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Christopher Schroeder spends almost no time disputing David Bartholomae's famous essay, but throughout ReInventing the University, he elaborates an approach to teaching composition that is at odds with the tradition that essay has come to represent.

On the other hand, his approach is also at odds with elements of the pedagogies of such theorists as Berlin, Bizzell, and Shor. Schroeder argues that, for students, postmodern instability in literacy and meaning has become a question of the legitimacy of current discourse of education. Schroeder is committed, then, to constructing literacies jointly with students and by so doing to bringing students to engage more deeply with education and society.

This revised and expanded edition of Paul W. Justice's popular text provides a straightforward, accessible introduction to the basics of linguistics for education students and all non-linguistics majors, covering the essentials of phonetics, phonology, morphology, morpho-phonology, and syntax. While this overview is accessible to any student, Justice's text will be of particular use in teacher training programs, many of which now expose trainees to these topics in order to cope with rising linguistic diversity in classrooms.

Each chapter of Relevant Linguistics leads students through descriptive analysis, helps them grasp linguistic concepts, and provides them with the reference materials necessary for their own teaching. This second edition contains more exercises as well as expanded and clarified explanations of the issues discussed in the first edition. Also included are more references to areas such as the history of English and semantics.

As linguistic diversity in schools continues to rise, more educators find themselves studying linguistics in teacher training programs. Unfortunately, the vast majority of introductory linguistics texts do not address their needs; such teachers are likely to find the texts inaccessible and irrelevant. Relevant Linguistics, written with teachers and future teachers in mind, provides a straightforward, accessible introduction to the basics of phonetics, phonology, morphology, and syntax.

Mingling God and Mammon, piety and polemics, and prescriptions for this world and the next, modern Americans have created a culture of print that is vibrantly religious. From America’s beginnings, the printed word has played a central role in articulating, propagating, defending, critiquing, and sometimes attacking religious belief. In the last two centuries the United States has become both the leading producer and consumer of print and one of the most identifiably religious nations on earth. Print in every form has helped religious groups come to grips with modernity as they construct their identities. In turn, publishers have profited by swelling their lists with spiritual advice books and scriptures formatted so as to attract every conceivable niche market.

            Religion and the Culture of Print in Modern America explores how a variety of print media—religious tracts, newsletters, cartoons, pamphlets, self-help books, mass-market paperbacks, and editions of the Bible from the King James Version to contemporary “Bible-zines”—have shaped and been shaped by experiences of faith since the Civil War. Edited by Charles L. Cohen and Paul S. Boyer, whose comprehensive historical essays provide a broad overview to the topic, this book is the first on the history of religious print culture in modern America and a well-timed entry into the increasingly prominent contemporary debate over the role of religion in American public life.

 

Best Books for General Audiences, selected by the American Association of School Librarians, and Best Books for Regional Special Interests, selected by the Public Library Association

 

First Amendment rights have been among the most fiercely debated topics in the aftermath of 9/11. In the current environment and fervor for “homeland security,” personal freedoms in exchange for security are coming under more scrutiny. Among these guaranteed freedoms are the protection of religious expression given by the U.S. Constitution and the constitutional prohibitions against behaviors that violate the separation of church and state. The mandate that the government “shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof” is a general principle that has guided American courts in interpreting the original intent of the First Amendment. In Religious Expression and the American Constitution, Haiman focuses on the current state of American law with respect to a broad range of controversial issues affecting religious expression, both verbal and nonverbal, along with a review of the recent history of each issue to provide a full understanding.

Relocating Authority examines the ways Japanese Americans have continually used writing to respond to the circumstances of their community’s mass imprisonment during World War II. Using both Nikkei cultural frameworks and community-specific history for methodological inspiration and guidance, Mira Shimabukuro shows how writing was used privately and publicly to individually survive and collectively resist the conditions of incarceration.

Examining a wide range of diverse texts and literacy practices such as diary entries, note-taking, manifestos, and multiple drafts of single documents, Relocating Authority draws upon community archives, visual histories, and Asian American history and theory to reveal the ways writing has served as a critical tool for incarcerees and their descendants. Incarcerees not only used writing to redress the “internment” in the moment but also created pieces of text that enabled and inspired further redress long after the camps had closed.

Relocating Authority highlights literacy’s enduring potential to participate in social change and assist an imprisoned people in relocating authority away from their captors and back to their community and themselves. It will be of great interest to students and scholars of ethnic and Asian American rhetorics, American studies, and anyone interested in the relationship between literacy and social justice.

A collaborative creation unlike any other, the Names Project Foundation’s AIDS Memorial Quilt has played an invaluable role in shattering the silence and stigma that surrounded the epidemic in the first years of its existence. Designed by Cleve Jones, the AIDS Quilt is the largest ongoing community arts project in the world. Since its conception in 1987, the Quilt has transformed the cultural and political responses to AIDS in the U.S. Representative of both marginalized and mainstream peoples, the Quilt contains crucial material and symbolic implications for mourning the dead, and the treatment and prevention of AIDS. However, the project has raised numerous questions concerning memory, activism, identity, ownership, and nationalism, as well as issues of sexuality, race, class, and gender. As thought-provoking as the Quilt itself, this diverse collection of essays by ten prominent rhetorical scholars provides a rich experience of the AIDS Quilt, incorporating a variety of perspectives, critiques, and interpretations.

Using the concept of the remix, Palmeri outlines practical pedagogical suggestions for how writing teachers can build upon this heritage with digital activities, assignments, and curricula that meet the needs of contemporary students. He details a pluralist vision of composition pedagogy that explains the ways that writing teachers can synthesize expressivist, cognitive, and social-epistemic approaches.

Palmeri reveals an expansive history of now forgotten multimodal approaches to composing moving images and sounds and demonstrates how current compositionists can productively remix these past pedagogies to address the challenges and possibilities of the contemporary digital era. A strikingly original take on the recent history of composition, Remixing Composition is an important work for the future of writing instruction in a digital age.
 

With their cameras and notebooks in hand, photographers Sabine Schmidt and Don House embarked on an ambitious project to document the libraries committed to serving Arkansas’s smallest communities. Remote Access is the culmination of this fascinating three-year effort, which took the artists to every region of their home state.

Schmidt’s carefully constructed color images of libraries and the communities they serve and House’s rich black-and-white portraits of library patrons and staff shine alongside the authors’ personal essays about their experiences. The pages here come alive with a deep connection to Arkansas’s history and culture as we accompany the authors on visits to a section of the Trail of Tears near Parkin, to the site of the tragic 1959 fire at the Arkansas Negro Boys Industrial School in Wrightsville, and to Maya Angelou’s childhood home in Stamps, among many other significant destinations.

Through this testament to the essential role of libraries in the twenty-first century, Schmidt and House have created a clear-eyed portrait of contemporary rural life, delving into issues of race, politics, gender, and isolation as they document the remarkable hard work and generosity put forth in community efforts to sustain local libraries.

Oregon entered a new era in 1964 with the election of Tom McCall as Secretary of State and Bob Straub as State Treasurer.  Their political rivalry formed the backdrop for two of Oregon’s most transformative decades, as they successively fought for, lost, and won the governorship. Veteran Oregon journalist Floyd McKay had a front-row seat.
 
As a political reporter for The Oregon Statesman in Salem, and then as news analyst for KGW-TV in Portland, McKay was known for asking tough questions and pulling no punches. His reporting and commentaries ranged from analysis of the “Tom and Bob” rivalry, to the Vietnam War’s impact on Senators Wayne Morse and Mark Hatfield and the emergence of a new generation of Portland activists in the 1970s.
 
McKay and his colleagues were on the beaches as Oregon crafted its landmark Beach Bill, ensuring the protection of beaches for public use. They watched as activists turned back efforts to build a highway on the sand at Pacific City. Pitched battles over Oregon’s Bottle Bill, and the panic-inducing excitement of “Vortex”—the nation’s only state-sponsored rock festival—characterized the period. Covering the period from 1964-1986, McKay remembers the action, the players and the consequences, in this compelling and personal account.
 
As major actors fade from the scene and new leaders emerge, McKay casts a backwards glance at enduring Oregon legends. Half a century later, amid today’s cynicism and disillusionment with media, politics, and politicians, Reporting the Oregon Story serves as a timely reminder that charged politics and bitter rivalries can also come hand-in-hand with lasting social progress.
 
Reporting the Oregon Story will be relished by those who lived the history, and it will serve as a worthy introduction to Oregonians young and old who want a first-hand account of Oregon’s mid- twentieth-century political history and legislative legacy.

How can computers distinguish the coherent from the unintelligible, recognize new information in a sentence, or draw inferences from a natural language passage? Computational semantics is an exciting new field that seeks answers to these questions, and this volume is the first textbook wholly devoted to this growing subdiscipline. The book explains the underlying theoretical issues and fundamental techniques for computing semantic representations for fragments of natural language. This volume will be an essential text for computer scientists, linguists, and anyone interested in the development of computational semantics.

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.

In Repurposing Composition, Shari J. Stenberg responds to the increasing neoliberal discourse of academe through the feminist practice of repurposing. In doing so, she demonstrates how tactics informed by feminist praxis can repurpose current writing pedagogy, assessment, public engagement, and other dimensions of writing education.

Stenberg disrupts entrenched neoliberalism by looking to feminism’s long history of repurposing “neutral” practices and approaches to the rhetorical tradition, the composing process, and pedagogy. She illuminates practices of repurposing in classroom moments, student writing, and assessment work, and she offers examples of institutions, programs, and individuals that demonstrate a responsibility approach to teaching and learning as an alternative to top-down accountability logic.

Repurposing Composition is a call for purposes of work in composition and rhetoric that challenge neoliberal aims to emphasize instead a public-good model that values difference, inclusion, and collaboration.

Researching Writing is an accessible, informative textbook that teaches undergraduates how to conduct ethical, authentic research in writing studies. The book introduces students to the research approaches used most often and offers a course framework for professors creating or teaching research courses themselves.
 
Author Joyce Kinkead lays out the research process, including finding and defining questions, planning, and starting the research. Expository content introduces the language and methods of writing research, and specific methods are demonstrated in published examples, illustrating student work using student work and showing that it is possible for students to join the scholarly conversation in writing studies. Other features include student activities, instructor resources, student resources, and links to external content on journal websites, digital publications, YouTube, and similar work.
 
The first-ever textbook for research methods in writing studies for undergraduates, Researching Writing takes a hands-on approach that excites and engages students in the depth and complexities of research and will influence the creation of courses in new writing majors as the field continues to grow.
 

Retention and Resistance combines personal student narratives with a critical analysis of the current approach to retention in colleges and universities, and explores how retention can inform a revision of goals for first-year writing teachers.

Retention is a vital issue for institutions, but as these students’ stories show, leaving college is often the result of complex and idiosyncratic individual situations that make institutional efforts difficult and ultimately ineffective. An adjustment of institutional and pedagogical objectives is needed to refocus on educating as many students as possible, including those who might leave before graduation.

Much of the pedagogy, curricula, and methodologies of composition studies assume students are preparing for further academic study. Retention and Resistance argues for a new kairotic pedagogy that moves toward an emphasis on the present classroom experience and takes students’ varied experiences into account. Infusing the discourse of retention with three individual student voices, Powell explores the obligation of faculty to participate in designing an institution that educates all students, no matter where they are in their educational journey or how far that journey will go.

From scholars working in a variety of institutional and geographic contexts and with a wide range of student populations, Retention, Persistence, and Writing Programs offers perspectives on how writing programs can support or hinder students’ transitions to college. The contributors present individual and program case studies, student surveys, a wealth of institutional retention data, and critical policy analysis.

Rates of student retention in higher education are a widely acknowledged problem: although approximately 66 percent of high school graduates begin college, of those who attend public four-year institutions, only about 80 percent return the following year, with 58 percent graduating within six years. At public two-year institutions, only 60 percent of students return, and fewer than a third graduate within three years. Less commonly known is the crucial effect of writing courses on these statistics.

First-year writing is a course that virtually all students have to take; thus, writing programs are well-positioned to contribute to larger institutional conversations regarding retention and persistence and should offer themselves as much-needed sites for advocacy, research, and curricular innovation. Retention, Persistence, and Writing Programs is a timely resource for writing program administrators as well as for new writing teachers, advisors, administrators, and state boards of education.

Contributors: Matthew Bridgewater, ​Cristine Busser, Beth Buyserie, Polina Chemishanova, ​Michael Day, ​Bruce Feinstein, ​Patricia Freitag Ericsson, ​Nathan Garrett, ​Joanne Baird Giordano, ​Tawanda Gipson, ​Sarah E. Harris, Mark Hartlaub, ​Holly Hassel, ​Jennifer Heinert, ​Ashley J. Holmes, ​Rita Malenczyk, ​Christopher P. Parker, ​Cassandra Phillips, ​Anna Plemons, ​Pegeen Reichert Powell, ​Marc Scott, Robin Snead, ​Sarah Elizabeth Snyder, ​Sara Webb-Sunderhaus, ​Susan Wolff Murphy

What distinguishes the study of rhetoric from other pursuits in the liberal arts? From what realms of human existence and expression, of human history, does such study draw its defining character? What, in the end, should be the purposes of rhetorical inquiry? And amid so many competing accounts of discourse, power, and judgment in the contemporary world, how might scholars achieve these purposes through the attitudes and strategies that animate their work?
 
Rethinking Rhetorical Theory, Criticism, and Pedagogy: The Living Art of Michael C. Leff offers answers to these questions by introducing the central insights of one of the most innovative and prolific rhetoricians of the twentieth century, Michael C. Leff. This volume charts Leff ’s decades-long development as a scholar, revealing both the variety of topics and the approach that marked his oeuvre, as well as his long-standing critique of the disciplinary assumptions of classical, Hellenistic, renaissance, modern, and postmodern rhetoric.
 
Rethinking Rhetorical Theory, Criticism, and Pedagogy includes a synoptic introduction to the evolution of Leff ’s thought from his time as a graduate student in the late 1960s to his death in 2010, as well as specific commentary on twenty-four of his most illuminating essays and lectures.
 
 

Winner, 2018 Winifred Bryan Horner Outstanding Book Award

Grassroots historiography has been essential in shaping American sexual identities in the twentieth century. Retroactivism in the Lesbian Archives examines how lesbian collectives have employed “retroactivist” rhetorics to propel change in present identification and politics. By appropriating and composing versions of the past, these collectives question, challenge, deconstruct, and reinvent historical discourse itself to negotiate and contest lesbian identity.
 
Bessette considers a diverse array of primary sources, including grassroots newsletters, place-based archives, experimental documentary films, and digital video collections, to investigate how retroactivists have revised and replaced dominant accounts of lesbian deviance. Her analysis reveals inventive rhetorical strategies leveraged by these rhetors to belie the alienating, dispersing effects of discourses that painted women with same-sex desire as diseased and criminal. Focusing on the Daughters of Bilitis, the Lesbian Herstory Archives, and the June L. Mazer Archives, and on historiographic filmmakers such as Barbara Hammer and Cheryl Dunye, Bessette argues that these retroactivists composed versions of a queer past that challenged then-present oppressions, joined together provisional communities, and disrupted static definitions and associations of lesbian identity.
 
Retroactivism in the Lesbian Archives issues a challenge to feminist and queer scholars to acknowledge how historiographic rhetoric functions in defining and contesting identities and the historical forces that shape them.

Drawing from a wide range of perspectives in the analysis of grammatical structures, the papers collected in this book are unified not by linguistic subfield, but by the investigative method they employ in revealing grammatical patterns. Revealing Structure explores this style of investigation across phonology, morphology, and syntax. Dedicated to celebrated linguist Larry Hyman, author of such books as A Theory of Phonological Weight, this volume also features data from diverse languages—with a special emphasis on the languages of Africa—making it unique among existing linguistics collections.