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Deaf students are attending mainstream postsecondary institutions in increasing numbers, raising the stakes for the complicated and multifaceted task of tutoring deaf students at these schools. Common tutoring practices used with hearing students do not necessarily work for deaf people. Rebecca Day Babcock researched and wrote Tell Me How It Reads: Tutoring Deaf and Hearing Students in the Writing Center to supply writing instructors an effective set of methods for teaching Deaf and other students how to be better writers.

Babcock’s book is based on the resulting study of tutoring writing in the college context with both deaf and hearing students and their tutors. She describes in detail sessions between deaf students, hearing tutors, and the interpreters that help them communicate, using a variety of English or contact signing rather than ASL in the tutorials. These experiences illustrate the key differences between deaf-hearing and hearing-hearing tutorials and suggest ways to modify tutoring and tutor-training practices accordingly. Although this study describes methods for tutoring deaf students, its focus on students who learn differently can apply to teaching writing to Learning Disabled students, ESL students, and other students with different learning styles. Ultimately, the well-grounded theory analysis within Tell Me How It Reads provides a complete paradigm for tutoring in all writing centers.

The articles in this interdisciplinary issue take up the legacy of the revolution within and outside the borders of Iran and offer critical evaluation and new insights into the transformations that Iran experienced as a result of the revolution. One essay discusses the role of the crowd in the revolution, while another traces the genealogy of the discourse of anti-Zionism in Iranian circles. Other articles explore the treatment of the revolution in the Egyptian press and illustrate how the trauma of the revolution is portrayed in diasporic Iranian women’s biographies. The issue also features a “Reflections” section, which includes eight short essays that provide snapshots of postrevolutionary politics, economics, literature, cinema, and visual arts, demonstrating both radical changes and continuities in Iranian society.

One contributor addresses the issue of constitutional nationalism in late-nineteenth- and early-twentieth-century Ireland, while another looks at the recent history of Irish republicanism in relation to the peace process. Other essays examine Protestant society and Unionist hegemony in nineteenth-century Ulster, immigration and racism as the Irish experienced them in postwar Britain, and the historiography of race and racialization in Ireland. The historical adviser for the award-winning film The Wind That Shakes the Barley reflects on its portrayal of the period of the Irish War of Independence and Civil War and a photographic essay focuses on supporters of the modern Irish republican movement in the United States and Ireland.

Contributors. Kevin Bean, Pauline Collombier-Lakeman, Mary Conley, John Corbally, Steve Garner, Diane George, Van Gosse, Martin Hayes, Bill Kissane, Conor McGrady, Kerby Miller, Kevin Noble, Donal Ó Drisceoil

In the space of the thirty-some years I have called myself a storyteller, the balance of what I tell has shifted from children’s stories and traditional folk and fairy tales told in schools, churches, and community centers to stories drawn directly from my own experiences. But I also understand that by adapting and re-imagining traditional folk and fairy tale material, you can provide a point of entry for contemporary listeners to experience, as psychologist Bruno Bettelheim has suggested in his book The Uses of Enchantment, the continuing power of the old stories to speak to the imagination and heart.

            Wanting to make a connection between the older stories and our existential circumstance, I sought to re-interpret folk and fairy tales by placing them in a more contemporary context. The confusing Black Forest of the Brothers Grimm became the crowded shopping mall. Rapunzel’s mother sought a more familiar drug than the painkilling herbs of the witch’s garden. I also created stories that were in the style of the older folk and fairy tales. One featured a lowly cucumber plant that, after consuming radioactive water and junk-food compost, became the glowing, green Godzilla of pickles. Another featured a boy named Jack, who found fame and fortune racing inner-city cockroaches.

            In creating and performing original stories and reimagined folk tales, as well as teaching stories to students of all ages, it has become clear to me that how we tell the story, as much as why, is at the very heart of the art. By “how,” I do not mean how we use voice and gesture, etc., but how we organize stories to get across their meanings to an audience.

            There are two central facts at the heart of the oral story. The first is that it begins when the teller begins and ends when the teller ends it, though I could argue that it actually ends when the audience dismisses it. This is fundamentally different from the written story, where a reader can go back and read the same words again. With the spoken word, we are in the moment. Even if we could ask the teller to go back and say something again, the very act of asking would alter the way in which the information is conveyed to us. This leads directly to the second basic fact: the act of telling is an expression of the relationship of the teller to the audience. We always tell to someone, even if it is to ourselves. It is incumbent upon us to recognize that the choice we make about how we tell a story to a given audience is as much about our understanding of who that audience is as it is about what we are saying to the audience.

It is this crucial understanding of how the narrative is shaped and the choices we make as tellers to share a particular version of a story with a particular audience that I wish to explore with you. Whether we are working with a live audience in performance or with an imagined one while typing away on our laptops, the creation of compelling fiction and non-fiction begins with how to frame the story.

             This book is for storytellers and would-be storytellers, whether you call yourself a writer, minister, politician, journalist, lawyer, teacher, therapist, or street-corner b.s.’er. Whatever the name, the benefit you derive from the application of this material to your creative process will come from understanding how narrative is shaped and making conscious decisions about shaping that narrative content. This book was developed in workshops and classes I’ve conducted with storytellers and writers since 1986. In the course of those years, this teaching practice has refined my thinking and improved my ability to help participants discover new approaches to creating powerful, authentic, and entertaining stories.

Much of what I say will be framed around the creation of stories as oral performance, but the concepts and exercises I suggest apply to written material as well. Whether the stories are oral or written, this book is about three things: the choice of an appropriate narrative form to provide the story’s structure, the choice of an appropriate point of view and timeframe to support the story’s emotional arc, and how those choices help or hinder the transmission of the meaning of the story to an audience.

Contributors. Tani E. Barlow, Dan Bender, Paul Buhle, Gabriela Cano, Anna Clark, Martin Duberman, Ellen Carol DuBois, Ian Christopher Fletcher, Rob Gregg, Harry D. Harootunian, Winston James, Nikki R. Keddie, Dave Kinkela, Staughton Lynd, Teresa Meade, Joanne Pope Melish, Ellen Noonan, Enrique C. Ochoa, Gary Y. Okihiro, Cynthia Paces, Max Page, Vijay Prashad, David Price, David Roediger, Andor Skotnes, Mike Wallace

This powerful, user-friendly curriculum is designed to help teach middle and high school students the history of the Civil Rights Movement in Milwaukee and the South. Each of its twenty lessons includes background information, facsimiles of historical documents, classroom activities and thoughtful questions designed to spark critical thinking. Students will learn to connect their lives today with the people who worked 50 years ago to make the United States honor the promises of the Founding Fathers.