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The teacher-student conference is standard in the repertoire of teachers at all levels. Because it's a one-to-one encounter, teachers work hard to make it comfortable; but because it's a pedagogical moment, they hope that learning occurs in the encounter, too. The literature in this area often suggests that a conference is a conversation, but this doesn't account for a teacher's need to use it pedagogically. Laurel Johnson Black's new book explores the conflicting meanings and relations embedded in conferencing and offers a new theoretical understanding of the conference along with practical approaches to conferencing more effectively with students.

Analyzing taped conferences of several different teachers and students, Black considers the influence that power, gender, and culture can have on a conference. She draws on sociolinguistic theory, as well as critical theory in composition and rhetoric, to build an understanding of the writing conference as an encounter somewhere between conversation and the classroom. She finds neither the conversation model nor versions of the master-apprentice model satisfactory. Her approach is humane, student-centered, and progressive, but it does not ignore the valid pedagogical purposes a teacher might have in conferencing. Between Talk and Teaching will be a valuable addition to the professional library of writing teachers and writing program administrators.

In a focused and compelling discussion, Anis Bawarshi looks to genre theory for what it can contribute to a refined understanding of invention. In describing what he calls "the genre function," he explores what is at stake for the study and teaching of writing to imagine invention as a way that writers locate themselves, via genres, within various positions and activities. He argues, in fact, that invention is a process in which writers are acted upon by genres as much as they act themselves. Such an approach naturally requires the composition scholar to re-place invention from the writer to the sites of action, the genres, in which the writer participates. This move calls for a thoroughly rhetorical view of invention, roughly in the tradition of Richard Young, Janice Lauer, and those who have followed them.

Instead of mastering notions of "good" writing, Bawarshi feels that students gain more from learning how to adapt socially and rhetorically as they move from one "genred" site of action to the next.

What sets the practice of rigorously tested, sound science apart from pseudoscience? In this volume, the contributors seek to answer this question, known to philosophers of science as “the demarcation problem.” This issue has a long history in philosophy, stretching as far back as the early twentieth century and the work of Karl Popper. But by the late 1980s, scholars in the field began to treat the demarcation problem as impossible to solve and futile to ponder. However, the essays that Massimo Pigliucci and Maarten Boudry have assembled in this volume make a rousing case for the unequivocal importance of reflecting on the separation between pseudoscience and sound science.

The Beatles, the 1968 double LP more commonly known as the White Album, has always been viewed as an oddity in the group’s oeuvre. Many have found it to be inconsistent, sprawling, and self-indulgent. The Beatles through a Glass Onion is the first-ever scholarly volume to explore this seminal recording at length, bringing together contributions by some of the most eminent scholars of rock music writing today. It marks a reconsideration of this iconic but under-appreciated recording and reaffirms the White Album’s significance in the Beatles’ career and in rock history.

This volume treats the White Album as a whole, with essays scrutinizing it from a wide range of perspectives. These essays place the album within the social and political context of a turbulent historical moment; locate it within the Beatles’ lives and  careers, taking into consideration the complex personal forces at play during the recording sessions; investigate the musical as well as pharmaceutical influences on the record; reveal how it reflects new developments in the Beatles’ songwriting and arranging; revisit the question of its alleged disunity; and finally, track its legacy and the breadth of its influence on later rock, pop, and hip-hop artists.

The Beatles through a Glass Onion features the scholarship of Adam Bradley, Vincent Benitez, Lori Burns, John Covach, Walter Everett, Michael Frontani, Steve Hamelman, Ian Inglis, John Kimsey, Mark Osteen, Russell Reising, Stephen Valdez, Anthony D. Villa, Kenneth Womack, and Alyssa Woods. John Covach’s Afterword summarizes the White Album’s lasting impact and value. The Beatles through a Glass Onion represents a landmark work of rock music scholarship. It will prove to be an essential and enduring contribution to the field.