Ricks, David Stock, Kathleen Blake Yancey, Bret Zawilski, and James T. Zebroski.

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Millions of Suns
On Writing and Life
Sharon Fagan McDermott and M. C. Benner Dixon
University of Michigan Press, 2023
Millions of Suns is an open invitation for all writers to create something new. Each chapter features a pair of essays-in-dialogue between two working artists, Sharon Fagan McDermott and M. C. Benner Dixon, which addresses a specific writing element such as metaphor, inspiration, place, surprise, or imagery. These hybrid essays reveal how two very different writers approach the building blocks of their craft. Explore how white space intersects with grief, how the act of reading changes over a lifetime, or how “familiarity, in life and in stories, invites us in and gives us a hand to hold.” Witness the ways that race and climate change find their way onto the page. Learn how memory can be an act of betrayal or healing.

With decades of combined teaching experience, McDermott and Benner Dixon share practical craft-of-writing advice with the reader, including over fifty engaging writing prompts to spark the creative process. These prompts guide readers toward the freedom and joy that comes with finding one’s authentic voice. Embracing both the painful and the playful, Millions of Suns is an ideal text for classrooms, professional development, or daily writing practice. Through humor, lyricism, and poignancy, the fundamental message of the book remains the same for newcomers and career authors. Let Millions of Suns open a door for you into your creative work, inviting imagination, memory, and inspiration into your writing life.
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The Mind's Eye
Image and Memory in Writing about Trauma
Marian Mesrobian MacCurdy
University of Massachusetts Press, 2007
In the post-September 11 world, therapeutic writing has become a topic of heightened interest in both academic circles and the popular press, reflecting a growing awareness that writing can have a beneficial effect on the emotional and cognitive lives of survivors of traumatic experiences. Yet teachers and others who encounter such writing often are unsure how to deal with it. In The Mind's Eye: Image and Memory in Writing about Trauma, Marian Mesrobian MacCurdy investigates the relationship between writing and trauma, examines how we process difficult experiences and how writing can help us to integrate them, and provides a pedagogy to deal with the difficult life stories that often surface in the classroom.

MacCurdy begins by discussing what trauma is, how traumatic memories are stored and accessed, and how writing affects them. She then focuses on the processes involved in translating traumatic images into narrative form, showing how the same patterns and problems emerge whether the writers are students or professionals. Using examples drawn from the classroom, MacCurdy investigates the beneficial effects of the study of trauma on communities as well as individuals, witnesses as well as writers, and explores the implications of these relationships for the world at large, particularly as they pertain to issues of justice, retribution, and forgiveness.

Throughout the volume the author draws on her own experience as teacher, writer, survivor, and descendant of survivors to explain how one can engage student work on difficult subjects without appropriating the texts or getting lost in the emotions generated by them. She further shows how appropriate safeguards can be put in place to protect both teacher and student writer. The end result of such a pedagogy, MacCurdy demonstrates, is not simply better writers but more integrated people, capable of converting their own losses and griefs into compassion for others.
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A Minefield of Dreams
Triumphs and Travails of Independent Writing Programs
Justin Everett
University Press of Colorado, 2017
In A Minefield of Dreams: Triumphs and Travails of Independent Writing Programs, Justin Everett and Cristina Hanganu-Bresch highlight both cautionary tales and stories of resounding success that can inspire and provide paths toward addressing the challenges faced by faculty who lead independent writing programs (IWPs). More than a decade after O'Neill, Crow, and Burton's survey of IWPs—and with attention to some of the same programs addressed in that collection—the contributors to this collection assess the state of IWPs at a variety of American and Canadian institutions. The four sections in the book address key issues faced by IWPs: the quest for independence; disciplinarity, labor, and professionalization; curricular reforms, program design, and faculty training and empowerment; and rhetorics of transformation and justice.
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Missing Measures
Modern Poetry and the Revolt Against Meter
Timothy Steele
University of Arkansas Press, 1990

By the close of the nineteenth century, many poets had abandoned rhyme and meter in favor of “free verse.” Nearly one hundred years later, a growing number of younger poets are reclaiming traditional conventions of prosody by composing rhymed and measured poetry.

Missing Measures is the first full articulation of the aesthetics of this new movement. Timothy Steele, one of the best of those poets who are sometimes called the “New Formalists,” treats his subject against a backdrop of the long history of ideas about poetry, formulated first by the ancients and re-examined and re-interpreted by subsequent writers.

Steele offers a new perspective on the wholesale departure from tradition proclaimed in modernist critical justifications. A rare marriage of clear writing, careful scholarship, and bold thinking, Missing Measures provides a vital new movement with a critical manifesto.

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Mobility Work in Composition
Bruce Horner
Utah State University Press, 2020
Mobility Work in Composition explores work in composition from the framework of a mobilities paradigm that takes mobility to be the norm rather than the exception to a norm of stasis and stability.
                  
Both established and up-and-coming scholars bring a diversity of geographic, institutional, and research-based perspectives to the volume, which includes in-depth investigations of specific forms of mobility work in composition, as well as responses to and reflections on those explorations. Eight chapters present specific cases or issues of this work and twelve shorter response chapters follow, identifying key points of intersection and conflict in the arguments and posing new questions and directions to pursue.
 
Addressing matters of knowledge transfer and meaning translation, immigrant literacy practices, design pedagogy, academic career changes, student websites, research methodologies, school literacy programs, and archives, Mobility Work in Composition asks what mobility in composition means and how, why, and for whom it might work. It will be of broad interest to students and scholars in rhetoric and composition.
 
Contributors: Anis Bawarshi, Elizabeth Chamberlain, Patrick Danner, Christiane Donahue, Keri Epps, Eli Goldblatt, Rachel Gramer, Timothy Johnson, Jamila Kareem, Carmen Kynard, Rebecca Lorimer Leonard, Andrea Olinger, John Scenters-Zapico, Khirsten L. Scott, Mary P. Sheridan, Jody Shipka, Ann Shivers-McNair, Scott Wible, Rick Wysocki
 
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Moorings
Portuguese Expansion and the Writing of Africa
Josiah Blackmore
University of Minnesota Press, 2008

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More than a Moment
Contextualizing the Past, Present, and Future
Steven D. Krause
Utah State University Press, 2019
As recently as 2012, massive open online courses (MOOCs) looked poised to revolutionize higher education, but in just a few years their flaws and problems have made them into a less relevant model. In More than a Moment, Steven D. Krause explores MOOCs and their continuing impact on distance learning in higher education, putting them in the context of technical innovations that have come before and those that will be part of the educational future.
 
Krause writes about his own experiences as a participant in several MOOCs and the experiences of faculty who developed and taught MOOCs. Contrary to many early claims from educational entrepreneurs, they were never entirely “new,” and MOOCs and their aftermath are still at the heart of the tensions between nonprofit universities and for-profit entities, particularly online program management firms, in delivering distance education.
 
While MOOCs are no longer a threat to education in the United States, they are part of the ongoing corporatization of education and remain part of conversations about experienced-based credit, corporate training, and open education. Presenting historical, student, teacher, and administrative perspectives, More than a Moment is a well-rounded treatment that will be of interest to academics and entrepreneurs interested in distance education, online pedagogy, online program management, and public-private partnerships in higher education.
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More Than Words
A Memoir of a Writing Life
Jerry Apps
Wisconsin Historical Society Press, 2022
In this combination memoir and craft book, award-winning author Jerry Apps shares the next phase in his life story begun in Limping through Life and Once a Professor. Beginning with a boyhood surrounded by storytellers, Jerry takes readers along on his path to becoming one of the Midwest’s best-known and most revered writers. In characteristic no-nonsense style, he shares the joys, disappointments, and frustrations of the writing life and describes the genesis and creation of many of his best-known books. In recounting his nearly six-decade writing career, Jerry provides an insider’s view into the creative process, delving into sources for ideas, research strategies, and guidelines and essential tools for writing. Along the way he recalls his relationships with publishers, editors, TV producers, librarians, booksellers, and others and shares a scrapbook’s worth of stories—some funny, some heartwarming, a few of them harrowing—from the road. A book for book lovers!
 
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Mother of Writing
The Origin and Development of a Hmong Messianic Script
William A. Smalley, Chia Koua Vang, and Gnia Yee Yang
University of Chicago Press, 1990
In February of 1971, in the Laotian village of Nam Chia, a forty-one year old farmer named Shong Lue Yang was assassinated by government soldiers. Shong Lue claimed to have been descended of God and given the mission of delivering the first true Hmong alphabet. Many believed him to be the Hmong people's long-awaited messiah, and his thousands of followers knew him as "Mother (Source) of Writing."

An anthropological linguist who has worked among the Hmong, William A. Smalley joins Shong Lue's chief disciple, Chia Koua Vang, and one of his associates, to tell the fascinating story of how the previously unschooled farmer developed his remarkable writing system through four stages of increasing sophistication. The uniqueness of Shong Lue's achievement is highlighted by a comparison of Shong Lue's writing system to other known Hmong systems and to the history of writing as a whole.

In addition to a nontechnical linguistic analysis of the script and a survey of its current use, Mother of Writing provides an intriguing cultural account of Shong Lue's life. The book traces the twenty-year-long struggle to disseminate the script after Shong Lue's death, first by handwriting, then by primitive moveable type, an abortive attempt to design a wooden typewriter, and finally by modern wordprocessing. In a moving concluding chapter, Smalley discusses his own complex feelings about his coauthors' story.
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Motives For Metaphor
Literacy, Curriculum Reform, and the Teaching of English
James E. Seitz
University of Pittsburgh Press, 1999
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.
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Moving Beyond Academic Discourse
Composition Studies and the Public Sphere
Christian R. Weisser. Foreword by Gary A. Olson
Southern Illinois University Press, 2002

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.

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Multilingual Writers and Writing Centers
Ben Rafoth
Utah State University Press, 2015

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. 


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Multimodal Composing and Writing Transfer
Kara Poe Alexander
Utah State University Press, 2024
Multimodal Composing and Writing Transfer explores transfer across various contexts of multimodal composing, extending the early conversations connecting multimodality to writing. Contributors address how writing transfer theories intersect with multimodal composing and present methods for facilitating transfer across modes and media, offering insight into how writers can learn to compose when they encounter familiar modes in new contexts.
 
Over the past two decades the concepts of multimodal composing and writing transfer have grown and reshaped the nature of writing studies, but rarely have the ways in which these areas overlap been studied. This collection shows how this shift in writing studies has been mutually informative, covering a wider range of contexts for multimodality and writing transfer than just in first-year composition courses. It places composition teaching practices and multimodal research in conversation with learning transfer theory to provide an in-depth examination of how they influence one another.
 
Multimodal Composing and Writing Transfer develops these intersections to connect multimodal composition and writing practices across a wide array of fields and contexts. Scholars across disciplines, postsecondary writing teachers, writing program administrators, writing center directors, and graduate students will find this collection indispensable.
 
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Multimodal Composing
Strategies for Twenty-First-Century Writing Consultations
Lindsay A. Sabatino
Utah State University Press, 2019
Multimodal Composing provides strategies for writing center directors and consultants working with writers whose texts are visual, technological, creative, and performative—texts they may be unaccustomed to reading, producing, or tutoring. This book is a focused conversation on how rhetorical, design, and multimodal principles inform consultation strategies, especially when working with genres that are less familiar or traditional.
 
Multimodal Composing explores the relationship between rhetorical choices, design thinking, accessibility, and technological awareness in the writing center. Each chapter deepens consultants’ understanding of multimodal composing by introducing them to important features and practices in a variety of multimodal texts. The chapters’ activities provide consultants with an experience that familiarizes them with design thinking and multimodal projects, and a companion website (www.multimodalwritingcenter.org) offers access to additional resources that are difficult to reproduce in print (and includes updated links to resources and tools).
 
Multimodal projects are becoming the norm across disciplines, and writers expect consultants to have a working knowledge of how to answer their questions. Multimodal Composing introduces consultants to key elements in design, technology, audio, and visual media and explains how these elements relate to the rhetorical and expressive nature of written, visual, and spoken communication. Peer, graduate student, professional tutors and writing center directors will benefit from the activities and strategies presented in this guide.
 
 
Contributors:
Patrick Anderson, Shawn Apostel, Jarrod Barben, Brandy Ball Blake, Sarah Blazer, Brenta Blevins, Russell Carpenter, Florence Davies, Kate Flom Derrick, Lauri Dietz, Clint Gardner, Karen J. Head, Alyse Knorr, Jarret Krone, Sohui Lee, Joe McCormick, Courtnie Morin, Alice Johnston Myatt, Molly Schoen, James C. W. Truman
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Multimodal Literacies and Emerging Genres
Tracey Bowen
University of Pittsburgh Press, 2013
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
of meaningmaking?

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.
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Mutuality in the Rhetoric and Composition Classroom
David L. Wallace and Helen Rothschild Ewald
Southern Illinois University Press, 2000

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.

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My Business Is to Create
Blake's Infinite Writing
Eric G. Wilson
University of Iowa Press, 2011
For William Blake, living is creating, conforming is death, and “the imagination . . . is the Human Existence itself.” But why are imagination and creation—so vital for Blake—essential for becoming human? And what is imagination? What is creation? How do we create? Blake had answers for these questions, both in word and in deed, answers that serve as potent teachings for aspiring writers and accomplished ones alike. Eric G. Wilson’s My Business Is to Create emulates Blake, presenting the great figure’s theory of creativity as well as the practices it implies.
      In both his life and his art, Blake provided a powerful example of creativity at any cost—in the face of misunderstanding, neglect, loneliness, poverty, even accusations of insanity. Just as Los cries out in Jerusalem: The Emanation of the Giant Albion, “I must Create a System, or be enslav'd by another Man's; / I will not Reason and Compare: my business is to Create,” generations of writers and artists as diverse as John Ruskin, William Butler Yeats, Allen Ginsberg, Philip K. Dick, songwriter Patti Smith, the avant-garde filmmaker Jim Jarmusch, and the underground comic-book artist R. Crumb have taken Blake’s creed as inspiration.
      Unwilling to cede his vision, Blake did more than simply produce iconoclastic poems and paintings; he also cleared a path toward spiritual and ethical enlightenment. To fashion powerful art is to realize the God within and thus to feel connected with enduring vitality and abundant generosity. This is Blake’s everlasting gospel, distilled here in an artist’s handbook of interest to scholars, writing teachers, and those who have made writing their way of life. My Business Is to Create is indispensable for all serious artists who want to transform their lives into art and make their art more alive.
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