Results by title

In response to increasingly negative attitudes toward journalism and its coverage of public affairs, many newspapers and television stations across the United States have experimented with novel approaches to reporting to better meet the public's demand for news. Known as "civic" or "public" journalism, this new movement seeks to improve the news media's ability to supply the information and insights needed by citizens of a democratic society. Critics of public journalism say it contradicts some principles of traditional reporting. As a result, the new movement has spurred great controversy among journalists. Assessing Public Journalism is the first book to evaluate this movement.

Public journalists use a variety of innovative methods to achieve their goals. To connect more closely with citizens, they may listen to their readers and viewers in neighborhood settings and public forums. To frame stories more accurately, they sometimes conduct focus groups and opinions polls. To maximize the reach of their work, print and electronic journalists have experimented with coordinated coverage of key elections and major public issues. Their goal is a form of journalism that improves the quality of citizen deliberation and participation in public life.

By collecting and focusing a wide range of original research and selected professional commentary, Assessing Public Journalism provides the necessary framework for examining the issues surrounding public journalism and for determining what must be done to enable it to meet its full potential. Scholars, journalists, and concerned citizens will benefit from this vital study.

Although fraught with politics and other perils, teacher evaluation can contribute in important, positive ways to faculty development at both the individual and the departmental levels. Yet the logistics of creating a valid assessment are complicated. Inconsistent methods, rater bias, and overreliance on student evaluation forms have proven problematic. The essays in Assessing the Teaching of Writing demonstrate constructive ways of evaluating teacher performance, taking into consideration the immense number of variables involved.

Contributors to the volume examine a range of fundamental issues, including the political context of declining state funds in education; growing public critique of the professoriate and demands for accountability resulting from federal policy initiatives like No Child Left Behind; the increasing sophistication of assessment methods and technologies; and the continuing interest in the scholarship of teaching. The first section addresses concerns and advances in assessment methodologies, and the second takes a closer look at unique individual sites and models of assessment. Chapters collectively argue for viewing teacher assessment as a rhetorical practice.

Fostering new ways of thinking about teacher evaluation, Assessing the Teaching of Writing will be of great interest not only to writing program administrators but also to those concerned with faculty development and teacher assessment outside the writing program. 

In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments.

The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement.

Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.

At Home Among Strangers presents an engrossing portrait of the Deaf community as a complex, nationwide social network that offers unique kinship to deaf people across the country. Schein depicts in striking detail the history and culture of the Deaf community, its structural underpinnings, the intricacies of family life, issues of education and rehabilitation, economic factors, and interaction with the medical and legal professions. This book is a fascinating, provocative exploration of the Deaf community in the United States for scholars and lay people alike.

At Risk explores how young people living with HIV have developed risk-reduction practices that seem to contradict public health recommendations for HIV prevention. Putting forward a rhetoric of deviance to frame these instances, McKinley Green argues that they represent intentional healthcare decisions that help young people mitigate the health risks that are most pressing in their daily lives. While current HIV risk-reduction priorities in the US are framed around a finite spectrum of sexual behaviors and medical technologies, those living with HIV often encounter a broader spectrum of risks shaped by structural inequities like racism, housing insecurity, queer and transphobia, HIV stigma, trauma in medical settings, and addiction, all of which create conditions that increase the risk of HIV transmission and present other threats to safety and autonomy.

Drawing from more than sixty hours of interviews with young people living with HIV, frontline healthcare workers, and HIV activists, Green highlights how those living with HIV have developed agency and expertise in navigating, mitigating, and communicating about risk. In doing so, he offers alternative epistemologies of sexual health risk that point toward more patient-centered HIV prevention frameworks.

The editors’ introduction presents a condensed history of academic writing, chronicles the origins of autobiographical criticism, and emphasizes the role of feminism in championing the value of personal narrative to disciplinary discourse. The essays are all explicitly informed by the identities of their authors, among whom are a feminist scientist, a Jewish filmmaker living in Germany, a potential carrier of Huntington’s disease, and a doctor pregnant while in medical school. Whether describing how being a professor of ethnic literature necessarily entails being an activist, how music and cooking are related, or how a theology is shaped by cultural identity, the contributors illuminate the relationship between their scholarly pursuits and personal lives and, in the process, expand the boundaries of their disciplines.

Contributors:

Kwame Anthony Appiah
Ruth Behar
Merrill Black
David Bleich
James Cone
Brenda Daly
Laura B. DeLind
Carlos L. Dews
Michael Dorris
Diane P. Freedman
Olivia Frey
Peter Hamlin
Laura Duhan Kaplan
Perri Klass
Muriel Lederman
Deborah Lefkowitz
Eunice Lipton
Robert D. Marcus
Donald Murray
Seymour Papert
Carla T. Peterson
David Richman
Sara Ruddick
Julie Tharp
Bonnie TuSmith
Alex Wexler
Naomi Weisstein
Patricia Williams