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A year in Paris . . . since World War II, countless American students have been lured by that vision—and been transformed by their sojourn in the City of Light. Dreaming in French tells three stories of that experience, and how it changed the lives of three extraordinary American women.

All three women would go on to become icons, key figures in American cultural, intellectual, and political life, but when they embarked for France, they were young, little-known, uncertain about their future, and drawn to the culture, sophistication, and drama that only Paris could offer. Yet their backgrounds and their dreams couldn’t have been more different. Jacqueline Bouvier was a twenty-year-old debutante, a Catholic girl from a wealthy East Coast family. Susan Sontag was twenty-four, a precocious Jewish intellectual from a North Hollywood family of modest means, and Paris was a refuge from motherhood, a failing marriage, and graduate work in philosophy at Oxford. Angela Davis, a French major at Brandeis from a prominent African American family in Birmingham, Alabama, found herself the only black student in her year abroad program—in a summer when all the news from Birmingham was of unprecedented racial violence.

Kaplan takes readers into the lives, hopes, and ambitions of these young women, tracing their paths to Paris and tracking the discoveries, intellectual adventures, friendships, and loves that they found there. For all three women, France was far from a passing fancy; rather, Kaplan shows, the year abroad continued to influence them, a significant part of their intellectual and cultural makeup, for the rest of their lives. Jackie Kennedy carried her love of France to the White House and to her later career as a book  editor, bringing her cultural and linguistic fluency to everything from art and diplomacy to fashion and historic restoration—to the extent that many, including Jackie herself, worried that she might seem “too French.” Sontag found in France a model for the life of the mind that she was determined to lead; the intellectual world she observed from afar during that first year in Paris inspired her most important work and remained a key influence—to be grappled with, explored, and transcended—the rest of her life. Davis, meanwhile, found that her Parisian vantage strengthened her sense of political exile from racism at home and brought a sense of solidarity with Algerian independence. For her, Paris was a city of political commitment, activism, and militancy, qualities that would deeply inform her own revolutionary agenda and soon make her a hero to the French writers she had once studied.

Kaplan, whose own junior year abroad played a prominent role in her classic memoir, French Lessons, spins these three quite different stories into one evocative biography, brimming with the ferment and yearnings of youth and shot through with the knowledge of how a single year—and a magical city—can change a whole life. No one who has ever dreamed of Paris should miss it.

It is often asserted that West German New Leftists "discovered the Third World" in the pivotal decade of the 1960s. Quinn Slobodian upsets that storyline by beginning with individuals from the Third World themselves: students from Africa, Asia, and Latin America who arrived on West German campuses in large numbers in the early 1960s. They were the first to mobilize German youth in protest against acts of state violence and injustice perpetrated beyond Europe and North America. The activism of the foreign students served as a model for West German students, catalyzing social movements and influencing modes of opposition to the Vietnam War. In turn, the West Germans offered the international students solidarity and safe spaces for their dissident engagements. This collaboration helped the West German students to develop a more nuanced, empathetic understanding of the Third World, not just as a site of suffering, poverty, and violence, but also as the home of politicized individuals with the capacity and will to speak in their own names.

The Internationalization of US Writing Programs illuminates the role writing programs and WPAs play in defining goals, curriculum, placement, assessment, faculty development, and instruction for international student populations. The volume offers multiple theoretical approaches to the work of writing programs and illustrates a wide range of well-planned writing program–based empirical research projects.

As of 2016, over 425,000 international students were enrolled as undergraduates in US colleges and universities, part of a decade-long trend of increasing numbers of international students coming to the United States for both undergraduate and graduate degrees. Writing program administrators and writing teachers across the country are beginning to recognize this changing demographic as a useful catalyst for change in writing programs, which are tasked with preparing all students, regardless of initial level of English proficiency, for academic and professional writing.

The Internationalization of US Writing Programs is the first collection to focus specifically on this crucial aspect of the roles and responsibilities of WPAs, who are leading efforts to provide all students on their campuses, regardless of nationality or first language, with competencies in writing that will serve them in the academy and beyond.

Contributors: Jonathan Benda, Michael Dedek, Christiane Donahue, Chris W. Gallagher, Kristi Girdharry, Tarez Samra Graban, Jennifer E. Haan, Paula Harrington, Yu-Kyung Kang, Neal Lerner, David S. Martins, Paul Kei Matsuda, Heidi A. McKee, Libby Miles, Susan Miller-Cochran, Matt Noonan, Katherine Daily O’Meara, Carolina Pelaez-Morales, Stacey Sheriff, Gail Shuck, Christine M. Tardy, Stanley Van Horn, Daniel Wilber, Margaret Willard-Traub