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4030 books match the query 'Language Arts & Disciplines' and 760 start with t

cover of Try This: Research Methods for Writers

Try This

Research Methods for Writers

edited by Jennifer Clary-Lemon, Derek Mueller, and Kate Pantelides

University Press of Colorado, 2022

Try This explores interdisciplinary research methods employed in research in writing studies but rarely drawn upon in undergraduate courses. This shifts writing instruction from a model of knowledge delivery and solitary research to a pedagogy of knowledge-making and an acknowledgment of research writing as collective, overlapping, and distributed. Each chapter is organized around methods to approach a particular kind of primary data—texts, artifacts, places, and images. Accompanying "Try This" invention projects in each chapter invite readers to "try" the research methods. Some projects are designed to try during class time and take 5 to 15 minutes, while others are extensive and will take days to accomplish. Each research writing opportunity introduced in a "Try This" invention project is designed to scaffold a research project. Each chapter offers different genres that allow research to circulate and connect meaningfully with audiences, including digital research posters, data visualizations, and short-form presentations.

This book is also available as an open access ebook through the WAC Clearinghouse.
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cover of Turn-Taking, Fingerspelling, and Contact in Signed Languages

Turn-Taking, Fingerspelling, and Contact in Signed Languages

Ceil Lucas

Gallaudet University Press, 2002

From Reviewer's Bookwatch, a publication of The Midwest Book Review Compiled and edited by Ceil Lucas, Turn-Taking, Fingerspelling, and Contact in Signed Languages is the eighth volume in the outstanding Gallaudet University Press "Sociolinguistics in Deaf Communities series." The ten contributors bring to their work an expertise in their subject matter and an ability to present their material with a careful balance of scholarship and accessibility. The essays include Kristin J. Mulrooney's "Variation in ASL Fingerspelling"; Bruce A. Sofinski's "So, Why Do I Call This English?"; Paul Dudis' "Grounded Blend Maintenance as a Discourse Strategy"; Mieke Van Herreweghe's "Turn-Taking Mechanisms and Active Participation in Meetings with Deaf and Hearing Participants in Flanders." The final article, "Deaf People in Bilingual Speaking Communities: The Case of Deaf People in Bareclona," is the impressive and collaborative work of Esperanza Morales-Lopez, Delfina Agliaga-Emetrio, Jesus Amador Alonso-Rodriguez, Rosa Maria Boldu-Menasanch, Julia Garrusta-Ribes, and Victoria Gras Ferrer. Turn-Taking, Fingerspelling, and Contact in Signed Languages is a welcome and strongly recommended addition to Signing and Sign Language academic reference collections and supplemental reading lists. Ceil Lucas is Professor of Linguistics in the Department of Linguistics and Interpretation at Gallaudet University.
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cover of Turntables and Tropes: A Rhetoric of Remix

Turntables and Tropes

A Rhetoric of Remix

Scott Haden Church

Michigan State University Press, 2022

The creative practice of remix is essential to contemporary culture, as the proliferation of song mashups, political remix videos, memes, and even streaming television shows like Stranger Things demonstrates. Yet remix is not an exclusively digital practice, nor is it even a new one, as there is evidence of remix in the speeches of classical Greek and Roman orators. Turntables and Tropes is the first book to address remix from a communicative perspective, examining its persuasive dimensions by locating its parallels with classical rhetoric. Through identifying, recontextualizing, mashing up, and applying rhetorical tropes to contemporary digital texts and practices, this groundbreaking book presents a new critical vocabulary that scholars and students can use to analyze remix. Building upon scholarship from classical thinkers such as Isocrates, Quintilian, Nāgārjuna, and Cicero and contemporary luminaries like Kenneth Burke, Richard Lanham, and Eduardo Navas, Scott Haden Church shows that an understanding of rhetoric offers innovative ways to make sense of remix culture.
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cover of Tutoring Second Language Writers

Tutoring Second Language Writers

Shanti Bruce

Utah State University Press, 2015

Tutoring Second Language Writers, a complete update of Bruce and Rafoth’s 2009 ESL Writers, is a guide for writing center tutors that addresses the growing need for tutors who are better prepared to work with the increasingly international population of students seeking guidance at the writing center.

Drawing upon philosopher John Dewey’s belief in reflective thinking as a way to help build new knowledge, the book is divided into four parts. Part 1: Actions and Identities is about creating a proactive stance toward language difference, thinking critically about labels, and the mixed feelings students may have about learning English. Part 2: Research Opportunities demonstrates writing center research projects and illustrates methods tutors can use to investigate their questions about writing center work. Part 3: Words and Passages offers four personal stories of inquiry and discovery, and Part 4: Academic Expectations describes some of the challenges tutors face when they try to help writers meet readers’ specific expectations.

Advancing the conversations tutors have with one another and their directors about tutoring second language writers and writing, Tutoring Second Language Writers engages readers with current ideas and issues that highlight the excitement and challenge of working with those who speak English as a second or additional language.

Contributors include Jocelyn Amevuvor, Rebecca Day Babcock, Valerie M. Balester, Shanti Bruce, Frankie Condon, Michelle Cox, Jennifer Craig, Kevin Dvorak, Paula Gillespie, Glenn Hutchinson, Pei-Hsun Emma Liu, Bobbi Olson, Pimyupa W. Praphan, Ben Rafoth, Jose L. Reyes Medina, Guiboke Seong, and Elizabeth (Adelay) Witherite.

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cover of Twentieth-Century American Success Rhetoric: How to Construct a Suitable Self

Twentieth-Century American Success Rhetoric

How to Construct a Suitable Self

John Ramage

Southern Illinois University Press, 2005

Self-help authors like Tom Peters and Stephen Covey, who have dominated best-seller lists over the last two decades, have exercised increasing influence on political, governmental, and educational organizations. By contrast, the topic of American success books— texts that promise to help readers succeed by retrofitting their identity to meet workplace demands—has been ignored by scholars since the 1980s. John Ramage challenges the neglect of this hugely popular literature and revives a once-lively conversation among eminent critics about the social phenomenon represented in the work of Bruce Barton, Dale Carnegie, and Norman Vincent Peale, among others.

Using literary texts from Don Quixote to Catch-22 to gloss the discussion, Ramage utilizes Kenneth Burke’s rhetorical theory to understand symbolic acts and social issues and brings together earlier commentaries within a new critical framework. He considers the problematic and paradoxical nature of success and examines its meaning in terms of its traditional dialectic partner, happiness. A synopsis of seventeenth- to nineteenth-century forerunners prefaces this analysis in which Ramage links literary code heroes with the activities of twentieth-century business leaders to determine whether, in the search for authenticity, the heroic individual or the corporation is ultimately served.

This comprehensive study chronicles the legitimation of the success book genre, enumerates rhetorical strategies used to win over readers, and supplies the historical context that renders each book’s message timely. After considering some of the dangers of crossing disciplinary borders, as exemplified by Deborah Tannen’s work, Ramage critiques Stanley Fish’s theoretical strictures against this practice, finally summoning academic critics to action with a strong call to exert greater influence within the popular marketplace.

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cover of Twenty Tellable Tales: Audience Participation Folktales for the Beginning Storyteller

Twenty Tellable Tales

Audience Participation Folktales for the Beginning Storyteller

Margaret Read MacDonald

American Library Association, 2005

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cover of Twenty-First-Century Access Services: On the Front Line of Academic Librarianship, Second Edition

Twenty-First-Century Access Services

On the Front Line of Academic Librarianship, Second Edition

Trevor A. Dawes

Assoc of College & Research Libraries, 2023

Access services is the administrative umbrella typically found in academic libraries where the circulation, reserves, interlibrary loan, stacks maintenance, and related functions reside. These functions are central to daily operations and the staff are often seen as “the face” of the library. But while access services impact every user of the academic library, these functions can be unseen and often go unnoticed and uncelebrated. 
 
This thoroughly revised edition of 2013’s seminal Twenty-First-Century Access Services highlights the expanded duties of these departments; the roles these services continue to play in the success of the library, students, and faculty; and the knowledge, skills, and abilities these library workers need. In four parts it explores:
  • Facilitating Access
  • Leading Access Services
  • Assessing Access Services
  • Developing Access Services Professionals 
Chapters take in-depth looks at functions including circulation, stacks management, resource sharing, course reserve management and controlled digital lending, user experience, and assessing and benchmarking access services. The book also contains the full text of ACRL’s new A Framework for Access Services Librarianship: An Initiative Sponsored by the Association of College and Research Libraries’ Access Services Interest Group and a look at how it was developed and approved.
 
Twenty-First-Century Access Services demonstrates access services’ value, defines their responsibilities and necessary skills, and explores how access services departments are evolving new and traditional services to support the academic mission of their institutions. It is geared toward both access services practitioners and library and information science graduate students and faculty.
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cover of Twenty-First-Century Kids, Twenty-First-Century Librarians

Twenty-First-Century Kids, Twenty-First-Century Librarians

Virginia A. Walter

American Library Association, 2009

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cover of Twenty-One Genres and How to Write Them

Twenty-One Genres and How to Write Them

Brock Dethier

Utah State University Press, 2013

 In this classroom-tested approach to writing, Brock Dethier teaches readers how to analyze and write twenty-one genres that students are likely to encounter in college and beyond. This practical, student-friendly, task-oriented text confidently guides writers through step-by-step processes, reducing the anxiety commonly associated with writing tasks.

In the first section, Dethier efficiently presents each genre, providing models; a description of the genres’ purpose, context, and discourse; and suggestions for writing activities or “moves” that writers can use to get words on the page and accomplish their writing tasks. The second section explains these moves, over two hundred of them, in chapters ranging from “Solve Your Process Problems” and “Discover” to “Revise” and “Present.” Applicable to any writing task or genre, these moves help students overcome writing blocks and develop a piece of writing from the first glimmers of an idea to its presentation. 

This approach to managing the complexity and challenge of writing in college strives to be useful, flexible, eclectic, and brief—a valuable resource for students learning to negotiate unfamiliar writing situations.
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cover of Two-Year College Writing Studies: Rationale and Praxis for Just Teaching

Two-Year College Writing Studies

Rationale and Praxis for Just Teaching

Darin Jensen

Utah State University Press, 2023

Two-Year College Writing Studies is a comprehensive overview of the two-year college writing teaching experience within our current political and historical contexts, with examples for teachers to better enact just teaching practices in their colleges. Editors Darin Jensen and Brett Griffiths present grounded, well-theorized, and practical strategies for teachers to implement in classrooms, institutions, and geopolitical contexts to advocate more effectively for their students.
 
Contributors draw on theories of identity, rhetorical third space, and linguistics to articulate a praxis of just teaching. They describe existing institutional challenges and opportunities that foster equity and offer cautionary tales of educational systems dismantled for short-term economic and political gains. Two-year college writing studies—when properly resourced—holds the potential to foster (or undermine) democratic ideals of civic literacy and uplift. Chapters in this volume offer case study examples of changes in departmental practices for reflection, interaction, and assessment that empower faculty to break free and engage directly with institutional, regional, state, and national constraints.
 
By making these resilient practices visible, Two-Year College Writing Studies amplifies the voices and validates the experiences of instructors engaging in this work. It will serve generalists, specialists, and academics interested in the subdiscipline of student success pedagogies and the political histories of two-year colleges and be useful for instructors new to the field, as professional development for veteran instructors, and as an introduction for graduate students entering two-year college writing studies programs.
 
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