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Composing Inquiry
The first composition text to present in-depth primary and secondary research methods, disciplinary readings and writing instruction to facilitate authentic investigations. Composing Inquiry is a reader/rhetoric that takes seriously the call to engage undergraduates in intellectual work. All of the readings included here serve to illustrate methods of research and investigation used in various academic disciplines, and all inspire similar projects that can be done by undergraduate students as they learn to work on their writing. Unlike traditional readers, Composing Inquiry also includes chapters meant to help students understand methods of inquiry commonly used by scholars to collect data or test theories. These method chapters can be used in conjunction with the readings or independently, depending on the program/course goals or the preferences of individual teachers.
Response to Reform
Response to Reform: Composition and the Professionalization of Teaching critiques the politics of labor and gender biases inherent in the composition workplace that prevent literacy teachers from attaining professional status and respect. Scrutinizing the relationship between scholarship and teaching, Margaret J. Marshall calls for a reconceptualization of what it means to prepare for and enter the field of composition instruction. Interrogating the approach the education system takes to certify teachers without actually “professionalizing” their careers, Marshall contends that these programs rely on outdated rhetorics of labor that only widen the gap between teaching and other professio...
Contesting Cultural Rhetorics
Taken together, these texts reveal the complicated public discussion of education in the 1890s - a period of transformation in culture, schooling, and the organization of knowledge. Moreover, they reveal the rhetorical structure of many of the questions Americans ask about education today: who should be educated, by whom, for what purposes, using what methods or materials? What of the past should we pass on to the future, and how? Contesting Cultural Rhetorics will be useful to readers interested in the history of education and nineteenth-century popular culture, as well as those involved in current debates on education and public policy.
Personally Speaking
Responding to contemporary discussion about using personal accounts in academic writing, Personally Speaking: Experience as Evidence in Academic Discourse draws on classical and current rhetorical theory, feminist theory, and relevant examples from both published writers and first-year writing students to illustrate the advantages of blending experiential and academic perspectives. Candace Spigelman examines how merging personal and scholarly worldviews produces useful contradictions and contributes to a more a complex understanding in academic writing. This rhetorical move allows for greater insights than the reading or writing of experiential or academic modes separately does. Personally S...
Working in the Archives
Archival research of any magnitude can be daunting. With this in mind, Alexis E. Ramsey, Wendy B. Sharer, Barbara L’Eplattenier, and Lisa Mastrangelo have developed an indispensable volume for the first-time researcher as well as the seasoned scholar. Working in the Archives is a guide to the world of rhetoric and composition archives, from locating an archival source and its materials to establishing one’s own collection of archival materials. This practical volume provides insightful information on a variety of helpful topics, such as basic archival theory, processes, and principles; the use of hidden or digital archives; the intricacies of searching for and using letters and photograp...
Self-Development and College Writing
Nick Tingle investigates the psychoanalytic dimensions of composition instruction in Self-Development and College Writing to boldly illustrate that mastering academic prose requires students to develop psychologically as well as cognitively. Asserting that writing instruction should be an engaging, developmental process for both teachers and students, he urges reaching for new levels of consciousness in the classroom to aid students in realigning their subjective relationships with knowledge and truth. Drawing on psychoanalytic theory and twenty years of experience as a teacher, Tingle outlines the importance of moving beyond usual ways of thinking, abandoning the common sense of everyday re...
Changing Conceptions, Changing Practices
Changing Conceptions, Changing Practices demonstrates that it is possible for groups of faculty members to change teaching and learning in radical ways across their programs, despite the current emphasis on efficiency and accountability. Relating the experiences of faculty from disciplines as diverse as art history, economics, psychology, and philosophy, this book offers a theory- and research-based heuristic for helping faculty transform their courses and programs, as well as practical examples of the heuristic in action. The authors draw on the threshold concepts framework, research in writing studies, and theories of learning, leadership, and change to deftly explore why faculty are often...
St. Nicholas
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Embodied Literacies
Embodied Literacies: Imageword and a Poetics of Teaching is a response to calls to enlarge the purview of literacy to include imagery in its many modalities and various facets. Kristie S. Fleckenstein asserts that all meaning, linguistic or otherwise, is a result of the transaction between image and word. She implements the concept of imageword—a mutually constitutive fusion of image and word—to reassess language arts education and promote a double vision of reading and writing. Utilizing an accessible fourfold structure, she then applies the concept to the classroom, reconfiguring what teachers do when they teach, how they teach, what they teach with, and how they teach ethically. Fleck...
Sexuality and the Politics of Ethos in the Writing Classroom
Applying the complexities of literacy development and personal ethos to the teaching of composition, Zan Meyer Goncalves challenges writing teachers to consider ethos as a series of identity performances shaped by the often-inequitable social contexts of their classrooms and communities. Using the rhetorical experiences of students who identify as lesbian, gay, bisexual, and/or transgender, she proposes a new way of thinking about ethos that addresses the challenges of social justice, identity, and transfer issues in the classroom. Goncalves offers an innovative approach to teaching identity performance theory bound by social contexts. She applies this new approach to theories of specificity...
