The Norton Book of Composition Studies

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Author: Susan Miller

Publisher: W. W. Norton

ISBN: 9780393931358

Category: Language Arts & Disciplines

Page: 1760

View: 1429

A landmark collection by one of the field's most distinguished scholars, The Norton Book of Composition Studies introduces new students to the historical development and most consequential themes and emphases of the field's scholarship. An indispensable resource for every scholar in the field--both as textbook and as professional reference.

Exploring Composition Studies

Sites, Issues, Perspectives

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Author: Kelly Ritter,Paul Kei Matsuda

Publisher: University Press of Colorado

ISBN: 0874218837

Category: Language Arts & Disciplines

Page: 300

View: 1559

Kelly Ritter and Paul Kei Matsuda have created an essential introduction to the field of composition studies for graduate students and instructors new to the study of writing. The book offers a careful exploration of this diverse field, focusing specifically on scholarship of writing and composing. Within this territory, the authors draw the boundaries broadly, to include allied sites of research such as professional and technical writing, writing across the curriculum programs, writing centers, and writing program administration. Importantly, they represent composition as a dynamic, eclectic field, influenced by factors both within the academy and without. The editors and their sixteen seasoned contributors have created a comprehensive and thoughtful exploration of composition studies as it stands in the early twenty-first century. Given the rapid growth of this field and the evolution of it research and pedagogical agendas over even the last ten years, this multi-vocal introduction is long overdue.

Postcomposition

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Author: Sidney I Dobrin

Publisher: SIU Press

ISBN: 0809387883

Category: Language Arts & Disciplines

Page: 248

View: 6477

Leading a burgeoning self-critical moment in composition studies and writing program administration, Postcomposition is a fundamental reconsideration of the field that attempts to shift the focus away from pedagogy and writing subjects and toward writing itself. In this forceful and reasoned critique of many of the primary tenets and widely accepted institutional structures of composition studies, Sidney I. Dobrin delivers a series of shocks to the system meant to disrupt the pedagogical imperative and move beyond the existing limits of the discipline. Dobrin evaluates the current state of composition studies, underscoring the difference between composition and writing and arguing that the field's focus on the administration of writing students and its historically imposed prohibition on theory greatly limit what can be understood about writing. Instead he envisions a more significant approach to writing, one that questions the field's conservative allegiance to subject and administration and reconsiders writing as spatial and ecological. Using concepts from ecocomposition, spatial theory, network theory, complexity theory, and systems theory, Postcomposition lays the groundwork for a networked theory of writing, and advocates the abandonment of administration as a useful part of the field. He also challenges the usefulness of rhetoric in writing studies, showing how writing exceeds rhetoric. Postcomposition is a detailed consideration of how posthumanism affects the field's understanding of subjectivity. It also tears at the seams of the "contingent labor problem." As he articulates his own frustrations with the conservatism of composition studies and builds on previous critiques of the discipline, Dobrin stages a courageous-and inevitably polemical-intellectual challenge to the entrenched ideas and assumptions that have defined composition studies.

Keywords in Composition Studies

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Author: Paul Heilker,Peter Vandenberg

Publisher: Boynton/Cook

ISBN: N.A

Category: Language Arts & Disciplines

Page: 243

View: 1519

Keywords in Composition Studies is the first systematic inquiry into the vocabulary of writing teachers and theorists. In brief yet heavily researched essays, contributors explore the development of and interconnections among fifty-five of the most consequential words in the field. It is with these critical terms that the contemporary field of composition has been composed, and in this sense, Keywords in Composition Studies is an introduction to the principal ideas and ideals of compositionists. Yet this book is neither a dictionary nor an encyclopedia; it does not attempt to capture the established knowledge of a unified discipline through its vocabulary but rather explores the multiple layers of meaning inhabiting the words writing teachers and theorists have depended and continue to depend on most. Each essay begins with the assumption that its central term is important precisely because its meaning is open, overdetermined. The purpose of each essay is to foreground a range of meaning signified by its central term rather than to pinpoint a meaning. In this sense, Keywords in Composition Studies is a practical model for reading the texts of an expanding and unsettled field.

Remixing Composition

A History of Multimodal Writing Pedagogy

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Author: Jason Palmeri

Publisher: SIU Press

ISBN: 0809390892

Category: Language Arts & Disciplines

Page: 216

View: 7162

Jason Palmeri’s Remixing Composition: A History of Multimodal Writing Pedagogy challenges the longheld notion that the study and practice of composition has historically focused on words alone. Palmeri revisits many of the classic texts of composition theory from the 1960s, 1970s, and 1980s, closely examining how past compositionists responded to “new media.” He reveals that long before the rise of personal computers and the graphic web, compositionists employed analog multimedia technologies in the teaching of composition. Palmeri discovers these early scholars anticipated many of our current interests in composing with visual, audio, and video texts. Using the concept of the remix, Palmeri outlines practical pedagogical suggestions for how writing teachers can build upon this heritage with digital activities, assignments, and curricula that meet the needs of contemporary students. He details a pluralist vision of composition pedagogy that explains the ways that writing teachers can synthesize expressivist, cognitive, and social-epistemic approaches. Palmeri reveals an expansive history of now forgotten multimodal approaches to composing moving images and sounds and demonstrates how current compositionists can productively remix these past pedagogies to address the challenges and possibilities of the contemporary digital era. A strikingly original take on the recent history of composition, Remixing Composition is an important work for the future of writing instruction in a digital age.

A Teaching Subject

Composition Since 1966, New Edition

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Author: Joseph Harris

Publisher: University Press of Colorado

ISBN: 0874218675

Category: Language Arts & Disciplines

Page: 191

View: 7262

In this classic text, Joseph Harris traces the evolution of college writing instruction since the Dartmouth Seminar of 1966. A Teaching Subject offers a brilliant interpretive history of the first decades during which writing studies came to be imagined as a discipline separable from its partners in English studies. Postscripts to each chapter in this new edition bring the history of composition up to the present. Reviewing the development of the field through five key ideas, Harris unfolds a set of issues and tensions that continue to shape the teaching of writing today. Ultimately, he builds a case, now deeply influential in its own right, that composition defines itself through its interest and investment in the literacy work that students and teachers do together. Unique among English studies fields, composition is, Harris contends, a teaching subject.

Everyday Genres

Writing Assignments Across the Disciplines

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Author: Mary Soliday

Publisher: SIU Press

ISBN: 0809330199

Category: Language Arts & Disciplines

Page: 151

View: 9873

From the Back Cover: In Everyday Genres: Writing Assignments across the Disciplines, Mary Soliday calls on genre theory-which proposes that writing cannot be separated from social situation-to analyze the common assignments given to writing students in the college classroom, and to investigate how new writers and expert readers respond to a variety of types of coursework in different fields. This in-depth study of writing pedagogy looks at the many challenges facing both instructors and students in college composition classes, and offers a thorough and refreshing exploration of writing experience, ability, and rhetorical situation. Packed with useful information and insight, Everyday Genres is an essential volume for both students and teachers seeking to expand their understanding of the nature of writing.

After the Public Turn

Composition, Counterpublics, and the Citizen Bricoleur

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Author: Frank Farmer

Publisher: University Press of Colorado

ISBN: 0874219140

Category: Language Arts & Disciplines

Page: 182

View: 5601

In After the Public Turn, author Frank Farmer argues that counterpublics and the people who make counterpublics—“citizen bricoleurs”—deserve a more prominent role in our scholarship and in our classrooms. Encouraging students to understand and consider resistant or oppositional discourse is a viable route toward mature participation as citizens in a democracy. Farmer examines two very different kinds of publics, cultural and disciplinary, and discusses two counterpublics within those broad categories: zine discourses and certain academic discourses. By juxtaposing these two significantly different kinds of publics, Farmer suggests that each discursive world can be seen, in its own distinct way, as a counterpublic, an oppositional social formation that has a stake in widening or altering public life as we know it. Drawing on major figures in rhetoric and cultural theory, Farmer builds his argument about composition teaching and its relation to the public sphere, leading to a more sophisticated understanding of public life and a deeper sense of what democratic citizenship means for our time.

Rhetoric and Reality

Writing Instruction in American Colleges, 1900 - 1985

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Author: James A. Berlin

Publisher: SIU Press

ISBN: 080931360X

Category: Language Arts & Disciplines

Page: 222

View: 1566

Intended for teachers of college composition, this history of major and minor developments in the teaching of writing in twentieth-century American colleges employs a taxonomy of theories based on the three epistemological categories (objective, subjective, and transactional) dominating rhetorical theory and practice. The first section of the book provides an overview of the three theories, specifically their assumptions and rhetorics. The main chapters cover the following topics: (1) the nineteenth-century background, on the formation of the English department and the subsequent relationship of rhetoric and poetic; (2) the growth of the discipline (1900-1920), including the formation of the National Council of Teachers of English, the appearance of the major schools of rhetoric, the efficiency movement, graduate education in rhetoric, undergraduate courses and the Great War; (3) the influence of progressive education (1920-1940), including the writing program and current-traditional rhetoric, liberal culture, and expressionistic and social rhetoric; (4) the communication emphasis (1940-1960), including the communications course, the founding of the Conference on College Composition and Communication, literature and composition, linguistics and composition, and the revival of rhetoric; and (5) the renaissance of rhetoric and major rhetorical approaches (1960-1975), including contemporary theories based on the three epistemic categories. A final chapter briefly surveys developments through 1987. (JG)

Literacy

An Introduction to the Ecology of Written Language

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Author: David Barton

Publisher: John Wiley & Sons

ISBN: 1119485665

Category: Language Arts & Disciplines

Page: 264

View: 512

This introduction to the expanding field of literacy studies has been fully revised for the second edition. It explores recent developments and new research that has contributed to our understanding of literacy practices, reflecting on the interdisciplinary growth of the study of reading and writing over the past decade. An introductory textbook on the growing field of literacy studies, fully updated for the new edition Includes new sections detailing recent completed studies of literacy practices, and the use of new technologies Distinguishes between the competing definitions of literacy in contemporary society, and examines the language and learning theories which underpin new views of literacy Now features additional material on cross-cultural perspectives, US-based examples, and information detailing current educational policy.

Composition Studies Through a Feminist Lens

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Author: Shari J. Stenberg

Publisher: N.A

ISBN: 9781602354142

Category: Language Arts & Disciplines

Page: 109

View: 6229

LENSES ON COMPOSITION STUDIES Edited by Sheryl I. Fontaine and Steve Westbrook COMPOSITION STUDIES THROUGH A FEMINIST LENS offers students a lucid and engaging introduction to the discipline's history, struggles, and accomplishments through the lens of feminism. By illuminating a vast array of feminist contributions to the rhetorical tradition, writing theory, and classroom pedagogy, Shari J. Stenberg shows how feminist scholars have made Composition Studies a more inclusive and innovative field. Stenberg introduces Composition Studies through three of its origin stories-the Harvard exam, the rhetorical tradition, and the process paradigm-with an eye on how efforts to legitimize the field often resulted in the marginalization of women's voices and feminist knowledge. COMPOSITION STUDIES THROUGH A FEMINIST LENS then moves feminist knowledge to the center, showing how feminist scholars have revised these stories to offer a more expansive approach to the purposes and processes of writing and rhetoric. Part one features feminist expansions of rhetoric, showcasing how feminist scholars have revised the traditional values and practices of classical rhetoric that shape contemporary ideas about argument and writing. Part two shifts to the composition classroom, showing how feminists have revised the role of student, teacher, and researcher. Students will gain a sense of how feminist contributions have expanded possibilities for learning and writing in the composition classroom. In addition to providing a compelling overview of feminist contributions to Composition Studies, Stenberg supplies engaging discussion questions designed to facilitate readers' connections among the material presented, their writing lives, and contemporary culture-thereby adding their own voices to the stories of our field. COMPOSITION STUDIES THROUGH A FEMINIST LENS is the third volume in Parlor Press's LENSES ON COMPOSITION STUDIES series, which features texts written specifically for upper-level undergraduate and entry-level graduate courses in Composition Studies. SHARI J. STENBERG is Associate Professor of English and the Composition Program Director at the University of Nebraska-Lincoln, where she teaches courses in writing, feminist rhetorics, and pedagogy. She is the author of PROFESSING AND PEDAGOGY: LEARNING THE TEACHING OF ENGLISH and her writing on pedagogy, teacher development, and feminist theory appears in journals including College English, College Composition and Communication, Pedagogy: Critical Approaches to Teaching Literature, Language, Composition and Culture, and Composition Studies.

Buying into English

Language and Investment in the New Capitalist World

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Author: Catherine Prendergast

Publisher: University of Pittsburgh Pre

ISBN: 0822971186

Category: Language Arts & Disciplines

Page: 208

View: 4310

Many developing countries have little choice but to “buy into English” as a path to ideological and material betterment. Based on extensive fieldwork in Slovakia, Prendergast assembles a rich ethnographic study that records the thoughts, aspirations, and concerns of Slovak nationals, language instructors, journalists, and textbook authors who contend with the increasing importance of English to their rapidly evolving world. She reveals how the use of English in everyday life has becomes suffused with the terms of the knowledge and information economy, where language is manipulated for power and profit. Buying into English presents an astute analysis of the factors that have made English so prominent and yet so elusive, and a deconstruction of the myth of guaranteed viability for new states and economies through English.

Cross-Talk in Comp Theory

A Reader

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Author: Victor Villanueva,Kristin L. Arola

Publisher: National Council of Teachers

ISBN: 9780814109779

Category: Language Arts & Disciplines

Page: 899

View: 7294

Naming What We Know

Threshold Concepts of Writing Studies

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Author: Linda Adler-Kassner,Elizabeth Wardle

Publisher: University Press of Colorado

ISBN: 0874219906

Category: Language Arts & Disciplines

Page: 256

View: 8236

Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

War of Words

Language, Politics and 9/11

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Author: Sandra Silberstein

Publisher: Routledge

ISBN: 1134306423

Category: Language Arts & Disciplines

Page: 216

View: 4590

In a media age, wars are waged not only with bombs and planes but also with video and sound bites. War of Words is an incisive report from the linguistic battlefields, probing the tales told about September 11th to show how Americans created consensus in the face of terror. Capturing the campaigns for America's hearts, minds, wallets and votes, Silberstein traces the key cultural conflicts that surfaced after the attacks and beyond: the attacks on critical intellectuals for their perceived 'blame America first' attitude the symbiotic relationship between terrorists and the media (mis)representations of Al Qaeda and the Taliban used to justify military action the commercialisation of September 11th news as 'entertainment' when covering tragic events. Now featuring a new chapter on the Second Anniversary and Beyond, including: the war in Iraq, the backlash against former 'heroes' and accusations of presidential mendacity. A perceptive and disturbing account, War of Words reveals the role of the media in manufacturing events and illuminates the shifting sands of American collective identity in the post September 11th world.

Textual Carnivals

The Politics of Composition

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Author: Susan Miller

Publisher: SIU Press

ISBN: 9780809319220

Category: Language Arts & Disciplines

Page: 273

View: 5835

This is the first book-length study of the status of composition in English studies and the uneasy relationship between composition and literature. Composition studies and institutional histories of English studies have long needed this kind of clarification of the historical and political contexts of composition teaching, research, and administration. Susan Miller argues that composition constitutes a major national industry, citing the four million freshman-level students enrolled in such courses each year, the $40 million annual expenditure for textbooks, and the more than $50 million in teacher salaries. But this concrete magnitude is not expressed in political power within departments. Miller calls on her associates in composition to engage in a persistent critique of the social practices and political agenda of the discipline that have been responsible for its institutional marginalization. Drawing on her own long experience as a composition administrator, teacher, and scholar, as well as on a national survey of composition professionals, Miller argues that composition teachers inadvertently continue to foster the negative myth about composition’s place in the English studies hierarchy by assuming an assigned, self-sacrificial cultural identity. Composition has been regarded as subcollegiate, practical, a "how-to," and has been denied intellectual rigor in order to preserve literature’s presentations of quasi-religious textual ideals. Winner of three major book awards: The Modern Language Association’s Mina P. Shaughnessy Prize The Conference on College Composition and Communication’s Outstanding Book Award The Teachers of Advanced Composition’s W. Ross Winterowd Award

The Formation of College English

Rhetoric and Belles Lettres in the British Cultural Provinces

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Author: Thomas P. Miller

Publisher: University of Pittsburgh Pre

ISBN: 0822990504

Category: Language Arts & Disciplines

Page: 345

View: 2793

In the middle of the eighteenth century, English literature, composition, and rhetoric were introduced almost simultaneously into colleges throughout the British cultural provinces. Professorships of rhetoric and belles lettres were established just as print was reaching a growing reading public and efforts were being made to standardize educated taste and usage. The provinces saw English studies as a means to upward social mobility through cultural assimilation. In the educational centers of England, however, the introduction of English represented a literacy crisis brought on by provincial institutions that had failed to maintain classical texts and learned languages. Today, as rhetoric and composition have become reestablished in the humanities in American colleges, English studies are being broadly transformed by cultural studies, community literacies, and political controversies. Once again, English departments that are primarily departments of literature see these basic writing courses as a sign of a literacy crisis that is undermining the classics of literature. The Formation of College English reexamines the civic concerns of rhetoric and the politics that have shaped and continue to shape college English.

Keywords in Writing Studies

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Author: Paul Heilker,John Vandenbergh

Publisher: University Press of Colorado

ISBN: 1457193485

Category: Language Arts & Disciplines

Page: 224

View: 2464

Keywords in Writing Studies is an exploration of the principal ideas and ideals of an emerging academic field as they are constituted by its specialized vocabulary. A sequel to the 1996 work Keywords in Composition Studies, this new volume traces the evolution of the field’s lexicon, taking into account the wide variety of theoretical, educational, professional, and institutional developments that have redefined it over the past two decades. Contributors address the development, transformation, and interconnections among thirty-six of the most critical terms that make up writing studies. Looking beyond basic definitions or explanations, they explore the multiple layers of meaning within the terms that writing scholars currently use, exchange, and question. Each term featured is a part of the general disciplinary parlance, and each is a highly contested focal point of significant debates about matters of power, identity, and values. Each essay begins with the assumption that its central term is important precisely because its meaning is open and multiplex. Keywords in Writing Studies reveals how the key concepts in the field are used and even challenged, rather than advocating particular usages and the particular vision of the field that they imply. The volume will be of great interest to both graduate students and established scholars.

Retention, Persistence, and Writing Programs

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Author: Todd Ruecker,Dawn Shepherd,Heidi Estrem,Beth Brunk-Chavez

Publisher: University Press of Colorado

ISBN: 1607326027

Category: Language Arts & Disciplines

Page: 286

View: 7062

From scholars working in a variety of institutional and geographic contexts and with a wide range of student populations, Retention, Persistence, and Writing Programs offers perspectives on how writing programs can support or hinder students’ transitions to college. The contributors present individual and program case studies, student surveys, a wealth of institutional retention data, and critical policy analysis. Rates of student retention in higher education are a widely acknowledged problem: although approximately 66 percent of high school graduates begin college, of those who attend public four-year institutions, only about 80 percent return the following year, with 58 percent graduating within six years. At public two-year institutions, only 60 percent of students return, and fewer than a third graduate within three years. Less commonly known is the crucial effect of writing courses on these statistics. First-year writing is a course that virtually all students have to take; thus, writing programs are well-positioned to contribute to larger institutional conversations regarding retention and persistence and should offer themselves as much-needed sites for advocacy, research, and curricular innovation. Retention, Persistence, and Writing Programs is a timely resource for writing program administrators as well as for new writing teachers, advisors, administrators, and state boards of education. Contributors: Matthew Bridgewater, ​Cristine Busser, Beth Buyserie, Polina Chemishanova, ​Michael Day, ​Bruce Feinstein, ​Patricia Freitag Ericsson, ​Nathan Garrett, ​Joanne Baird Giordano, ​Tawanda Gipson, ​Sarah E. Harris, Mark Hartlaub, ​Holly Hassel, ​Jennifer Heinert, ​Ashley J. Holmes, ​Rita Malenczyk, ​Christopher P. Parker, ​Cassandra Phillips, ​Anna Plemons, ​Pegeen Reichert Powell, ​Marc Scott, Robin Snead, ​Sarah Elizabeth Snyder, ​Sara Webb-Sunderhaus, ​Susan Wolff Murphy

Writing across Contexts

Transfer, Composition, and Sites of Writing

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Author: Kathleen Yancey,Liane Robertson,Kara Taczak

Publisher: University Press of Colorado

ISBN: 0874219388

Category: Language Arts & Disciplines

Page: 215

View: 3193

Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks. The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident. A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.