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70 books match the query 'Language Arts' and 4 start with r

cover of Reconceptualizing Response: Using Instructor Feedback to Promote Linguistic Justice

Reconceptualizing Response

Using Instructor Feedback to Promote Linguistic Justice

Kelly Blewett

Utah State University Press, 2026

Reconceptualizing Response reframes instructor feedback, one of the most consequential practices in rhetoric and writing studies, as a site of linguistic justice. Instructor response is not merely technical commentary; it is contested terrain where students’ identities, experiences, and language varieties must be named, supported, and celebrated.

Contributors represent a wide range of institutional contexts—including two-year colleges, four-year universities, HBCUs, HSIs, SLACs, and PWIs—and write from diverse positionalities, amplifying current debates and productive tensions in the field. Organized around four key moves—looking back, looking within, looking up, and looking around—the book invites readers to critically examine the ideologies underlying feedback practices; recognize how instructors' positionality, values, and beliefs are communicated through feedback; align feedback with students’ needs; and reconsider the broader classroom ecology required for justice. Bridging linguistic justice and feedback studies, this collection provides concrete tools and frameworks, as well as sample rubrics, course policies, and fresh approaches to assessment.

Ideal for graduate students, writing program administrators, faculty teaching future writing instructors, and anyone seeking to transform classroom practice, Reconceptualizing Response offers guiding questions for reflection and practical strategies for change. This volume reimagines instructor response as a catalyst for equity, consciousness-raising, and transformation, calling instructors not only to comment on writing but also to use feedback to dismantle oppressive logics and foster linguistic justice.

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cover of Representations: Doing Asian American Rhetoric

Representations

Doing Asian American Rhetoric

LuMing Mao and Morris Young

Utah State University Press, 2008

Asian American rhetorics, produced through cultural contact between Asian traditions and US English, also comprise a dynamic influence on the cultural conditions and practices within which they move. Though always interesting to linguists and "contact language" scholars, in an increasingly globalized era, these subjects are of interest to scholars in a widening range of disciplines—especially those in rhetoric and writing studies.

Mao, Young, and their contributors propose that Asian American discourse should be seen as a spacious form, one that deliberately and selectively incorporates Asian “foreign-ness” into the English of Asian Americans. These authors offer the concept of a dynamic “togetherness-in-difference” as a way to theorize the contact and mutual influence. Chapters here explore a rich diversity of histories, theories, literary texts, and rhetorical practices. Collectively, they move the scholarly discussion toward a more nuanced, better balanced, critically informed representation of the forms of Asian American rhetorics and the cultural work that they do.
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cover of Revisiting Racialized Voice: African American Ethos in Language and Literature

Revisiting Racialized Voice

African American Ethos in Language and Literature

David G. Holmes

Southern Illinois University Press, 2004

Revisiting Racialized Voice:African American Ethos in Language and Literature argues that past misconceptions about black identity and voice, codified from the 1870s through the 1920s, inform contemporary assumptions about African American authorship and ethos. Tracing elements of racial consciousness in the works of Frederick Douglass, Charles Chesnutt, W. E. B. DuBois, Zora Neale Hurston, and others, David G. Holmes urges a revisiting of narratives from this period to strengthen and advance notions about racialized writing and to shape contemporary composition pedagogies.

Pointing to the intersection of African American identity, literature, and rhetoric, Revisiting Racialized Voice begins to construct rhetorically workable yet ideologically flexible definitions of black voice. Holmes maintains that political pressure to embrace“color blindness” endangers scholars’ ability to uncover links between racialized discourses of the past and those of the present, and he calls instead for a reassessment of the material realities and theoretical assumptions race represents and with which it has been associated.

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cover of Rhyme and Reason in Reading and Spelling

Rhyme and Reason in Reading and Spelling

Lynette Bradley

University of Michigan Press, 1985

Nursery rhymes have been told to children for centuries. Many people think that they are just meant to make children smile. However, preschool children's awareness of rhyme and alliteration has an important influence on their success in learning to read and to spell. In Rhyme and Reason in Reading and Spelling, the authors explore this causal hypothesis using a new research design of combining longitudinal methods with intervention, and they provide strong evidence to show that there is a positive relationship between recognizing similar sounds, as found in nursery rhymes, and learning to read and to spell. The authors also investigate the relationship of this skill to children's learning difficulties. This is the first volume in the International Academy for Research in Learning Disabilities Monograph series.
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