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The Culture and Politics of Literacy
Recent books have sounded the alarm about the ever-growing problem of illiteracy in the United States, and others have suggested ways to reverse the trend. Here W. Ross Winterowd, the author of a dozen books on composition and language, offers the most comprehensive account to date of the development, politics, and cultural significance of literacy. He points out that literacy is the key to political access to society--a powerful tool that many people may take for granted. But as the book makes clear, there are millions of Americans left on the periphery of culture and politics, unable to pursue the American promise of bettering oneself through education. Winterowd details the history and politics of literacy and explains how the withholding of these skills has been used as a means of social control. He gives a fascinating explanation of how people actually learn to read and write (and why some don't), highlighting his discussion with examples from student papers and a variety of published material. He concludes with a critical discussion of the various educational methods currently in use, and suggests how they can be improved.
The Rhetoric of the "other" Literature
Using traditional and contemporary rhetorical theory, Winterowd argues that the fiction-nonfiction division of literature is unjustified and destructive. He would bridge the gap between literary scholars and rhetoricians by including both fiction (imaginative literature) and nonfiction (literature of fact) in the canon. The actual difference in literary texts, he notes, lies not in their factuality but in their potential for eliciting an aesthetic response. With speech act and rhetorical theory as a basis, Winterowd argues that presentational literature gains its power on the basis of its ethical and pathetic appeal, not because of its assertions or arguments.
Beyond Outlining
This book is a unique, long-needed comprehensive study of whole-discourse form going beyond traditional prescriptions. Ancient and contemporary innovations are combined with a new theory and practical application. The author rescues the organization of persuasive/explanatory prose from long neglect and unimaginative traditional formulas. She demonstrates a new theory of form fluency in analyses of student texts and applies it in new 'form heuristics' that go beyond outlining. The main audience for this book will be professors and graduate students in the growing discipline of rhetoric/composition, or any teacher or writer interested in new ideas about organizing discourse.
The Critical Reader, Thinker, and Writer
This reader/rhetoric offers students a variety of clear and powerful approaches to critical reading, thinking, and writing--including the research paper. The text provides students with more than sixty readings to explore the connections between critical reading and writing.
Teaching Writing as a Second Language
Addressing basic writing not only as a practical problem and humane responsibility, but also as a challenging area for research and theorizing, this book reviews, interprets, and applies the growing body of work in second language acquisition. Chapter 1 presents 6 hypotheses constituting an attempt to develop a cohesive theory of writing acquisition that incorporates the redundancy of language and facilitates the process of language acquisition. The following chapters explore this theory in detail to serve as a basis for experimental confirmation. Chapters 2 and 3, on spoken and written language and redundancy, provide the theoretical basis for the argument that academic discourse is a separ...
Composition Theory for the Postmodern Classroom
Composition Theory for the Postmodern Classroom is a collection of the most outstanding articles published in the Journal of Advanced Composition over the last decade. Together these essays represent the breadth and strength of composition scholarship that has fruitfully engaged with critical theory in its many manifestations. In drawing on the critical discourses of philosophers, feminists, literary theorists, African Americanists, cultural theorists, and others, these compositionists have enriched the discourse in the field, broadened intellectual conceptions of the multiple roles and functions of discourse, and opened up an infinite number of questions and new possibilities for composition theory and pedagogy.
PRE/TEXT
After the first issue of PRE/TEXT appeared in 1981, a colleague told Victor Vitanza, the creator, editor and publisher of the journal, how disgusted she was by it, how unreadable it was, how devoted to self-aggrandizement-and how much she enjoyed two articles in it. Devoted to exploring and expanding the field of rhetoric and composition by publishing articles considered "inappropriate" by other journals in the field, PRE/TEXT has, from its inception, made people angry. Yet it has survived, and thrived. This collection of essays pays tribute to the first ten years of the journal, and each reprinted article is paired with a short comment by the author. Also included is Victor Vitanza's retrospective history of the journal and prospectives for the future.
Textual Carnivals
In this study of the status of composition in English studies programs, Miller (English, U. of Utah) notes the institutional marginalization of composition and its teachers, and calls on her associates in composition to engage in a broader political interpretation of composition by persistently critiquing the current agendas of their discipline and reinterpreting its misdirected social history. Annotation copyrighted by Book News, Inc., Portland, OR
Composition as a Human Science
These groundbreaking essays reflect on the conceptual and ethical basis for composition studies as a new discipline of written language.
