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The latest offering in the Poets on Poetry series from acclaimed poet, critic, and National Endowment for the Arts' chairman Dana Gioia, Barrier of a Common Language collects essays on British poets and poetry spanning the past two decades.

Gioia ignited a national debate on the relevance of poetry in 1991 when he published an essay in the Atlantic titled "Can Poetry Matter?" The essay was expanded into a book of the same name and went on to become one of the best-selling books of contemporary poetry criticism in the 1990s.

In Barrier of a Common Language Gioia addresses the current disconnect between British and American poetry, the result of America's growing postwar self-sufficiency in its intellectual concerns and concomitant patronizing attitude toward Britain. Writes Gioia, "Today . . . most American readers are not only unfamiliar with current British poetry, but modestly proud of the fact. They do not dissemble, but urbanely flourish their ignorance as an indisputable sign of discrimination."

Whether British poetry ever regains the importance in Anglo-American literary traditions it had fifty years ago, Gioia believes, will depend on the quality of service it receives from critics, poets, editors, and anthologists who alone can make it accurately heard and understood.

Poet, critic, and acclaimed author of Can Poetry Matter? Dana Gioia is one of America's leading contemporary men of letters. Winner of the American Book Award, Gioia is internationally recognized for his role in reviving rhyme, meter, and narrative in contemporary poetry.

This pocket-sized Basque-English, English-Basque dictionary was designed for a broad audience—students, teachers, people of Basque descent, and travelers—and contains definitions of the most commonly used Basque and English words. This compact softcover volume is the condensed version of the two larger dictionaries, Basque-English Dictionary and English-Basque Dictionary. These two comprehensive reference works were highly praised by critics and well received by the public. Prepared by two scholars of the Basque language, this streamlined volume is an indispensable aid for students, travelers, and those who need to translate quickly between Basque and English. The unified Batua dialect is emphasized.

The teacher-student conference is standard in the repertoire of teachers at all levels. Because it's a one-to-one encounter, teachers work hard to make it comfortable; but because it's a pedagogical moment, they hope that learning occurs in the encounter, too. The literature in this area often suggests that a conference is a conversation, but this doesn't account for a teacher's need to use it pedagogically. Laurel Johnson Black's new book explores the conflicting meanings and relations embedded in conferencing and offers a new theoretical understanding of the conference along with practical approaches to conferencing more effectively with students.

Analyzing taped conferences of several different teachers and students, Black considers the influence that power, gender, and culture can have on a conference. She draws on sociolinguistic theory, as well as critical theory in composition and rhetoric, to build an understanding of the writing conference as an encounter somewhere between conversation and the classroom. She finds neither the conversation model nor versions of the master-apprentice model satisfactory. Her approach is humane, student-centered, and progressive, but it does not ignore the valid pedagogical purposes a teacher might have in conferencing. Between Talk and Teaching will be a valuable addition to the professional library of writing teachers and writing program administrators.

Beyond Postprocess offers a vigorous, provocative discussion of postprocess theory in its contemporary profile. Fueled by something like a fundamental refusal to see writing as self-evident, reducible, and easily explicable, the contributors rethink postprocess, suggesting that there is no easily defined moment or method that could be called postprocess. Instead, each contribution to this collection provides a unique and important example of what work beyond postprocess could be.

Since postprocess theory in writing studies first challenged traditional conceptions of writing and the subject who writes, developments there have continued to push theorists of writing in a number of promising theoretical directions. Spaces for writing have arisen that radically alter ideological notions of space, rational thinking, intellectual property and politics, and epistemologies; and new media, digital, and visual rhetorics have increasingly complicated the scene, as well.

Contributors to Beyond Postprocess reconsider writing and writing studies through posthumanism, ecology, new media, materiality, multimodal and digital writing, institutional critique, and postpedagogy. Through the lively and provocative character of these essays, Beyond Postprocess aims to provide a critical site for nothing less than the broad reevaluation of what it means to study writing today. Its polyvocal considerations and conclusions invest the volume with a unique potential to describe not what that field of study should be, but what it has the capacity to create. The central purpose of Beyond Postprocess is to unleash this creative potential.

A Companion Text forLike Water for Chocolate provides exercises and activities for ESL students who are reading the English translation of the novel by Laura Esquivel (published by Doubleday). Set during the late nineteenth and early twentieth centuries, Like Water for Chocolate is a story about an extended Mexican family and what happens when one daughter is not permitted to marry the man she loves. Cooking and food are central to the story line and help thread the story together.
A Companion TextforLike Water for Chocolate is made up of six units, each covering two chapters in the novel. Every unit contains a preview section, free writing exercises, a short glossary (to help with Spanish words), comprehension quizzes, vocabulary exercises and summarizing exercises, a section devoted to response journals, and topics for discussion. The "Beyond the Novel" section includes facts about U.S. and Mexican history and folk tales. Illustrations throughout the book help to engage students and offer visual support for reading comprehension.

Bridging the Multimodal Gap addresses multimodality scholarship and its use in the composition classroom. Despite scholars’ interest in their students’ multiple literacies, multimodal composition is far from the norm in most writing classes. Essays explore how multimodality can be implemented in courses and narrow the gap between those who regularly engage in this instruction and those who are still considering its scholarly and pedagogical value.
 
After an introductory section reviewing the theory literature, chapters present research on implementing multimodal composition in diverse contexts. Contributors address starter subjects like using comics, blogs, or multimodal journals; more ambitious topics such as multimodal assignments in online instruction or digital story telling; and complex issues like assessment, transfer, and rhetorical awareness.
 
Bridging the Multimodal Gap translates theory into practice and will encourage teachers, including WPAs, TAs, and contingent faculty, to experiment with multiple modes of communication in their projects.
 
 
Contributors: Sara P. Alvarez, Steven Alvarez, Michael Baumann, Joel Bloch, Aaron Block, Jessie C. Borgman, Andrew Bourelle, Tiffany Bourelle, Kara Mae Brown, Jennifer J. Buckner, Angela Clark-Oates, Michelle Day, Susan DeRosa, Dànielle Nicole DeVoss, Stephen Ferruci, Layne M. P. Gordon, Bruce Horner, Matthew Irwin, Elizabeth Kleinfeld, Ashanka Kumari, Laura Sceniak Matravers, Jessica S. B. Newman, Mark Pedretti, Adam Perzynski, Breanne Potter, Caitlin E. Ray, Areti Sakellaris, Khirsten L. Scott, Rebecca Thorndike-Breeze, Jon Udelson, Shane A. Wood, Rick Wysocki, Kathleen Blake Yancey

No less than other divisions of the college or university, contemporary writing centers find themselves within a galaxy of competing questions and demands that relate to assessment—questions and demands that usually embed priorities from outside the purview of the writing center itself. Writing centers are used to certain kinds of assessment, both quantitative and qualitative, but are often unprepared to address larger institutional or societal issues. In Building Writing Center Assessments that Matter, Schendel and Macauley start from the kinds of assessment strengths already in place in writing centers, and they build a framework that can help writing centers satisfy local needs and put them in useful dialogue with the larger needs of their institutions, while staying rooted in writing assessment theory.

The authors begin from the position that tutoring writers is already an assessment activity, and that good assessment practice (rooted in the work of Adler-Kassner, O'Neill, Moore, and Huot) already reflects the values of writing center theory and practice. They offer examples of assessments developed in local contexts, and of how assessment data built within those contexts can powerfully inform decisions and shape the futures of local writing centers. With additional contributions by Neal Lerner, Brian Huot and Nicole Caswell, and with a strong commitment to honoring on-site local needs, the volume does not advocate a one-size-fits-all answer. But, like the modeling often used in a writing consultation, examples here illustrate how important assessment principles have been applied in a range of local contexts. Ultimately, Building Writing Assessments that Matter describes a theory stance toward assessment for writing centers that honors the uniqueness of the writing center context, and examples of assessment in action that are concrete, manageable, portable, and adaptable.