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Winner of the IARSLCE 2021 Publication of the Year Award and the Coalition for Community Writing Outstanding Book Award.

Community members are rarely tapped for their insights on engaged teaching and research, but without these perspectives, it is difficult to create ethical and effective practices. Rewriting Partnerships calls for a radical reorientation to the knowledges of community partners. Emphasizing the voices of community members themselves—the adult literacy learners, secondary students, and youth activists who work with college students—the book introduces Critical Community-Based Epistemologies, a deeply practical approach to knowledge construction that centers the perspectives of marginalized participants.
 
Drawing on interviews with over eighty community members, Rewriting Partnerships features community knowledges in three common types of community-engaged learning: youth working with college students in a writing exchange program, nonprofit staff who serve as clients for student projects, and community members who work with graduate students. Interviewees from each type of partnership offer practical strategies for creating more ethical collaborations, including how programs are built, how projects are introduced to partners, and how graduate students are educated. The book also explores three approaches to partnership design that create space for community voices at the structural level: advisory boards, participatory evaluation, and community grading.
 
Immediately applicable to teachers, researchers, community partners, and administrators involved in community engagement, Rewriting Partnerships offers concrete strategies for creating more community-responsive partnerships at the classroom level as well as at the level of program and research design. But most provocatively, the book challenges common assumptions about who can create knowledge about community-based learning, demonstrating that community partners have the potential to contribute significantly to community engagement scholarship and program decision-making.

"Like all writers, intellectuals need to say something new and say it well. But unlike many other writers, what intellectuals have to say is bound up with the books we are reading . . . and the ideas of the people we are talking with."

What are the moves that an academic writer makes? How does writing as an intellectual change the way we work from sources? In Rewriting, a textbook for the undergraduate classroom, Joseph Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding. Harris wants college writers to think of intellectual writing as an adaptive and social activity, and he offers them a clear set of strategies—a set of moves—for participating in it.

Guns hold a complex place in American culture. Over 30,000 Americans die each year from gun violence, and guns are intimately connected to issues of public health, as is evident whenever a mass shooting occurs. But guns also play an important role in many Americans’ lives that is not reducible to violence and death—as tools, sporting equipment, and identity markers. They are also central to debates about constitutional rights, as seen in ongoing discussions about the Second Amendment, and they are a continuous source of legislative concern, as apparent in annual ratings of gun-supporting legislators. 

Even as guns are wrapped up with other crucial areas of concern, they are also fundamentally a rhetorical concern. Guns and gun violence occupy a unique rhetorical space in the United States, one characterized by silent majorities, like most gun owners; vocal minorities, like the firearm industry and gun lobby; and a stalemate that fails to stem the flood of the dead. How Americans talk, deliberate, and fight about guns is vital to how guns are marketed, used, and regulated. A better understanding of the rhetorics of guns and gun violence can help Americans make better arguments about them in the world. However, where guns are concerned, rhetorical studies is not terribly different from American culture more generally. Guns are ever-present and exercise powerful effects, but they are commonly talked about in oblique, unsystematic ways. 

Rhetoric and Guns advances more direct, systematic engagement in the field and beyond by analyzing rhetoric about guns, guns in rhetoric, and guns as rhetoric, particularly as they relate to specific instances of guns in culture. The authors attempt to understand rhetoric’s relationship to guns by analyzing rhetoric about guns and how they function in and as rhetoric related to specific instances—in media coverage, political speech, marketing, and advertising. Original chapters from scholars in rhetorical studies, communication, education, and related fields elucidate how rhetoric is used to maintain and challenge the deadly status quo of gun violence in the United States and extend rhetoricians’ sustained interest in the fields’ relationships to violence, brutality, and atrocity.

Expanding the scope of religious rhetoric  

Over the past twenty-five years, the intersection of rhetoric and religion has become one of the most dynamic areas of inquiry in rhetoric and writing studies. One of few volumes to include multiple traditions in one conversation, Rhetoric and Religion in the Twenty-First Century engages with religious discourses and issues that continue to shape public life in the United States.  

This collection of essays centralizes the study of religious persuasion and pluralism, considers religion’s place in U.S. society, and expands the study of rhetoric and religion in generative ways. The volume showcases a wide range of religious traditions and challenges the very concepts of rhetoric and religion. The book’s eight essays explore African American, Buddhist, Christian, Indigenous, Islamic, and Jewish rhetoric and discuss the intersection of religion with feminism, race, and queer rhetoric—along with offering reflections on how to approach religious traditions through research and teaching. In addition, the volume includes seven short interludes in which some of the field’s most accomplished scholars recount their experiences exploring religious rhetorics and invite readers to engage these exigent lines of inquiry.  

By featuring these diverse religious perspectives, Rhetoric and Religion in the Twenty-First Century complicates the field’s emphasis on Western, Hellenistic, and Christian ideologies. The collection also offers teachers of writing and rhetoric a range of valuable approaches for preparing today’s students for public citizenship in our religiously diverse global context.  

Supports the argument that rhetoric needs to be conceptualized as the social function that influences and manages meaning

Through history, rhetoric has been understood as the art of verbal influence. This art took various forms and was put to diverse uses. Rhetoric has usually been regarded as the kind of extended verbal dis­course found in the public speech, the essay, the letter, or belles lettres, a discourse often founded on reasoned argument in support of propositions.

This conception of rhetoric as propositional, verbal text persisted through ages in which public controversy primarily took oral or written form: words spoken or committed to print. Issues were debated and decisions were formed verbally; the word was the agency for managing public business. But today the dominance of the extended text and the well-supported line of argument is fading. Public discourse may be embodied in as many words as it was in 1860, but the words take rather different forms. Presidential candidates speak more than they ever have, but campaigns depend increasingly on the twenty-second “sound bite” targeted for the evening news (Hart, 1987). A public that once read newspapers, listened to radios and to the Chautauqua speaker, or conversed on front porches is increasingly turning to various forms of video for information and entertainment.

The place and time of rhetoric are moving inexorably from specific locales in which issues are debated, into the more general context of popular culture. In other words, rhetoric as a distinct social practice carried out during concentrated periods of speaking and listening, or reading and writing, is dissipating into a noisy environment teeming with messages. Rhetorical studies as an academic discipline is responding to these changes in rhetorical practice by augmenting its traditional concerns for extended verbal texts (e.g., Medhurst & Benson, 1984). Students of rhetoric have recently examined the “rhetoric” of the streets, cartoons, and popular music. This book joins those efforts by theorists to conceptualize a kind of rhetoric that is less verbal, or “textual,” and more integrated into popular culture than is the rhetoric of Edmund Burke, Abraham Lincoln, and Franklin Roosevelt. The public as well as the academy needs a way to understand the rhetorical dimensions of popular culture.

A timely collection of essays by prominent scholars in the field—on the past, present, and future of rhetoric instruction.

From Isocrates and Aristotle to the present, rhetorical education has consistently been regarded as the linchpin of a participatory democracy, a tool to foster civic action and social responsibility. Yet, questions of who should receive rhetorical education, in what form, and for what purpose, continue to vex teachers and scholars.

The essays in this volume converge to explore the purposes, problems, and possibilities of rhetorical education in America on both the undergraduate and graduate levels and inside and outside the academy. William Denman examines the ancient model of the "citizen-orator" and its value to democratic life. Thomas Miller argues that English departments have embraced a literary-research paradigm and sacrificed the teaching of rhetorical skills for public participation. Susan Kates explores how rhetoric is taught at nontraditional institutions, such as Berea College in Kentucky, where Appalachian dialect is espoused. Nan Johnson looks outside the academy at the parlor movement among women in antebellum America. Michael Halloran examines the rhetorical education provided by historical landmarks, where visitors are encouraged to share a common public discourse. Laura Gurak presents the challenges posed to traditional notions of literacy by the computer, the promises and dangers of internet technology, and the necessity of a critical cyber-literacy for future rhetorical curricula.

Collectively, the essays coalesce around timely political and cross-disciplinary issues. Rhetorical Education in America serves to orient scholars and teachers in rhetoric, regardless of their disciplinary home, and help to set an agenda for future classroom practice and curriculum design.

Exposing the politics of seeing: how documentary photographs confront inequality and reshape public understanding.

In Rhetorical Exposures, Christopher Carter explores social documentary photography from the nineteenth century to the present in order to illuminate the political dimensions and consequences of photographs taken and selected to highlight social injustice. Documentary photography aims to capture the material reality of life. Carter demonstrates how the creation and display of documentary photographs—often now called “imagetexts”—both invite analysis and raise persistent questions about the political and social causes for the bleak scenes of poverty and distress captured on film.

Carter’s carefully reasoned monograph examines both formal qualities of composition and the historical contexts of the production and display of documentary photographs. In Rhetorical Exposures, Carter explores Jacob Riis’s heartrending photos of Manhattan’s poor in late nineteenth-century New York, Walker Evans’s iconic images of tenant farmers in west Alabama, Ted Streshinsky’s images of 1960s social movements, Camilo José Vergara’s photographic landscapes of urban dereliction in the 1970s, and Chandra McCormick’s portraits of New Orleans’s Ninth Ward scarred by Hurricane Katrina.

While not ascribing specifically political or Marxist intentions to the photographers discussed, Carter frames his arguments in a class-based dialectic that addresses material want as an ineluctable result of social inequality. Carter argues that social documentary photography has the powerful capacity to disrupt complacent habits of viewing and to prompt viewers to confront injustice. Though photography may induce socially disruptive experiences, it remains vulnerable to the same power dynamics it subverts. Therefore, Carter offers a “rhetoric of exposure” that outlines how such social documentary images can be treated as highly tensioned rhetorical objects. His framework enables the analysis of photographs as heterogeneous records of the interaction of social classes and expressions of specific built environments. Rhetorical Exposures also discusses how photographs interact with oral and print media and relate to creations as diverse as public memorials, murals, and graphic novels.

As the creation and dissemination of new media continues to evolve in an environment of increasing anxiety about growing financial inequality, Rhetorical Exposures offers a very apt and timely discussion of the ways social documentary photography is created, employed, and understood.

A highly developed study of the relationships between rhetoric and public culture.

One of the most widely used ideas in scholarship of the humanities and social sciences is that of homology: a formal pattern structuring different kinds of texts, ideas, and experiences. Rhetorical Homologies explores the central meaning of this form in a variety of discourses and also examines the kind of homologies that shape audience responses to personal, public, and political issues. Barry Brummett is most interested in homologies among very different orders of experience and texts: experiences on the battlefield that are homologous to those at a dining room table, for instance. What the common patterns that underlie such cases mean, why they are interesting, and why homology is rhetorical are the subjects of this study. 

Brummett focuses on a wide range of topics, from the homologies between rhetoric and weapons throughout history to the homology of ritual injuries as manifested in representations of Christian martyrs, Laurel and Hardy films, the African-American practice of playing the dozens, and televised professional wrestling. Brummett also explores the homology of the Wise Woman, using rhetorical representations of Sojourner Truth and Oprah Winfrey. In a concluding chapter, Brummett argues that the idea of homology is important in understanding how social life is organized in general and that the centrality of discourse in organizing experience makes rhetorical homologies an important perspective for general knowledge beyond the boundaries of this study.