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Telling Stories
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 jour...
Rewriting Resistance to Social Justice Pedagogies
Resistance to feminist, queer, and antiracist pedagogies can take many forms in the composition class: silence during class discussion; tepid, bland writing that fails to engage with course content; refusal to engage with feminist and queer ideas; open and direct challenges to professors’ authority. Rewriting Resistance to Social Justice Pedagogies argues that composition studies has not adequately addressed the complex and deeply local contexts and causes of resistance. Therefore, the author argues that resistance research must first understand the origins and purpose for a student’s resistance, interrogating the language used to name and describe students who resist. Composition instructors must then give students the tools to uncover and investigate their reasons for resistance themselves, challenging students to continually interrogate their resistances. This book utilizes feminist composition pedagogies, masculinity studies, and queer pedagogies to engage student resistance in the writing classroom.
Center Stage
Center Stage Media and the Performance of American Politicstimely and accessibleexamines political and mediated discourse as forms of representational theater and explores how American civic culture is variously enriched and diminished by the ways practitioners and journalists organize narratives about our civic life. Chapters cover a range of contexts such as the presidency, Congress and the courts, foreign news reporting, and political art. The text concludes with ways to open up additional pathways for imagining our national life, ranging from Internet-supported activism to innovative uses of documentary film.
Discourse and Practice
Adding a new introduction and two previously unpublished papers, Discourse and Practice: New Tools for Critical Discourse Analysis brings together van Leeuwen's methodological work on discourse analysis of the last 15 years. Discourse, van Leeuwen argues, is a resource for representation, a knowledge about some aspect of reality which can be drawn upon when that aspect of reality has to be represented, a framework for making sense of things. And they are plural. There can be different discourses, different ways of making sense of the same aspect of reality that serve different interests and will therefore be used in different social contexts. However abstract some discourses are, discourses ...
The Available Means of Persuasion
From the beginning, rhetoric has been a productive and practical art aimed at preparing citizens to participate in communal life. Possibilities for this participation are continually evolving in light of cultural and technological changes. The Available Means of Persuasion: Mapping a Theory and Pedagogy of Multimodal Public Rhetoric explores the ways that public rhetoric has changed due to emerging technologies that enable us to produce, reproduce, and distribute compositions that integrate visual, aural, and alphabetic elements. David M. Sheridan, Jim Ridolfo, and Anthony J. Michel argue that to exploit such options fully, rhetorical theory and pedagogy need to be reconfigured.
Critical Expressivism
Critical Expressivism is an ambitious attempt to re-appropriate intelletual territory that has more often been charted by its detractors than by its proponents. Indeed, as Peter Elbow observes in his contribution to this volume, “As far as I can tell, the term ‘expressivist’ was coined and used only by people who wanted a word for people they disapproved of and wanted to discredit.” The editors and contributors to this collection invite readers to join them in a new conversation, one informed by “a belief that the term expressivism continues to have a vitally important function in our field.”
Who Says?
In Who Says?, scholars of rhetoric, composition, and communications seek to revise the elitist "rhetorical tradition" by analyzing diverse topics such as settlement house movements and hip-hop culture to uncover how communities use discourse to construct working-class identity. The contributors examine the language of workers at a concrete pour, depictions of long-haul truckers, a comic book series published by the CIO, the transgressive "fat" bodies of Roseanne and Anna Nicole Smith, and even reality television to provide rich insights into working-class rhetorics. The chapters identify working-class tropes and discursive strategies, and connect working-class identity to issues of race, gender, and sexuality. Using a variety of approaches including ethnography, research in historic archives, and analysis of case studies, Who Says? assembles an original and comprehensive collection that is accessible to both students and scholars of class studies and rhetoric.
Multimodal Composing and Writing Transfer
Multimodal Composing and Writing Transfer explores transfer across various contexts of multimodal composing, extending the early conversations connecting multimodality to writing. Contributors address how writing transfer theories intersect with multimodal composing and present methods for facilitating transfer across modes and media, offering insight into how writers can learn to compose when they encounter familiar modes in new contexts. Over the past two decades the concepts of multimodal composing and writing transfer have grown and reshaped the nature of writing studies, but rarely have the ways in which these areas overlap been studied. This collection shows how this shift in writing s...
Rethinking Racism
In Rethinking Racism: Emotion, Persuasion, and Literacy Education in an All-White High School, Jennifer Seibel Trainor proposes a new understanding of the roots of racism, one that is based on attention to the role of emotion and the dynamics of persuasion. This one-year ethnographic study argues against previous assumptions about racism, demonstrating instead how rhetoric and emotion, as well as the processes and culture of schools, are involved in the formation of racist beliefs. Telling the story of a year spent in an all-white high school, Trainor suggests that contrary to prevailing opinion, racism often does not stem from ignorance, a lack of exposure to other cultures, or the desire t...
Real Country
DIVAn ethnographic study of country music, and the bars, life, and everyday speech of its rural fans./div
