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

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Teaching Writing through the Immigrant Story

Heather Ostman

Utah State University Press, 2021

Teaching Writing through the Immigrant Story explores the intersection between immigration and pedagogy via the narrative form. Embedded in the contexts of both student writing and student reading of literature chapters by scholars from four-year and two-year colleges and universities across the country, this book engages the topic of immigration within writing and literature courses as the site for extending, critiquing, and challenging assumptions about justice and equity while deepening students’ sense of ethics and humanity.

Each of the chapters recognizes the prevalence of immigrant students in writing classrooms across the United States—including foreign-born, first- and second-generation Americans, and more—and the myriad opportunities and challenges those students present to their instructors. These contributors have seen the validity in the stories and experiences these students bring to the classroom—evidence of their lifetimes of complex learning in both academic and nonacademic settings. Like thousands of college-level instructors in the United States, they have immigrant stories of their own. The immigrant “narrative” offers a unique framework for knowledge production in which students and teachers may learn from each other, in which the ordinary power dynamic of teacher and students begins to shift, to enable empathy to emerge and to provide space for an authentic kind of pedagogy.

By engaging writing and literature teachers within and outside the classroom, Teaching Writing through the Immigrant Story speaks to the immigrant narrative as a viable frame for teaching writing—an opportunity for building and articulating knowledge through academic discourse. The book creates a platform for immigration as a writing and literary theme, a framework for critical thinking, and a foundation for significant social change and advocacy.

Contributors: Tuli Chatterji, Katie Daily-Bruckner, Libby Garland, Silvia Giagnoni, Sibylle Gruber, John Havard, Timothy Henderson, Brennan Herring, Lilian Mina, Rachel Pate, Emily Schnee, Elizabeth Stone

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Teaching Writing

Landmarks and Horizons

Edited by Christina Russell McDonald and Robert L. McDonald. Foreword by Gary Tate. Postscript by Steve North

Southern Illinois University Press, 2002

Teaching Writing: Landmarks and Horizons, edited by Christina Russell McDonald and Robert L. McDonald, is designed to present an overview of some of the major developments in the establishment of composition studies as a field during the past thirty-five years. The essays are theoretically grounded but are focused on pedagogy as well. Divided into two parts, the first presents nine landmark essays, selected and introduced by distinguished composition scholars, and the second brings together eight new essays by emerging scholars.

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Teaching and Learning in Bilingual Classrooms

New Scholarship

Kristin J. Mulrooney

Gallaudet University Press, 2014

A new initiative known as the Scholarship of Teaching and Learning (SoTL) strives to improve education today by methodically examining and assessing the vital component of classroom interaction. This collection presents research by five professors who adopted SoTL methodology to study their own classrooms at Gallaudet University, a uniquely diverse bilingual institution that employs both American Sign Language (ASL) and written English. The Gallaudet study, called the GSTLI, intended to create an engaged learning community that investigated, reflected upon, and documented strategies that most effectively enhance learning for linguistically diverse, visually oriented populations.

After extensive SoTL training, the GSTLI professors reviewed interaction in their respective classrooms. Through meticulous study of class videos and written assignments in three General Studies Requirements courses for first-year students, the teachers learned how to ensure connecting with students who have a variety of language differences and communication methods.

The other professors assessed bottlenecks in classes on the linguistic structure of ASL, and on criminal justice. The linguistics professor identified the bottleneck as the students’ inability to conceptualize the interrelationship between definitions and examples, a fundamental skill to scientific thinking. In the criminal justice class, the professor saw the need to guide students through linguistic bottlenecks by providing materials in both ASL and English. The successes of the GSTLI presented in this unique volume can benefit other teachers by better preparing them to meet the needs of bilingual diverse learners in more effective ways.

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Teaching and Mentoring Writers in the Sciences

An Evidence-Based Approach

Bethann Garramon Merkle and Stephen B. Heard

University of Chicago Press, 2025

Blending deep experience, humor, and evidence-based advice, this is an invaluable resource for everyone involved in developing good scientific writers.

Every scientist eventually teaches scientific writing or mentors junior scientists as they develop their writing skills—only to discover that the task is both challenging and remarkably time-consuming. If you are in this position, Teaching and Mentoring Writers in the Sciences is the resource you need, offering approaches that will help you help writers develop their skills more effectively and with less time and effort.

Bethann Garramon Merkle and Stephen B. Heard, both experts in scientific communication, offer evidence-based advice that draws on their own extensive experience as well as on proven tactics from writing studies, science studies, and rhetoric and composition. Shorn of the unfamiliar and off-putting jargon that much pedagogy literature adopts, their advice is engaging and accessible to scientists. As you read, you’ll see where developing writers are coming from; how mastering scientific writing matters to the careers of students who do and don’t continue in academia; how writing occurs and is taught in both undergraduate and graduate curricula; how to find and harness teaching resources that help share the workload; how to teach writing to students who speak English as an additional language; and how to navigate the use (by yourself and by developing writers) of tools from pencils and dictionaries to AI writing assistants. If you teach or mentor scientific writers, this book will help you deliver what your students and mentees need most: clear, effective writing guidance.

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Teaching for Inquiry

Engaging the Learner Within

Barbara K. Stripling

American Library Association, 2012

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Teaching through the Archives

Text, Collaboration, and Activism

Edited by Tarez Samra Graban and Wendy Hayden

Southern Illinois University Press, 2022

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.

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Teaching/Writing in Thirdspaces

The Studio Approach

Rhonda C. Grego and Nancy S. Thompson

Southern Illinois University Press, 2007

Teaching/Writing in Thirdspaces: The Studio Approach examines a dynamic approach to teaching composition that reimagines not only the physical space in which writing and learning occurs but also the place occupied by composition in the power structure of universities and colleges.

In response to financial and programmatic cutbacks at the University of South Carolina in the 1990s, authors Rhonda C. Grego and Nancy S. Thompson used their academic backgrounds in composition and English education, along with their personal histories in working-class families, to look at compositional spaces and places with an eye to challenging the embedded issues of race, class, and gender within the university hierarchies. The result was a supplemental writing program that they called the writing studio.

The studio model emphasizes individual participation in a small group that allows students to present work they are preparing for outside classes, discuss their challenges, and refine their ideas with other students and staff facilitators. This “interactional inquiry” is replicated and reinforced by the facilitators, who meet in their own small groups to analyze larger patterns, possibilities, and needs as they arise in their studios.

Grego and Thompson argue that because the studio is physically and institutionally “outside but alongside” both students’ other coursework and the hierarchy of the institution, it represents a “thirdspace,” a unique position in which to effect institutional change. The focus on interactional inquiry challenges traditional power hierarchies within classrooms and shifts the nature of discourse. As a bottom-up approach to the development of educational programs within institutions that have different needs, demographies, and histories, the studio model can address a multitude of different institutional needs with little disruption to the curriculum.

The studio model allows university administrators, teachers, student aides, and students to continually adapt to changing institutional environments with new teaching and learning strategies. Teaching/Writing in Thirdspaces provides an alternative approach to traditional basic writing courses that can be adopted in educational institutions of all types and at all levels.

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Technically Involved

American Library Association, 2003

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Techniques for Electronic Resource Management

TERMS and the Transition to Open

Jill Emery

American Library Association, 2020

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Technological Innovation

Perceptions and Definitions

Jason American Library Association

American Library Association, 2013

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Technologies of Empire

Writing, Imagination, and the Making of Imperial Networks, 1750–1820

Dermot Ryan

University of Delaware Press, 2013

Technologies of Empire looks at the ways in which writers of the long eighteenth century treat writing and imagination as technologies that can produce rather than merely portray empire. Authors ranging from Adam Smith to William Wordsworth consider writing not as part of a larger logic of orientalism that represents non-European subjects and spaces in fixed ways, but as a dynamic technology that organizes these subjects and transforms these spaces. Technologies of Empire reads the imagination as an instrument that works in tandem with writing, expanding and consolidating the networks of empire. Through readings across a variety of genres, ranging from Smith’s The Wealth of Nations and Edmund Burke’s Reflections on the Revolution in France to Maria Edgeworth’s Irish fiction and Wordsworth’s epic poetry, this study offers a new account of writing’s role in empire-building and uncovers a genealogy of the romantic imagination that is shot through by the imperatives of imperialism.

Published by University of Delaware Press. Distributed worldwide by Rutgers University Press.

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Technology Disaster Response and Recovery Planning

A LITA Guide

Mary Mallery

American Library Association, 2015

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Technology Training in Libraries

American Library Association, 2010

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Technology and Literacy in the 21st Century

The Importance of Paying Attention

Cynthia L. Selfe. Foreword by Hugh Burns

Southern Illinois University Press, 1999

Part critique of existing policy and practice, part call-to-action, Technology and Literacy in the Twenty-First Century explores the complex linkage between technology and literacy that has come to characterize American culture and its public educational system at the end of the twentieth century.

To provide a specific case study of this complex cultural formation, award-winning educator Cynthia L. Selfe discusses the Technology Literacy Challenge, an official, federally sponsored literacy project begun in 1996 that has changed—at fundamentally important levels—the definition of literacy and the practices recognized as constituting literate behavior in America. Selfe tries to identify the effects of this new literacy agenda, focusing specifically on what she calls "serious and shameful" inequities it fosters in our culture and in the public education system: among them, the continuing presence of racism, poverty, and illiteracy.

She describes how the national project to expand technological literacy came about, what effects it has yielded, why the American public has supported this project, and how teachers of English, language arts, and composition have contributed to this project, despite their best intentions.

A primary goal of this study is to make teachers of English and composition increasingly aware of the new literacy agenda and to suggest how they might positively influence its shape and future direction, both in the classroom and in the community. This awareness is an integral part of educators' larger professional responsibility to understand the way in which our culture thinks about and values literacy. Perhaps even more important, argues Selfe, this awareness is part of teachers' ethical responsibility to understand how literacy and literacy instruction directly and continually affect the lived experiences of the individuals and families with whom teachers interact.

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Technology and Literacy

21st Century Library Programming for Children and Teens

Jennifer Nelson

American Library Association, 2012

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Technology for Results

American Library Association, 2005

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Technology for Small and One-Person Libraries

A LITA Guide

Rene J. Erlandson

American Library Association, 2013

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Teen Craft Projects 2

Tina Coleman

American Library Association, 2013

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Teens and Libraries

Getting It Right

Elaine Meyers

American Library Association, 2003

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Teens, Digital Media, and the Chicago Public Library

Penny Bender Sebring, Eric R. Brown, Kate M. Julian, Stacy B. Ehrlich, Susan E. Sporte, Erin Bradley, and Lisa Meyer

University of Chicago Press, 2013

As new initiatives to exploit technology and digital media for learning sweep the country, a learning center for teens at the Harold Washington Library in downtown Chicago demonstrates both the challenges and opportunities these efforts present, this report from the University of Chicago
Consortium on Chicago School Research finds.

The study:

-Illuminates how the design of YOUmedia shapes youth participation
-Describes the teens that YOUmedia serves, their patterns of participation, and the activities in which they engage
-Provides examples of the benefits youth perceive from their participation
-Characterizes the roles adults play in engaging teens and the ways programmatic choices have shifted
-Offers suggestions for organizations intending to launch similar initiatives
-Illustrates how YOUmedia instantiates elements of the emerging Connected Learning Model

Opened in the fall of 2009, YOUmedia Chicago, attempts to capitalize on teens’ interest in technology to motivate them to create, innovate and become active learners by providing them access to digital media, a safe, inviting space and staff members who serve as mentors. There currently are 30 learning centers across the country being modeled on YOUmedia Chicago and funded by the MacArthur Foundation and the Institute of Museum and Library Services.

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Tell Me How It Reads

Tutoring Deaf and Hearing Students in the Writing Center

Rebecca Day Babcock

Gallaudet University Press, 2012

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.

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Telling About Society

Howard S. Becker

University of Chicago Press, 2007

I Remember, one of French writer Georges Perec’s most famous pieces, consists of 480 numbered paragraphs—each just a few short lines recalling a memory from his childhood. The work has neither a beginning nor an end. Nor does it contain any analysis. But it nonetheless reveals profound truths about French society during the 1940s and 50s.

Taking Perec’s book as its cue, Telling About Society explores the unconventional ways we communicate what we know about society to others. The third in distinguished teacher Howard Becker’s best-selling series of writing guides for social scientists, the book explores the many ways knowledge about society can be shared and interpreted through different forms of telling—fiction, films, photographs, maps, even mathematical models—many of which remain outside the boundaries of conventional social science. Eight case studies, including the photographs of Walker Evans, the plays of George Bernard Shaw, the novels of Jane Austen and Italo Calvino, and the sociology of Erving Goffman, provide convincing support for Becker’s argument: that every way of telling about society is perfect—for some purpose. The trick is, as Becker notes, to discover what purpose is served by doing it this way rather than that.

With Becker’s trademark humor and eminently practical advice, Telling About Society is an ideal guide for social scientists in all fields, for artists interested in saying something about society, and for anyone interested in communicating knowledge in unconventional ways.

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Telling Deaf Lives

Agents of Change

Kristin Snoddon

Gallaudet University Press, 2014

In July 2012, the 8th Deaf History International (DHI) Conference featured 27 presentations from members of Deaf communities around the world who related their own autobiographies as well as the biographies of historical Deaf individuals. The presenters came from 12 different countries, but their stories traverse many other locales. Thus, they created a transnational phenomenon of widespread interest in the collection, documentation, and dissemination of Deaf history by and for members of the deaf community. Telling Deaf Lives: Agents of Change brings together the best of the DHI Conference offerings in this volume.

Due to the dearth of formal research on deaf people, Deaf community historians drove the preservation of the stories in this collection. Their diversity is remarkable: Melissa Anderson and Breda Carty describe the Cosmopolitan Correspondence Club, a group of Deaf individuals who corresponded in the early 20th century from Australia to Western Europe to the United States; Ulla-Bell Thorin recounts first-hand growing up deaf in Sweden and her process in authoring six memoirs; Harry Lang reflects on writing biographies of numerous Deaf Americans in the arts and science; Akio Suemori profiles the first Deaf president of a Japanese school for the Deaf; Tatiana Davidenko writes about her Deaf family’s experience during the World War II siege of Leningrad; Theara Yim and Julie Chateauvert look at the evolution of ASL poetry by analyzing works of prominent ASL poets Clayton Valli, Peter Cook, and Kenny Lerner. These and the other contributions here enshrine Deaf people in collective memory by virtue of disseminating and preserving their stories.

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Telling Stories

Perspectives on Longitudinal Writing Research

Jenn Fishman

Utah State University Press, 2023

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.

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Telling the Technical Services Story

Communicating Value

Kimberley A. Edwards

American Library Association, 2021

Technical Services isn’t the hidden discipline it once was. Even so, despite all the cross-departmental interaction, misconceptions about the work are all too common. It’s incumbent on technical services staff to take a proactive approach by communicating to others their value to the library and institutional mission. Spotlighting several successful initiatives, this collection will give you the guidance to bolster communication within departments, across the library, and campus-wide. You’ll learn about

applying the 7 principles of communities of practice to break down silos;
software such as Trello, Basecamp, and Confluence that can improve communications workflows;
ticketing systems and training to help frontline staff solve e-resource access problems;
engaging faculty in collection decisions using a mix of communication channels;
how informational classes on metadata can improve the work of staff across the library;
supporting research data management through metadata outreach;
using focus groups to develop shared expectations with subject librarians;
4 narrative strategies to market library resources;
using infographics as a dynamic way to illustrate progress in a collection management program;
developing an external communication plan for a library de-selection project;
using portfolio management to collaboratively implement new services; and
planning a cross-departmental retreat.

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Ten Percent of Nothing

The Case of the Literary Agent from Hell

Jim Fisher

Southern Illinois University Press, 2004

Former FBI agent Jim Fisher upends the genteel racket of fee-based literary agents and vanity publishers in this searing look at the rise and fall of one bogus entrepreneur who systematically swindled thousands of would-be writers out of millions of dollars with promises of having their work turned into salable books. In divulging the details of this colossal and shocking confidence game, Ten Percent of Nothing: The Case of the Literary Agent from Hell exposes a growing and serious crime against writers and a dark, ugly secret about the American publishing industry.

In 1989, Dorothy L. Deering, possessing a high school degree, a recent embezzlement conviction, and no experience as a professional writer, editor, or publisher, began operating a fee-based literary agency out of her garage in Nicholasville, Kentucky. Over the next ten years, she racked up a fortune in reading and marketing fees, learning the business of sham publishing as she went along. Later, as the owner of a vanity press, she bilked 1.5 million dollars out of her clients, masterfully manufacturing dreams of literary success until she was brought to justice by Fisher’s investigative journalism, an FBI probe, and the retaliation and testimonies of numerous victims.

Deering never sold a single manuscript to a major publisher. With the money in her pocket and her clients’ hopes and hard work wrapped up in fraudulent contracts, Deering produced a few copies of four cheaply printed, poorly edited paperbacks. These she used as bait to hoodwink more clients. She was abetted by her husband, Charles, a former car salesman; his son, Daniel, a drug user with a ninth-grade education; and her brother, Bill, a fugitive from the law at the time he headed her vanity press.

By successfully impersonating a literary agent for ten years, Deering operated one of the longest-running confidence games in American history. The financial loss for her clients was devastating, and the heartbreak was extreme. Drawing on victims’ experiences and documents recovered from the Deering venture, Fisher shows how Deering engineered and executed her scam, emphasizing the warning signs of sham agents, crook book doctors, and mendacious publishers.

Ten Percent of Nothing provides essential information for aspiring writers and publishing professionals. Fisher’s findings also prompt new inquiries into the potential licensing of literary agents and the prosecution of interstate scam artists. The volume’s gallery of illustrations includes reproductions of correspondence, newsletters, and advertisements used by the Deering operation.

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Tender Grammars

Serena Alagappan

Duke University Press, 2027

Tender Grammars is a collection of lyrical essays chronicling love across language barriers and cross-cultural exchange. Through intimate portraits and braided essays, Serena Alagappan tells the true stories of people who fell in love without speaking the same language or who learned a new language for love. Alagappan explores how couples navigate first phrases, missteps, and misunderstandings; how they search for belonging in each other’s families and cultures; and how language itself shapes who we become in love. Along the way, Alagappan considers what these relationships built across words and worlds can teach us about communication and connection. Blending insights from psychology, translation studies, linguistics, and anthropology with Alagappan’s own bicultural perspective, she reveals how learning another language can transform how we listen, express, and understand ourselves and the world around us.

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Tense Times

Rhetoric, Syntax, and Politics in US Crisis Culture

Lee M. Pierce

University of Alabama Press, 2023

How the syntax used in US political discourse creates the very crises it describes

American public culture is obsessed with crisis. Political polarization, economic collapse, moral decline—the worst seems always yet to come and already here. Tense Times argues that the ways we discuss these crises, especially through verb tenses, not only contribute to our perception and description of such crises but create them.

Past. Present. Future. These are the three principal verb tenses—the category of syntax that allows us to discuss time—that account for much of what is written about our crisis culture. Lee M. Pierce invites readers to expand their syntactic inventory beyond tense to include aspect (duration) and mood (attitude). Doing so opens new possibilities for understanding crisis discourse, as Pierce demonstrates with close readings of three syntaxes: the historical present, the past imperfective, and the retroactive subjunctive. Each mode produces a different experience of crisis and can help us understand our current political reality.

The book investigates a dozen widely circulated discourses from the past decade of US political culture, from Beyoncé’s controversial hit single “Formation” to the presidential campaign slogans of Hillary Clinton and Donald Trump, from the dueling rallies of Glenn Beck and Jon Stewart at the National Mall to the Ground Zero Mosque controversy and the 2007–2008 bailout. Taking a comparative approach that integrates theories of syntax from rhetorical, literary, affect, and cultural studies as well as linguistics, computer science, and Black studies, Tense Times suggests that the public’s conjuring of crisis is not inherently problematic. Rather, it is the openness of that crisis to contingency—the possibility that things could have been otherwise—that ought to concern anyone interested in language, politics, American culture, current events, or the direction this country is headed.

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Tense and Narrativity

From Medieval Performance to Modern Fiction

By Suzanne Fleischman

University of Texas Press, 1990

In this pathfinding study, Suzanne Fleischman brings together theory and methodology from various quarters to shed important new light on the linguistic structure of narrative, a primary and universal device for translating our experiences into language.

Fleischman sees linguistics as laying the foundation for all narratological study, since it offers insight into how narratives are constructed in their most primary context: everyday speech. She uses a linguistic model designed for "natural" narrative to explicate the organizational structure of "artificial" narrative texts, primarily from the Middle Ages and the postmodern period, whose seemingly idiosyncratic use of tenses has long perplexed those who study them. Fleischman develops a functional theory of tense and aspect in narrative that accounts for the wide variety of functions—pragmatic as well as grammatical—that these two categories of grammar are called upon to perform in the linguistic economy of a narration.

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Tenured Bosses and Disposable Teachers

Writing Instruction in the Managed University

Edited by Marc Bousquet, Tony Scott, and Leo Parascondola. Foreword by Randy Martin

Southern Illinois University Press, 2003

Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed University exposes the poor working conditions of contingent composition faculty and explores practical alternatives to the unfair labor practices that are all too common on campuses today.

Editors Marc Bousquet, Tony Scott, and Leo Parascondola bring together diverse perspectives from pragmatism to historical materialism to provide a perceptive and engaging examination of the nature, extent, and economics of the managed labor problem in composition instruction—a field in which as much as ninety-three percent of all classes are taught by graduate students, adjuncts, and other “disposable” teachers. These instructors enjoy few benefits, meager wages, little or no participation in departmental governance, and none of the rewards and protections that encourage innovation and research. And it is from this disenfranchised position that literacy workers are expected to provide some of the core instruction in nearly everyone's higher education experience.

Twenty-six contributors explore a range of real-world solutions to managerial domination of the composition workplace, from traditional academic unionism to ensemble movement activism and the pragmatic rhetoric, accommodations, and resistances practiced by teachers in their daily lives.

Contributors are Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo Parascondola, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins, and Katherine Wills.

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Text and Data Mining Literacy for Librarians

Whitney Kramer

Assoc of College & Research Libraries, 2025

Text and data mining (TDM) is the process of using automated techniques to derive information from large sets of digital content. Librarians who liaise with a wide range of academic disciplines need TDM skills to support research at their institutions.

Text and Data Mining Literacy for Librarians collects ways that academic libraries are supporting TDM literacy through services, workflows, and professional development. In five parts, it offers a variety of perspectives, insights, and experiences that can help you address the challenges of supporting TDM research, fit it into your existing reference and instruction work, and conduct your own.

Essentials of Text and Data Mining (TDM) Literacy
Data Literacy, Licensing, and Management Challenges with TDM
TDM Research in Action: Practical Applications and Case Studies
Generating Insights from Library Reference Data
Proprietary TDM Software: Examples and Implementations

Chapters cover a range of disciplines and subject areas from a variety of institution sizes and types. Text and Data Mining Literacy for Librarians is intended to empower library workers, inform decision-makers, and support our research communities as working with textual data becomes further embedded into the research landscape.

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Text at Scale

Corpus Analysis in Technical Communication

Stephen Carradini

University Press of Colorado, 2024

Text at Scale presents corpus analysis as a methodological framework for exploring questions about genre development, technological mediation, writing practice, and teaching, among many other areas of inquiry central to technical and professional communication. Arguing that corpus analytics provides a powerful approach for the field, Carradini and Swarts provide an overview of corpus analysis as a coherent set of methodological practices and frames of analysis, show how it can be used to pose and address questions about large corpora of language data, and offer practical and replicable demonstrations of corpus analysis techniques. Through their clear discussions and extensive examples, the authors offer a theoretically informed and strongly grounded approach to using corpus analysis to develop and test hypotheses against large bodies of textual data.

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Textbooks in Academic Libraries

Selection, Circulation, and Assessment

Chris Diaz

American Library Association, 2017

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Textual Carnivals

The Politics of Composition

Susan Miller

Southern Illinois University Press, 1993

This is the first book-length study of the status of composition in English studies and the uneasy relationship between composition and literature. Composition studies and institutional histories of English studies have long needed this kind of clarification of the historical and political contexts of composition teaching, research, and administration.

Susan Miller argues that composition constitutes a major national industry, citing the four million freshman-level students enrolled in such courses each year, the $40 million annual expenditure for textbooks, and the more than $50 million in teacher salaries. But this concrete magnitude is not expressed in political power within departments. Miller calls on her associates in composition to engage in a persistent critique of the social practices and political agenda of the discipline that have been responsible for its institutional marginalization. Drawing on her own long experience as a composition administrator, teacher, and scholar, as well as on a national survey of composition professionals, Miller argues that composition teachers inadvertently continue to foster the negative myth about composition’s place in the English studies hierarchy by assuming an assigned, self-sacrificial cultural identity. Composition has been regarded as subcollegiate, practical, a "how-to," and has been denied intellectual rigor in order to preserve literature’s presentations of quasi-religious textual ideals.

Winner of three major book awards:

The Modern Language Association’s Mina P. Shaughnessy Prize

The Conference on College Composition and Communication’s Outstanding Book Award

The Teachers of Advanced Composition’s W. Ross Winterowd Award

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Textual Dynamics

Historical & Contemporary Studies Of

Charles Bazerman

University of Wisconsin Press, 1991

Textual Dynamics of the Professions is a collection of fifteen essays examining the real effects of text on professional practices—in academic, scientific, and business settings. Charles Bazerman and James Paradis describe textual dynamics as an interaction in which professional texts and discourses are constructed by, and in turn construct, social practices. In the burgeoning field of discourse theory, this anthology stands apart in its treatment of a wide range of professional texts, including case studies, student papers, medieval letters, and product instructions, and in the inclusion of authors from a variety of disciplines.
Invaluable to the new pedagogical field of “writing across the curriculum,” Textual Dynamics of the Professions is also a significant intervention into the studies of rhetoric, writing theory, and the sociology of knowledge.

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That's the Way It Is

A History of Television News in America

Charles L. Ponce de Leon

University of Chicago Press, 2015

When critics decry the current state of our public discourse, one reliably easy target is television news. It’s too dumbed-down, they say; it’s no longer news but entertainment, celebrity-obsessed and vapid.

The critics may be right. But, as Charles L. Ponce de Leon explains in That’s the Way It Is, TV news has always walked a fine line between hard news and fluff. The familiar story of decline fails to acknowledge real changes in the media and Americans’ news-consuming habits, while also harking back to a golden age that, on closer examination, is revealed to be not so golden after all. Ponce de Leon traces the entire history of televised news, from the household names of the late 1940s and early ’50s, like Eric Sevareid, Edward R. Murrow, and Walter Cronkite, through the rise of cable, the political power of Fox News, and the satirical punch of Colbert and Stewart. He shows us an industry forever in transition, where newsmagazines and celebrity profiles vie with political news and serious investigations. The need for ratings success—and the lighter, human interest stories that can help bring it—Ponce de Leon makes clear, has always sat uneasily alongside a real desire to report hard news.

Highlighting the contradictions and paradoxes at the heart of TV news, and telling a story rich in familiar figures and fascinating anecdotes, That’s the Way It Is will be the definitive account of how television has showed us our history as it happens.

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That’s the Ticket for Soup!

Victorian Views on Vocabulary as Told in the Pages of Punch

David Crystal

Bodleian Library Publishing, 2020

The vocabulary of the past is always intriguing, especially when it is no longer used in modern English. Many of the words and phrases that were popular in Victorian England may sound foreign today, but looking to original sources and texts can yield fascinating insight, especially when we see how vocabulary was pilloried by the satirists of the day.

In That’s the Ticket for Soup!, the renowned language expert David Crystal returns to the pages of Punch magazine, England’s widely read satirical publication. Crystal has pored through the pages of Punch between its first issue in 1841 and the death of Queen Victoria in 1901 and extracted the articles and cartoons that poked fun at the jargon of the day. Here we have Victorian high and low society, with its fashionable and unfashionable slang, its class awareness on display in the vocabulary of steam engines, motor cars, and other products of the Industrial Revolution. Then, as now, people had strong feelings about the flood of new words entering English. Swearing, new street names, and the many borrowings from French provoked continual irritation and mockery, as did the Americanisms increasingly encountered in the British press. In addition to these entertaining examples, Crystal includes commentary on the context of the times and informative glossaries. This original and amusing collection reveals how many present-day feelings about words can be traced to the satire of a century ago.

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