4030 books match the query 'Language Arts & Disciplines' and 235 start with r

cover of RDA Essentials

RDA Essentials

Thomas Brenndorfer

American Library Association, 2016

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cover of RDA Glossary

RDA Glossary

American Library Association, 2020

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cover of RDA Vocabularies for a Twenty-First Century Data Environment

RDA Vocabularies for a Twenty-First Century Data Environment

American Library Association, 2010

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cover of RDA and Cartographic Resources

RDA and Cartographic Resources

Paige G. Andrew

American Library Association, 2015

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cover of RDA and Serials Cataloging

RDA and Serials Cataloging

Ed Jones

American Library Association, 2013

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cover of RDA: Resource Description and Access

RDA

Resource Description and Access

American Library Association, 2015

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cover of RDA: Resource Description and Access

RDA

Resource Description and Access

American Library Association, 2014

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cover of RDA: Resource Description and Access Print--2014 Revision

RDA

Resource Description and Access Print--2014 Revision

American Library Association, 2014

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cover of RDA: Resource Description and Access Print--2015 Revision

RDA

Resource Description and Access Print--2015 Revision

American Library Association, 2015

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cover of RDA: Strategies for Implementation

RDA

Strategies for Implementation

Magda El-Sherbini

American Library Association, 2013

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cover of REVISED STANDARDS AND GUIDELINES OF SERVICE for the Library of Congress Network of Libraries for the Blind and Physically Handicapped

REVISED STANDARDS AND GUIDELINES OF SERVICE for the Library of Congress Network of Libraries for the Blind and Physically Handicapped

American Library Association, 2011

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cover of RFID in Libraries

RFID in Libraries

Lori Bowen Ayre

American Library Association, 2012

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cover of Race News: Black Journalists and the Fight for Racial Justice in the Twentieth Century

Race News

Black Journalists and the Fight for Racial Justice in the Twentieth Century

Fred Carroll

University of Illinois Press, 2017

Once distinct, the commercial and alternative black press began to crossover with one another in the 1920s. The porous press culture that emerged shifted the political and economic motivations shaping African American journalism. It also sparked disputes over radical politics that altered news coverage of some of the most momentous events in African American history. Starting in the 1920s, Fred Carroll traces how mainstream journalists incorporated coverage of the alternative press's supposedly marginal politics of anti-colonialism, anti-capitalism, and black separatism into their publications. He follows the narrative into the 1950s, when an alternative press re-emerged as commercial publishers curbed progressive journalism in the face of Cold War repression. Yet, as Carroll shows, journalists achieved significant editorial independence, and continued to do so as national newspapers modernized into the 1960s. Alternative writers' politics seeped into commercial papers via journalists who wrote for both presses and through professional friendships that ignored political boundaries. Compelling and incisive, Race News reports the dramatic history of how black press culture evolved in the twentieth century.
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cover of Race, Rhetoric, and Research Methods

Race, Rhetoric, and Research Methods

Alexandria Lockett

University Press of Colorado, 2021

Race, Rhetoric, and Research Methods explores multiple antiracist, decolonial forms of study that are relevant to 21st-century knowledge production about language, communication, technology, and culture. The book presents a rare collaboration among scholars representing different racial and ethnic backgrounds, genders, and ranks within the field of Rhetoric, Composition, and Writing Studies (RCWS). In each chapter, the authors examine the significance of their individual experiences with race and racism across contexts. Their research engages the politics of embodiment, institutional critique, multimodal rhetoric, materiality, and public digital literacies. The book merges impassioned storytelling with unflinching analysis, offering a multi-voiced argument that spotlights the field's troubled history with theorizing about race and epistemology. Although the authors directly address aspiring and current RCWS professionals, they model how a comprehensive consideration of race adds legitimacy and integrity to any subject of study. This co-authored work charts uncommon paths forward, demonstrating reflexive engagement with legacies that are personal and transnational, as well as with technologies that are both dehumanizing and liberating.
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cover of Racing Translingualism in Composition: Toward a Race-Conscious Translingualism

Racing Translingualism in Composition

Toward a Race-Conscious Translingualism

edited by Tom Do and Karen Rowan

Utah State University Press, 2022

Racing Translingualism provides both theoretical and pedagogical reconsiderations of the translingual approach to language diversity by addressing the intersections of race and translingualism.
 
This collection extends the disciplinary conversations about translingualism by foregrounding the role race and racism play in the construction and maintenance of language differences. In doing so, the contributors examine the co-naturalization of race and language in order to theorize a race-conscious translingual praxis. The book begins by offering generative critiques of translingualism, centering on the ways in which the approach’s democratic orientation to language avoids issues of race, language, and power and appeals to colorblind racist tropes of equal opportunity. Following these critiques, contributors demonstrate the important intersections of race and translingualism by drawing upon voices typically marginalized by monolingual language ideologies and pedagogies. Finally, Racing Translingualism concludes by attending to the pedagogical implications of a race-conscious translingual praxis in writing and literacy education.
 
Making the case for race-conscious, rather than colorblind, theories and pedagogies, Racing Translingualism offers a unique take on how translingualism is theorized and practiced and moves the field forward through its direct consideration of the links between language, race, and racism.
 
Contributors: Lindsey Albracht, Steven Alvarez, Bethany Davila, Tom Do, Jaclyn Hilberg, Bruce Horner, Aja Martinez, Esther Milu, Stephanie Mosher, Yasmine Romero, Karen Rowan, Rachael Shapiro, Shawanda Stewart, Brian Stone, Victor Villanueva, Missy Watson
 
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cover of Radical Advocate: Ida B. Wells and the Road to Race and Gender Justice

Radical Advocate

Ida B. Wells and the Road to Race and Gender Justice

Mary E. Triece

University of Alabama Press, 2025

Pinpoints the persuasive strategies that typified Wells’s efforts to shape broader cultural conversations concerning the causes of racial, social, and gender inequity

Born into the brutal reality of slavery, Ida B. Wells rose to become an audacious journalist, teacher, and activist for racial and gender justice. In Radical Advocate, Mary E. Triece examines the rhetorical strategies employed by Wells to challenge deeply rooted systems of oppression, strategies that remain powerful and relevant today.

Triece introduces the concept of “radical embodied advocacy” to give an account of Wells’s unique position as a Black woman whose personal encounters with white violence were palpable, experienced physically and mentally. White men lynched Wells’s friends and threatened her own life, forcing her into exile after destroying the very press on which she wrote and edited. From this perspective, Wells understood lynching as linked to white economic and political control. Through a close analysis of Wells’s speeches, writings, and journalism, Triece reveals how Wells pioneered a form of “intersectional journalism” that centered the voices of those marginalized by race, gender, and class.

By examining Wells’s work through the lens of philosophy, rhetoric, and Black feminism, Triece underscores the epistemic challenges faced by marginalized advocates and the importance of their perspectives in shaping social change. Radical Advocate ultimately positions Wells as a prophetic figure whose insights into the systemic nature of racism remain profoundly relevant in today’s world.

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cover of Radical Collections: Re-examining the roots of collections, practices and information professions

Radical Collections

Re-examining the roots of collections, practices and information professions

Edited by Jordan Landes

University of London Press, 2018

Available as free PDF download at http://humanities-digital-library.org/index.php/hdl/catalog/book/radical_collections Do archivists ‘curate’ history? And to what extent are our librarians the gatekeepers of knowledge? Libraries and archives have a long and rich history of compiling ‘radical collections’- from Klanwatch Project in the States to the R. D. Laing Archive in Glasgow- but a re-examination of the information professions and all aspects of managing those collections is long overdue. This book is the result of a critical conference held at Senate House Library in 2017. The conference provided a space to debate the issues and ethics of collection development, management and promotion. This book brings together some key papers from those proceedings. It shines a light on pressing topical issues within library and information services (LIS)- to encompass selection, appraisal and accession, through to organisation and classification, and including promotion and use. Will libraries survive as victims of neoliberal marketization? Do we have a responsibility to collect and document ‘white hate’ in the era of Trump? And how can a predominantly white (96.7%) LIS workforce effectively collect and tell POC histories?
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cover of Radical Transparency: Perspectives on Graduate Education in Writing Studies

Radical Transparency

Perspectives on Graduate Education in Writing Studies

Justin H. Cook

Utah State University Press, 2027

Radical Transparency brings together candid, powerful accounts of what it means to live, work, and labor as a graduate student in writing studies in today’s academy. At a moment when higher education is defined by precarity, burnout, widening inequities, and political uncertainty, this collection names, without sanitizing, the emotional, embodied, and institutional realities that shape graduate education.

Blending scholarly analysis with personal narrative, the chapters document graduate student experiences across writing studies, rhetoric and composition, and related fields. Contributors take up issues often rendered invisible in official program materials and institutional discourse, including disability and access, queer and crip temporalities, financial and labor precarity, mentoring breakdowns, emotional labor, care work, grief, and the hidden curricula that govern graduate life. Together, these chapters reveal how graduate students navigate systems that demand resilience while frequently withholding transparency, support, and care. Organized around three intersecting threads—navigating precarity, building networks of care, and reimagining academic work—Radical Transparency also introduces an emotional-labor tagging system that allows readers to trace recurring forms of labor and affective demand as they surface in different institutional contexts.

Whether read cover to cover or approached nonlinearly, the text invites readers to see connections accumulate—and patterns emerge. Radical Transparency is for graduate students who suspect they’re not broken. It is for faculty and administrators willing to sit with discomfort, accountability, and complicity. And it is for anyone who believes that transparency without action is insufficient and that telling the truth, collectively and aloud, is a form of resistance.

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cover of Radical Visions: New Perspectives on Special Collections Curatorship

Radical Visions

New Perspectives on Special Collections Curatorship

Jillian Cuellar

Society of American Archivists, 2026

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cover of Radical Writing Center Praxis: A Paradigm for Ethical Political Engagement

Radical Writing Center Praxis

A Paradigm for Ethical Political Engagement

Laura Greenfield

Utah State University Press, 2019

In Radical Writing Center Praxis Laura Greenfield calls for a paradigm change in writing centers, imagining a field whose very reason for being is to facilitate justice and peace. The book calls on readers to more critically examine power and agency in writing centers and to imagine new possibilities for the field’s theories and practices.
 
Large, intersecting systems of oppression manifest in the everyday practices of institutions, classrooms, and writing centers. Local practices in turn influence the surrounding world. Radical Writing Center Praxis therefore challenges the writing center field to resist assumptions of political neutrality and instead to redefine itself in terms of more explicit ethical commitments. In this paradigm it is clear that to engage in anti-oppression work is not merely a special interest but rather a vital interest to all.
 
Introducing the concepts and vocabulary of radical politics, Radical Writing Center Praxis examines the tensions between the field’s professed beliefs and everyday practices and offers a process by which the writing center discipline as a whole might rebuild itself anew. It will be invaluable to writing center directors, tutors, scholars, and students as well as to administrators and compositionists.
 
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cover of Radio Utopia: Postwar Audio Documentary in the Public Interest

Radio Utopia

Postwar Audio Documentary in the Public Interest

Matthew Ehrlich

University of Illinois Press, 2017

As World War II drew to a close and radio news was popularized through overseas broadcasting, journalists and dramatists began to build upon the unprecedented success of war reporting on the radio by creating audio documentaries. Focusing particularly on the work of radio luminaries such as Edward R. Murrow, Fred Friendly, Norman Corwin, and Erik Barnouw, Radio Utopia: Postwar Audio Documentary in the Public Interest traces this crucial phase in American radio history, significant not only for its timing immediately before television, but also because it bridges the gap between the end of the World Wars and the beginning of the Cold War.
 
Matthew C. Ehrlich closely examines the production of audio documentaries disseminated by major American commercial broadcast networks CBS, NBC, and ABC from 1945 to 1951. Audio documentary programs educated Americans about juvenile delinquency, slums, race relations, venereal disease, atomic energy, arms control, and other issues of public interest, but they typically stopped short of calling for radical change. Drawing on rare recordings and scripts, Ehrlich traces a crucial phase in the evolution of news documentary, as docudramas featuring actors were supplanted by reality-based programs that took advantage of new recording technology. Paralleling that shift from drama to realism was a shift in liberal thought from dreams of world peace to uneasy adjustments to a cold war mentality.
 
Influenced by corporate competition and government regulations, radio programming reflected shifts in a range of political thought that included pacifism, liberalism, and McCarthyism. In showing how programming highlighted contradictions within journalism and documentary, Radio Utopia reveals radio's response to the political, economic, and cultural upheaval of the post-war era.
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cover of Radio, Morality, & Culture: Britain, Canada, and the United States, 1919 - 1945

Radio, Morality, & Culture

Britain, Canada, and the United States, 1919 - 1945

Robert S. Fortner

Southern Illinois University Press, 2005

Radio, Morality, and Culture: Britain, Canada, and the United States, 1919–1945 examines the moral controversies surrounding radio’s development during its formative years. In comparing the fledgling medium in Great Britain, Canada, and the United States, Robert S. Fortner documents how the church failed to participate in radio’s moral development and instead engaged in internecine warfare over issues of legitimacy and orthodoxy.

The church was arguing about theological turf and dealing with internal disputes while radio policy was being developed and communications history was being written. Fortner reveals how the church, doomed to play little more than a bit part in the future of radio, eventually lost its voice altogether in the continuing development of electronic media. Fortner effectively synthesizes cultural history and theory, communication studies, and the role religious organizations played in shaping the content and character of early radio. Geared to scholars of history, communications, and theology, Radio, Morality, and Culture provides a useful resource for research, scholarship, and public policy.

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cover of Ragged Dicks: Masculinity, Steel, and the Rhetoric of the Self-Made Man

Ragged Dicks

Masculinity, Steel, and the Rhetoric of the Self-Made Man

James V. Catano

Southern Illinois University Press, 2001

Portraits of self-made men are rife in Western culture, as James V. Catano observes. Positive and negative, admittedly fictional and ostensibly factual, these portraits endure because the general rhetorical practice embodied in the myth of the self-made man enacts both the need and the very means for making oneself masculine: verbal power and prowess. The myth of the self-made man, in short, is part of ongoing rhetorical practices that constitute society, culture, and subjects.

To explain those practices and their effectiveness, Catano argues that the basic narrative achieves much of its effectiveness by engaging and enacting the traditional psychological dynamics of the family romance: preoedipal separation, oedipal conflict, and “proper” postoedipal self-definition and socialization.

To focus on the combined social, psychological, and rhetorical dynamics that constitute the ongoing activity he calls masculine self-making, Catano emphasizes a particular strand: masculinity and steelmaking. Pursuing that strand, he argues that these representations of masculine self-making are rhetorical enactments of cultural needs and desires, and that they are ongoing and formative arguments about what society and its individuals either are or should be.

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cover of Rainy Day Ready: Financial Literacy Programs and Tools

Rainy Day Ready

Financial Literacy Programs and Tools

Melanie Welch

American Library Association, 2020

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cover of Rape, Agency, and Carceral Solutions: From Criminal Justice to Social Justice

Rape, Agency, and Carceral Solutions

From Criminal Justice to Social Justice

Leland G. Spencer

University of Massachusetts Press, 2023

Winner of the 2023 National Communication Association's American Studies Division Outstanding Book Award


News media and popular culture in the United States have produced a conventional narrative of the outcomes of sexual abuse: someone perpetrates sexual violence, goes to trial, and is then punished with prison time. Survivors recede into the background, becoming minor characters in their own stories as intrepid prosecutors, police officers, and investigators gather evidence and build a case.

Leland G. Spencer explains how the stories we tell about sexual assault serve to reinforce rape culture, privileging criminal punishment over social justice and community-based responses to sexual violence. Examining a broad range of popular media, including news coverage of the Brock Turner case, Naomi Iizuka’s popular play Good Kids, the television program Criminal Minds, and the book turned television show 13 Reasons Why, Spencer demonstrates how these representations shore up the carceral state, perpetuate rape myths, blame victims, and excuse those who harm. While increased discussion about sexual violence represents feminist progress, these narratives assume that policing and prosecution are the only means of achieving justice, sidelining other potential avenues for confronting perpetrators and supporting victims.

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cover of Rare Books and Special Collections

Rare Books and Special Collections

Sidney E. Berger

American Library Association, 2014

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cover of Raveling the Brain: Toward a Transdisciplinary Neurorhetoric

Raveling the Brain

Toward a Transdisciplinary Neurorhetoric

Jordynn Jack

The Ohio State University Press, 2019

Humans have always been fascinated by the workings of the mind and now, more than ever, neuroscience has become a popular area of inquiry. While neuroscience advertises itself as an interdisciplinary field, drawing on biology, physics, engineering, and psychology, to date it has engaged less often with the humanities. In this transdisciplinary work, Jordynn Jack aims to show how the humanities—and in particular, rhetoric—have much to add to the neurosciences, offering rich insights into the ways in which the brain is enmeshed in the body, in culture, and in discourse.
Jack first looks at the problem of “neurohype”—exaggerated or oversimplified claims that essentialize brains and make them “uncritically real”—questioning some of the fundamental assumptions about the brain that experimental protocols and psychological concepts rely on. Then, through examples of research on sex and gender, political orientation, and affect, Jack demonstrates how a rhetorical-material approach can help to generate alternative approaches to studying the brain that might mitigate the problem of neurohype. By raveling out the roots of neurohype and raveling back its use through time, Raveling the Brain shows how rhetoric and neuroscience might be raveled together, or intertwined, to create a stronger transdisciplinary approach that might enrich our understanding of those issues of interest to neuroscientists and humanists alike. 
 
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cover of Re-imagining Doctoral Writing

Re-imagining Doctoral Writing

Cecile Badenhorst

University Press of Colorado, 2021

What imaginings of the doctoral writer circulate in the talk of doctoral researchers and their supervisors? How do institutional policies and the conventions of particular disciplines shape the ways in which doctoral writing is imagined? Why, and in what ways, has doctoral writing been re-imagined in the twenty-first century? What future imaginings of doctoral writing may be hovering on the horizon? This edited collection has gathered a diverse group of authors—from Aotearoa New Zealand, Australia, Bangladesh, Japan, South Africa, the UK, Denmark, Canada, and the US—to consider these challenging questions during a time in which doctoral education is undergoing enormous transformation. Together, the contributors to this collection explore how the practice of doctoral writing is entangled with broader concerns within doctoral education, including attrition, timeliness, the quality of supervision, the transferability of knowledge and skills to industry settings, research impact, research integrity, and the decolonization of the doctorate.
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cover of Re/Orienting Writing Studies: Queer Methods, Queer Projects

Re/Orienting Writing Studies

Queer Methods, Queer Projects

William P. Banks

Utah State University Press, 2018

Re/Orienting Writing Studies is an exploration of the intersections among queer theory, rhetoric, and research methods in writing studies. Focusing careful theoretical attention on common research practices, this collection demonstrates how queer rhetorics of writing/composing, textual analysis, history, assessment, and embodiment/identity significantly alter both methods and methodologies in writing studies. The chapters represent a diverse set of research locations and experiences from which to articulate a new set of innovative research practices.
 
While the humanities have engaged queer theory extensively, research methods have often been hermeneutic or interpretive. At the same time, social science approaches in composition research have foregrounded inquiry on human participants but have often struggled to understand where lesbian, gay, bisexual, transgender, and queer people fit into empirical research projects. Re/Orienting Writing Studies works at the intersections of humanities and social science methodologies to offer new insight into using queer methods for data collection and queer practices for framing research.

Contributors: Chanon Adsanatham, Jean Bessette, Nicole I. Caswell, Michael J. Faris, Hillery Glasby, Deborah Kuzawa, Maria Novotny, G Patterson, Stacey Waite, Stephanie West-Puckett
 
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cover of Re/Writing the Center: Approaches to Supporting Graduate Students in the Writing Center

Re/Writing the Center

Approaches to Supporting Graduate Students in the Writing Center

Susan Lawrence

Utah State University Press, 2018

Re/Writing the Center illuminates how core writing center pedagogies and institutional arrangements are complicated by the need to create intentional, targeted support for advanced graduate writers. Most writing center tutors are undergraduates, whose lack of familiarity with the genres, preparatory knowledge, and research processes integral to graduate-level writing can leave them underprepared to assist graduate students. Complicating the issue is that many of the graduate students who take advantage of writing center support are international students.
 
The essays in this volume show how to navigate the divide between traditional writing center theory and practices, developed to support undergraduate writers, and the growing demand for writing centers to meet the needs of advanced graduate writers. Contributors address core assumptions of writing center pedagogy, such as the concept of peers and peer tutoring, the emphasis on one-to-one tutorials, the positioning of tutors as generalists rather than specialists, and even the notion of the writing center as the primary location or center of the tutoring process. Re/Writing the Center offers an imaginative perspective on the benefits writing centers can offer to graduate students and on the new possibilities for inquiry and practice graduate students can inspire in the writing center.
 
Contributors: Laura Brady, Michelle Cox, Thomas Deans, Paula Gillespie​, Mary Glavan, Marilyn Gray​, James Holsinger​, Elena Kallestinova, Tika Lamsal​, Patrick S. Lawrence, Elizabeth Lenaghan, Michael A. Pemberton​, Sherry Wynn Perdue​, Doug Phillips, Juliann Reineke​, Adam Robinson​, Steve Simpson, Nathalie Singh-Corcoran​, Ashly Bender Smith, Sarah Summers​, Molly Tetreault​, Joan Turner, Bronwyn T. Williams, Joanna Wolfe
 
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cover of Reaching All Writers: A Pedagogical Guide for Evolving College Writing Classrooms

Reaching All Writers

A Pedagogical Guide for Evolving College Writing Classrooms

Joanne Baird Giordano

Utah State University Press, 2023

Reaching All Writers brings together decades of writing studies experience, research, and scholarship to help organize first-year writing courses around inclusive teaching practices and foundational concepts that support disciplinary learning for all college writers, including students who have been excluded from more selective higher-education institutions.
 
Using threshold concepts and transfer as a foundation, the authors provide an invaluable resource for multiple contexts: instructors working off the tenure track and/or at multiple institutions; two-year college programs without a writing program administrator; and writing program graduate teaching assistant training courses. Each chapter includes an overview of a threshold concept, disciplinary background readings, practical teaching strategies, assignment and learning activity ideas, assessment principles, examples from student and instructor perspectives, and questions for reflection and discussion.
 
Reaching All Writers describes effective teaching practices to help all college writing instructors, regardless of their institutional contexts, make changes that support equitable and inclusive learning opportunities—with a focus on teaching students whose backgrounds and learning experiences are different from those with more educational or economic privilege. Both new and experienced teachers adapting first-year college writing courses will find the book’s blend of practical strategies and disciplinary knowledge a useful companion for facilitating new classroom and program needs or designing new teaching assistant training courses.
 
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cover of Reaction and Revolution: Rhetorics of the Radical Right

Reaction and Revolution

Rhetorics of the Radical Right

Kevin Musgrave

Michigan State University Press, 2027

Reaction and Revolution situates the resurgence of far-right movements and thinkers within a longer intellectual history that emerged primarily in interwar Germany—a philosophical conversation centered on political theology. Arguing that the more radically democratic modes of political theology offer better ways to understand and to counter the far right’s rhetorical appeal, this book offers a rhetorical-intellectual critique of three key thinkers and their allied movements: Paul Gottfried and the American paleoconservatives, Guillaume Faye and the French Identitarians, and Nick Land and the Dark Enlightenment. Kevin Musgrave argues that a radical political theology of race offers meaningful ways of challenging the right’s efforts to build a global imperium of whiteness and of reclaiming the promise of human dignity.

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cover of Read Me a Rhyme in Spanish and English

Read Me a Rhyme in Spanish and English

Rose Zertuche Treviño

American Library Association, 2009

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cover of Reader's Choice, 6th Edition

Reader's Choice, 6th Edition

Sandra Silberstein, Barbara K. Dobson, and Mark A. Clarke

University of Michigan Press, 2023

In this new edition, Reader's Choice continues its legacy of teaching skills for academic success. The new edition of the classic textbook teaches readers that the most important skill is selecting the best reading strategies for solving everyday reading challenges. The exercises and readings in Reader's Choice help students become independent, efficient readers.

Reader’s Choice provides 9 units that teach progressively more complex reading strategies. These units are accompanied by skills-focused activities as well as full reading passages. Units include readings and materials from respected news sites, commonly used items like transit maps, excerpts from well-known literary works such as Shirley Jackson’s “The Lottery,” and much more. Together, these readings provide engaging, real world examples that allow students to strengthen the reading skills vital to academic and career success.
 

In Reader’s Choice, 6th Edition, students will:

- Learn key critical reading skills for prose, charts, graphs, and data, such as analyzing context clues, using prefixes and suffixes, and more
- Develop contextual reading skills through real life scenarios and practice exercises  
- Engage with high-interest examples from popular news sources, contemporary literature, and scientific studies  
- Complete interactive online quizzes and exercises to supplement and measure student learning  

Reader’s Choice, 6th Edition is accompanied by a companion website featuring student resources and by a set of teaching materials supporting classroom use.
​

CEFR Levels: B1, B2, C1, C2

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cover of Readers' Advisory Service in the Public Library

Readers' Advisory Service in the Public Library

Joyce G. Saricks

American Library Association, 2005

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cover of Reading Piers Plowman and the Pilgrim's Progress: Reception and the Protestant Reader

Reading Piers Plowman and the Pilgrim's Progress

Reception and the Protestant Reader

Barbara A. Johnson

Southern Illinois University Press, 1992

Centering her discussion on two historical "ways of reading"—which she calls the Protestant and the lettered—Barbara A. Johnson traces the development of a Protestant readership as it is reflected in the reception of Langland’s Piers Plowman and Bunyan’s Pilgrim’s Progress.

Informed by reader-response and reception theory and literacy and cultural studies, Johnson’s ambitious examination of these two ostensibly literary texts charts the cultural roles they played in the centuries following their composition, roles far more important than their modern critical reputations can explain.

Johnson argues that much more evidence exists about how earlier readers read than has hitherto been acknowledged. The reception of Piers Plowman, for example, can be inferred from references to the work, the apparatus its Renaissance printer inserted in his editions, the marginal comments readers inscribed both in printed editions and in manuscripts, and the apocryphal "plowman" texts that constitute interpretations of Langland’s poem. She demonstrates by example that what is culturally transmitted has not been just the work itself; it includes vestiges of past readers’ encounters with the text that are traceable both in the way a text is presented as well as in the way that presentation is received.

Conditioned more by religious, historical, and economic forces than by literary concerns, Langland’s poem became a part of the reformist tradition that culminated in Bunyan’s Pilgrim’s Progress. By understanding this tradition, Bunyan’s place in it, and the way the reception of The Pilgrim’s Progress illustrates the beginning of a new, more realistic fictional tradition, Johnson concludes, we can begin to delineate a more accurate history of the ways literature and society intersect, a history of readers reading.

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cover of Reading Ronell

Reading Ronell

Edited by Diane Davis

University of Illinois Press, 2008

Avital Ronell has won worldwide acclaim for her work across literature and philosophy, psychoanalysis and popular culture, political theory and feminism, art and rhetoric, drugs and deconstruction. In works such as The Test Drive, Stupidity, Crack Wars, and The Telephone Book, she has perpetually raised new and powerful questions about how we think, what thinking does, and how we fool ourselves about the troubled space between thought and action.

In this collection, some of today's most distinguished and innovative thinkers turn their attention to Ronell's teaching, writing, and provocations, observing how Ronell reads and what comes from reading her. By reading Ronell, and reading Ronell reading, contributors examine the ethico-political implications of her radical dislocations and carefully explicate, extend, and explore the paraconcepts addressed in her works.

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cover of Reading Sounds: Closed-Captioned Media and Popular Culture

Reading Sounds

Closed-Captioned Media and Popular Culture

Sean Zdenek

University of Chicago Press, 2015

Imagine a common movie scene: a hero confronts a villain. Captioning such a moment would at first glance seem as basic as transcribing the dialogue. But consider the choices involved: How do you convey the sarcasm in a comeback? Do you include a henchman’s muttering in the background? Does the villain emit a scream, a grunt, or a howl as he goes down? And how do you note a gunshot without spoiling the scene?

These are the choices closed captioners face every day. Captioners must decide whether and how to describe background noises, accents, laughter, musical cues, and even silences. When captioners describe a sound—or choose to ignore it—they are applying their own subjective interpretations to otherwise objective noises, creating meaning that does not necessarily exist in the soundtrack or the script.

Reading Sounds looks at closed-captioning as a potent source of meaning in rhetorical analysis. Through nine engrossing chapters, Sean Zdenek demonstrates how the choices captioners make affect the way deaf and hard of hearing viewers experience media. He draws on hundreds of real-life examples, as well as interviews with both professional captioners and regular viewers of closed captioning. Zdenek’s analysis is an engrossing look at how we make the audible visible, one that proves that better standards for closed captioning create a better entertainment experience for all viewers.
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cover of Reading Together, Reading Apart: Identity, Belonging, and South Asian American Community

Reading Together, Reading Apart

Identity, Belonging, and South Asian American Community

Tamara Bhalla

University of Illinois Press, 2016

Often thought of as a solitary activity, the practice of reading can in fact encode the complex politics of community formation. Engagement with literary culture represents a particularly integral facet of identity formation--and expresses of a sense of belonging--within the South Asian diaspora in the United States.
 
Tamara Bhalla blends a case study with literary and textual analysis to illuminate this phenomenon. Her fascinating investigation considers institutions from literary reviews to the marketplace to social media and other technologies, as well as traditional forms of literary discussion like book clubs and academic criticism. Throughout, Bhalla questions how her subjects' circumstances, desires, and shared race and class, limit the values they ascribe to reading. She also examines how ideology circulating around a body of literature or a self-selected, imagined community of readers shapes reading itself and influences South Asians' powerful, if contradictory, relationship with ideals of cultural authenticity.
 
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cover of Reading and Writing Instruction in the Twenty-First Century: Recovering and Transforming the Pedagogy of Robert Scholes

Reading and Writing Instruction in the Twenty-First Century

Recovering and Transforming the Pedagogy of Robert Scholes

Ellen C. Carillo

Utah State University Press, 2021

Robert Scholes passed away on December 9, 2016, leaving behind an intellectual legacy focused broadly on textuality. Scholes’s work had a significant impact on a range of fields, including literary studies, composition and rhetoric, education, media studies, and the digital humanities, among others. In Reading and Writing Instruction in the Twenty-First Century contemporary scholars explore and extend the continued relevance of Scholes’s work for those in English and writing studies.
 
In this volume, Scholes’s scholarship is included alongside original essays, providing a resource for those considering everything from the place of the English major in the twenty-first century to best practices for helping students navigate misinformation and disinformation. Reading and Writing Instruction in the Twenty-First Century not only keeps Scholes’s legacy alive but carries it on through a commitment, in Scholes’s (1998) own words, to “offer our students . . . the cultural equipment they are going to need when they leave us.”
 
Contributors:
Angela Christie, Paul T. Corrigan, Lynée Lewis Gaillet, Doug Hesse, Alice S. Horning, Emily J. Isaacs, Christopher La Casse, Robert Lestón, Kelsey McNiff, Thomas P. Miller, Jessica Rivera-Mueller, Christian Smith, Kenny Smith
 
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cover of Reading in a Digital Age

Reading in a Digital Age

David M. Durant

Against the Grain, LLC, 2017

Charleston Briefings: Trending Topics for Information Professionals is a thought-provoking series of brief books concerning innovation in the sphere of libraries, publishing, and technology in scholarly communication. The briefings, growing out of the vital conversations characteristic of the Charleston Conference and Against the Grain, will offer valuable insights into the trends shaping our professional lives and the institutions in which we work.
 
The Charleston Briefings are written by authorities who provide an effective, readable overview of their topics—not an academic monograph. The intended audience is busy nonspecialist readers who want to be informed concerning important issues in our industry in an accessible and timely manner.

​How is reading changing in the digital environment? How will it continue to change? Are we headed for an all- digital future? Or does print still have a place in the reading environment? Does format matter? What do readers tell us they want? This brief monograph offers librarians, publishers, vendors, and others an overview of these key issues as well as advice on how their institutions should approach the print versus digital controversy.
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cover of Reading, Research, And Writing: Teaching Information

Reading, Research, And Writing

Teaching Information

Mary Snyder Broussard

Assoc of College & Research Libraries, 2017

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cover of Readings from Classical Rhetoric

Readings from Classical Rhetoric

Edited by Patricia P. Matsen, Philip Rollinson, and Marion Sousa

Southern Illinois University Press, 1990

Here, for the first time in one volume, are all the extant writings focusing on rhetoric that were composed before the fall of Rome.

This unique anthology of primary texts in classical rhetoric contains the work of 24 ancient writers from Homer through St. Augustine, including Herodotus, Thucydides, Plato, Aristotle, Cicero, Quintilian, Tacitus, and Longinus.

Along with many widely recognized translations, special features include the first English translations of works by Theon and Nicolaus, as well as new translations of two works by important sophists, Gorgias’ encomium on Helen and Alcidamas’ essay on composition.

The writers are grouped chronologically into historical periods, allowing the reader to understand the scope and significance of rhetoric in antiquity. Introductions are included to each period, as well as to each writer, with writers’ biographies, major works, and salient features of excerpts.

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cover of Readings in Japanese Natural Language Processing

Readings in Japanese Natural Language Processing

Edited by Francis Bond, et al.

CSLI, 2014

Readings in Japanese Natural Language Processing surveys a wide range of texts that explore Japanese morphology and syntactic analysis, discourse, and natural language process applications. Presenting such techniques in a manner accessible to those with little or no familiarity with Japanese, these carefully selected papers will broaden the scope of our study of Japanese linguistic phenomena, making this collection indispensable in the field.
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cover of Readings in Linguistics I & II

Readings in Linguistics I & II

Edited by Eric P. Hamp, Martin Joos, Fred W. Householder, and Robert Austerlitz

University of Chicago Press, 1995

This volume, consisting of nineteen articles from Readings in Linguistics I and twenty articles from Readings in Linguistics II, constitutes an invaluable collection of papers in English, German, and French on subjects of continuing interest to linguists of all schools. Complete with a new preface explaining the editors' principles of selection and bibliographical citations, Readings in Linguistics I & II includes the influential work of Bloomfield, Trubetzkoy, Firth, Harris, and Kurylowicz, as well as important but less accessible articles by Vachek, Bazell, Chao, Fischer-Jorgensen, and Tesniere.
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cover of Real Presences

Real Presences

George Steiner

University of Chicago Press, 1989

A powerful argument for the presence of the divine within art, from one of the twentieth-century's leading thinkers

In Real Presences, George Steiner, whom A. S. Byatt praised as "a late, late, late, late Renaissance man," addressed one of the most challenging and important questions about art and human understanding: Can there be major dimensions of a poem, a painting, a musical composition created in the absence of God? Or is God always a real presence in the arts? Drawing examples from across centuries and cultures, Steiner passionately argues that a transcendent reality grounds all genuine art and human communication.
 
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cover of Real-World Teen Services

Real-World Teen Services

Jennifer Velásquez

American Library Association, 2015

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cover of Reality Bites: Rhetoric and the Circulation of Truth Claims in U.S. Political Culture

Reality Bites

Rhetoric and the Circulation of Truth Claims in U.S. Political Culture

Dana L. Cloud

The Ohio State University Press, 2018

Fake news, alternative facts, post truth—terms all too familiar to anyone in U.S. political culture and concepts at the core of Dana L. Cloud’s new book, Reality Bites, which explores truth claims in contemporary political rhetoric in the face of widespread skepticism regarding the utility, ethics, and viability of an empirical standard for political truths. Cloud observes how appeals to truth often assume—mistakenly—that it is a matter of simple representation of facts. However, since neither fact-checking nor “truthiness” can respond meaningfully to this problem, she argues for a rhetorical realism—the idea that communicators can bring knowledge from particular perspectives and experiences into the domain of common sense. Through a series of case studies—including the PolitiFact fact-checking project, the Planned Parenthood “selling baby parts” scandal, the Chelsea Manning and Edward Snowden cases, Neil DeGrasse Tyson’s Cosmos, the rhetoric of Thomas Paine and the American Revolution, and the Black Lives Matter movement—Cloud advocates for the usefulness of narrative, myth, embodiment, affect, and spectacle in creating accountability in contemporary U.S. political rhetoric. If dominant reality “bites”—in being oppressive and exploitative—it is time, Cloud argues, for those in the reality-based community to “bite back.”
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cover of Reality Exploration and Discovery: Pattern Interaction in Language and Life

Reality Exploration and Discovery

Pattern Interaction in Language and Life

Edited by Linda Ann Uyechi and Lian-Hee Wee

CSLI, 2009

The twenty-five papers in this volume present current analyses of a variety of data and, more significantly, illustrate the various analytical tools available to linguists in the quest for deeper comprehension of the puzzles, questions, and problems they confront in natural language. The distinguished authors collected here explore interactions between linguistic structure and sound patterns across a diverse set of languages. The integrating theme of the volume is the influence of K. P. Mohanan’s philosophy of inquiry, derived not only from his rich body of diverse work but also from the fresh perspectives and intellectual vitality that he has shared with colleagues and students in a career spanning over three decades.

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cover of Rearticulating Writing Assessment for Teaching and Learning

Rearticulating Writing Assessment for Teaching and Learning

Brian Huot

Utah State University Press, 2002

Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society. What isn't valued isn't assessed; it tends to disappear from the curriculum. The dark side of this truth is what many teachers find troubling about large scale assessments, as standardized tests don't grant attention or merit to all they should. Instead, assessment has been used as an interested social mechanism for reinscribing current power relations and class systems.

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