Results by title

Amid immigrant narratives of assimilation, Indian Accents focuses on the representations and stereotypes of South Asian characters in American film and television. Exploring key examples in popular culture ranging from Peter Sellers' portrayal of Hrundi Bakshi in the 1968 film The Party to contemporary representations such as Apu from The Simpsons and characters in Harold and Kumar Go to White Castle, Shilpa S. Dave develops the ideas of "accent," "brownface," and "brown voice" as new ways to explore the racialization of South Asians beyond just visual appearance. Dave relates these examples to earlier scholarship on blackface, race, and performance to show how "accents" are a means of representing racial difference, national origin, and belonging, as well as distinctions of class and privilege. While focusing on racial impersonations in mainstream film and television, Indian Accents also amplifies the work of South Asian American actors who push back against brown voice performances, showing how strategic use of accent can expand and challenge such narrow stereotypes.

A form of critical ethnography introduced to the social sciences in the late 1990s, institutional ethnography uncovers how things happen within institutional sites, providing a new and flexible tool for the study of how “work” is co-constituted within sites of writing and writing instruction. The study of work and work processes reveals how institutional discourse, social relations, and norms of professional practice coordinate what people do across time and sites of writing. Adoption of IE offers finely grained understandings of how our participation in the work of writing, writing instruction, and sites of writing gives material face to the institutions that govern the social world.
 
In this book, Michelle LaFrance introduces the theories, rhetorical frames, and methods that ground and animate institutional ethnography. Three case studies illustrate key aspects of the methodology in action, tracing the work of writing assignment design in a linked gateway course, the ways annual reviews coordinate the work of faculty and writing center administrators and staff, and how the key term “information literacy” socially organizes teaching in a first-year English program. Through these explorations of the practice of ethnography within sites of writing and writing instruction, LaFrance shows that IE is a methodology keenly attuned to the material relations and conditions of work in twenty-first-century writing studies contexts, ideal for both practiced and novice ethnographers who seek to understand the actualities of social organization and lived experience in the sites they study.
 
Institutional Ethnography expands the field’s repertoire of research methodologies and offers the grounding necessary for work with the IE framework. It will be invaluable to writing researchers and  students and scholars of writing studies across the spectrum—composition and rhetoric, literacy studies, and education—as well as those working in fields such as sociology and cultural studies.
 

The book explores the journey of 10 international students to better understand their experiences at a U.S. educational institution and how they constructed and revealed these experiences in this particular socio-academic space. The study features a series of three interviews during the semester that the participants were enrolled in a mainstream first-year writing course; their stories not only capture their experiences but reveal inspiring stories that “give voice” to students outside the dominant cultural and linguistic community.
 
This study raises questions about how to support international students:

• In what ways can it inform our practices and policies relative to the internationalization of education and the development of global perspectives and competencies?
• What does it reveal that could impact daily instruction of L2 writing, particularly when it comes to international students’ need to meet the expectations of “university-level writing” in U.S. institutions of higher education?
• On an individual level, what can we learn from these students and about ourselves as a result of our interactions?

 
 

The Internationalization of US Writing Programs illuminates the role writing programs and WPAs play in defining goals, curriculum, placement, assessment, faculty development, and instruction for international student populations. The volume offers multiple theoretical approaches to the work of writing programs and illustrates a wide range of well-planned writing program–based empirical research projects.

As of 2016, over 425,000 international students were enrolled as undergraduates in US colleges and universities, part of a decade-long trend of increasing numbers of international students coming to the United States for both undergraduate and graduate degrees. Writing program administrators and writing teachers across the country are beginning to recognize this changing demographic as a useful catalyst for change in writing programs, which are tasked with preparing all students, regardless of initial level of English proficiency, for academic and professional writing.

The Internationalization of US Writing Programs is the first collection to focus specifically on this crucial aspect of the roles and responsibilities of WPAs, who are leading efforts to provide all students on their campuses, regardless of nationality or first language, with competencies in writing that will serve them in the academy and beyond.

Contributors: Jonathan Benda, Michael Dedek, Christiane Donahue, Chris W. Gallagher, Kristi Girdharry, Tarez Samra Graban, Jennifer E. Haan, Paula Harrington, Yu-Kyung Kang, Neal Lerner, David S. Martins, Paul Kei Matsuda, Heidi A. McKee, Libby Miles, Susan Miller-Cochran, Matt Noonan, Katherine Daily O’Meara, Carolina Pelaez-Morales, Stacey Sheriff, Gail Shuck, Christine M. Tardy, Stanley Van Horn, Daniel Wilber, Margaret Willard-Traub

Interrogative constructions are the linguistic forms by which questions are expressed. Their analysis is of great interest to linguists, as well as to computer scientists, human-computer interface designers, and philosophers. Interrogative constructions have played a central role in the development of modern syntactic theory. Nonetheless, to date most syntactic work has taken place quite separately from formal semantic and pragmatic work on interrogatives. Although there has by now been a significant amount of work on interrogatives across a variety of languages, there exist few syntactic and semantic treatments that provide a comprehensive account of a wide range of interrogative constructions and uses in a single language.

This book closes the gap in research on this subject. By developing the frameworks of Head Driven Phrase Structure Grammar and Situation Semantics, the authors provide an account that rigorously integrates syntactic, semantic, and contextual dimensions of interrogatives. The challenge of providing exhaustive coverage of the interrogative constructions of English, including various constructions that occur solely in dialogue interaction, leads to new insights about a variety of contentious theoretical issues. These include matters of semantic ontology, the quantificational status of wh-phrases, the semantic effect of wh-fronting, the status of constructions in grammatical theory, the integration of illocutionary information in the grammar, and the nature of ellipsis resolution in dialogue. The account is stated with sufficient rigor to enable fairly direct computational implementation.

Most of us are aware that the words for some of our most important concepts stem from ancient Greek roots—words such as geometry, democracy, technology, and aesthetics. But lesser known is the wide and varied scope of old Athenian influence on the English language, which extends to some of our most mundane, run-of-the-mill words—words like purse, sketch, and marmalade.

This book offers a word-by-word look at the influence of Greek on everyday words in English, telling the stories behind the etymological developments of each example and tracing their routes into modern English via Latin and European languages. It also explains connections with ancient Greek culture, in particular mythology, politics, and warfare, and includes proverbs and quotations from Greek literature. Revealing how deeply indebted we are to the language spoken in Athens 2,500 years ago, this book is the perfect gift for any logophile.

This is a comprehensive treatment of one of Alaska’s oldest ancestral languages. Through its 19,000 entries and thirty-one appendices—with categories such as kin terms, names of constellations, and a list of explanations—the dictionary is an exceptional blend of linguistic and cultural references.