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For more than twenty years, John Van Maanen’s Tales of the Field has been a definitive reference and guide for students, scholars, and practitioners of ethnography and beyond. Originally published in 1988, it was the one of the first works to detail and critically analyze the various styles and narrative conventions associated with written representations of culture. This is a book about the deskwork of fieldwork and the various ways culture is put forth in print. The core of the work is an extended discussion and illustration of three forms or genres of cultural representation—realist tales, confessional tales, and impressionist tales. The novel issues raised in Tales concern authorial voice, style, truth, objectivity, and point-of-view. Over the years, the work has both reflected and shaped changes in the field of ethnography.

In this second edition, Van Maanen’s substantial new Epilogue charts and illuminates changes in the field since the book’s first publication. Refreshingly humorous and accessible, Tales of the Field remains an invaluable introduction to novices learning the trade of fieldwork and a cornerstone of reference for veteran ethnographers.  

Talk, Tools, and Texts tackles a perplexing issue: how can we envision writing as developing throughout a lifetime, from the first purposeful marks made on paper to the last? How can we make accounts of writing development that keep the complexity of our lives in mind while also providing useful insight to researchers, teachers, and writers?

Drawing on eleven accounts of writers at different points in the lifespan (ages 12 to 80) and in different social circumstances (from a middle-school classroom to a bird-sanctuary newsletter), Talk, Tools, and Texts constructs a “logic-in-use” for following writers and their writing development at a variety of points in the lifespan. It also offers several strategies scholars can use in pursuit of their own research into lifespan writing.

In Talking Back, a veritable Who’s Who of writing studies scholars deliberate on intellectual traditions, current practices, and important directions for the future. In response, junior and mid-career scholars reflect on each chapter with thoughtful and measured moves forward into the contemporary environment of research, teaching, and service. Each of the prestigious chapter authors in the volume has three common traits: a sense of responsibility for advancing the profession, a passion for programs of research dedicated to advancing opportunities for others, and a reflective sense of their work accompanied by humility for their contributions. As a documentary, Talking Back is the first history of writing studies in autobiography.
 

Contributors: Jo Allen, Ann N. Amicucci, Akua Duku Anokye, Paige Davis Arrington, Doug Baldwin, John C. Brereton, Judy Buchanan, Hugh Burns, Leasa Burton, Ellen C. Carillo, William Condon, Dylan B. Dryer, Michelle F. Eble, Jennifer Enoch, Joan Feinberg, Patricia Friedrich, Cinthia Gannett, Eli Goldblatt, Shenika Hankerson, Janis Haswell, Richard Haswell, Eric Heltzel, Douglas Hesse, Bruce Horner, Alice S. Horning, Asao B. Inoue, Ruth Ray Karpen, Suzanne Lane, Min-Zhan Lu, Donald McQuade, Elisabeth L. Miller, Rebecca Williams Mlynarczyk, Sean Molloy, Les Perelman, Louise Wetherbee Phelps, Stacey Pigg, Sherry Rankins-Robertson, Jessica Restaino, J. Michael Rifenburg, Eliana Schonberg, Geneva Smitherman, Richard Sterling, Katherine E. Tirabassi, Devon Tomasulo, Martha A. Townsend, Mike Truong, Victor Villanueva, Edward M. White, Anne Elrod Whitney, Kathleen Blake Yancey

Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer.

Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.

Disruptive pedagogies for archival research

In a cultural moment when institutional repositories carry valuable secrets to the present and past, this collection argues for the critical, intellectual, and social value of archival instruction. Graban and Hayden and 37 other contributors examine how undergraduate and graduate courses in rhetoric, history, community literacy, and professional writing can successfully engage students in archival research in its many forms, and successfully model mutually beneficial relationships between archivists, instructors, and community organizations.

Combining new and established voices from related fields, each of the book’s three sections includes a range of form-disrupting pedagogies. Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives in which we all work. 

Ultimately, contributors explore archives as sites of activism while also raising important questions that persist in rhetoric and composition scholarship, such as how to decolonize research methodologies, how to conduct teaching and research that promote social justice, and how to shift archival consciousness toward more engaged notions of democracy. This collection highlights innovative classroom and curricular course models for teaching with and through the archives in rhetoric and composition and beyond.

Folio 46r from Codex Telleriano-Remensis was created in the sixteenth century under the supervision of Spanish missionaries in central Mexico. As an artifact of seismic cultural and political shifts, the manuscript painting is a singular document of indigenous response to Spanish conquest. Examining the ways in which the folio's tlacuilo (indigenous painter/writer) creates a pictorial vocabulary, this book embraces the place "outside" history from which this rich document emerged.

Applying contemporary intellectual perspectives, including aspects of gender, modernity, nation, and visual representation itself, José Rabasa reveals new perspectives on colonial order. Folio 46r becomes a metaphor for reading the totality of the codex and for reflecting on the postcolonial theoretical issues now brought to bear on the past. Ambitious and innovative (such as the invention of the concepts of elsewheres and ethnosuicide, and the emphasis on intuition), Tell Me the Story of How I Conquered You embraces the performative force of the native scribe while acknowledging the ineffable traits of 46r—traits that remain untenably foreign to the modern excavator/scholar. Posing provocative questions about the unspoken dialogues between evangelizing friars and their spiritual conquests, this book offers a theoretic-political experiment on the possibility of learning from the tlacuilo ways of seeing the world that dislocate the predominance of the West.

In Telling Stories, more than a dozen longitudinal writing researchers look beyond conventional project findings to story their work and, in doing so, offer otherwise unavailable glimpses into the logics and logistics of long-range studies of writing. The result is a volume that centers interrelations among people, places, and politics across two decades of praxis and an array of educational sites: two-year colleges, a senior military college, an adult literacy center, a small liberal arts college, and both public and private four-year universities.

Contributors share direct knowledge of longitudinal writing research, citing project data (e.g., interview transcripts, research notes, and journals), descriptions drawn from memory, and extended personal reflections. The resulting stories, tempered by the research and scholarship of others, convey a sense of longitudinal research as a lived activity as well as a prominent and consequential approach to inquiry. Yet Telling Stories is not a how-to guide, nor is it written for longitudinal researchers alone. Instead, this volume addresses issues about writing research that are germane to all who conduct or count on it. Such topics include building and sustaining good interpersonal research relations, ethically negotiating the institutional power dynamics that undergird writing research, effectively using knowledge from longitudinal studies to advocate for writers and writing educators, and improving both conceptual and concrete resources for long-range research in writing studies.

An invitation to engage with some of today’s most respected science journalists as they take readers beneath the surface to reveal the making of eleven of the best science stories.

With eleven deeply reported, artfully crafted stories and annotations by some of the most thoughtful and respected science journalists working today, The Best Science Stories and How They Work is more than the sum of its impressive parts. Experience the pleasure of reading a “Best of” anthology, attending a science writing masterclass, and meeting journalists who become more than their familiar bylines. Each piece benefits from an introduction, annotations, and a conversation between the piece’s author and annotator.

 Siri Carpenter—editor of this book and cofounder of The Open Notebook, a leading source of training and educational materials for journalists who cover science—has long considered what’s behind the best writing. The pieces in this guide are drawn from a range of publications such as Scientific American, Nature, The Atlantic, and The New York Times Magazine and offer a unique perspective on how great science journalism happens: the careful structuring of a narrative, the delicate balance of skepticism and wonder, the ethical challenges of working with sources, the artistry of prose that sings. Readers will not only encounter outstanding examples of stellar storytelling, but they will also understand how these successful stories were reported and written, revealing the choices fundamental to good science journalism. Following each annotation, a Q&A with the original author provides an intimate look at the decisions and challenges that shaped their work.

Taken together, these pieces and annotations reveal the detailed, technical narrative work required to tell science stories. The book will delight, inspire, and equip readers with new tools to appreciate the stories that matter most.

Contributors: Jordana Cepelewicz, Shraddha Chakradhar, Nadia Drake, Ben Goldfarb, Sabrina Imbler, Ferris Jabr, Emily Laber-Warren, Stephanie M. Lee, Dana Mackenzie, Amy Maxmen, Emiliano Rodríguez Mega, Kendra Pierre-Louis, Debbie Ponchner, Sandeep Ravindran, Mary Roach, Paola Rosa-Aquino, Ashley Smart, Jessica Seigel, Ramin Skibba, Kamala Thiagarajan, Bijal Trivedi, and Ed Yong
 

An ethnographic history of one of the dozens of indigenous domains that occupied China’s border regions during the Qing dynasty and before.

Erik Mueggler’s The Book of Cunning and Treachery is an ethnographic history of a chiefly household that ruled one of the many indigenous domains scattered through upland southwest China during the late Ming and Qing dynasties. The imperial colonization of this region proceeded by way of defeating indigenous polities and absorbing them into a system of indirect governance. In this system, indigenous chieftains inherited power over multiethnic domains, subject to ratification by the imperial court. Mueggler tracks the history of two crucial yet unexamined archives pertaining to this household—a trove of Chinese-language legal, military, and administrative documents, and hundreds of ritual manuals, histories, and morality books written in the indigenous Né script—to show how the chiefly house reproduced itself through these languages, each with its own forms of ritual, recitation, and inscription.

As Mueggler demonstrates, through different forms of access to writing in Chinese and Né, male and female chieftains, domestic slaves, enslaved bondsmen, bonded tenants, chiefly concubines, and more existed in a complex ecology of relations. House and domain were governed through a dynamic process in which residents continuously worked out the status hierarchies that animated their relations with one another as well as the relations between the chiefly house and the local administrative system. This groundbreaking book provides a compelling account of the intertwined problems of writing, slavery, and sovereignty, as well as a vivid portrait of the unique form that indigenous jurisdiction took in this era.

This path-breaking anthology illuminates the lives of ten influential twentieth-century American women and looks at the challenges experienced by the women who have written about them. Exploring the frequently complicated dialogue between writer and subject, the contributors discuss tools appropriate to writing women's biography while their riveting accounts reveal how feminist scholarship led them to approach the study of women's lives in unconventional ways.

"This wonderful collection demonstrates the significance of women's biography as a central part of feminist scholarship. The feminist biographer inserts a second life into a biography, her own, giving us yet another layer of depth and insight."--Ann J. Lane, author of To "Herland" and Beyond: The Life and Work of Charlotte Perkins Gilman

• Recognize what information to fact-check
• Identify the quality and ranking of source materials
• Learn to fact-check a variety of media types: newspaper; magazine; social media; public and commercial radio and television, books, films, etc.
• Navigate relationships with editors, writers, and producers
• Recognize plagiarism and fabrication
• Discern conflicting facts, gray areas, and litigious materials
• Learn record keeping best practices for tracking sources
• Test your own fact-checking skills