Author : John C. Brereton
Publisher : University of Pittsburgh Press
Page : 609 pages
File Size : 35,60 MB
Release : 1996-01-15
Category : Language Arts & Disciplines
ISBN : 0822990563
This volume describes the formative years of English composition courses in college through a study of the most prominent documents of the time: magazine articles, scholarly reports, early textbooks, teachers' testimonies-and some of the actual student papers that provoked discussion. Includes writings by leading scholars of the era such as Adams Sherman Hill, Gertrude Buck, William Edward Mead, Lane Cooper, William Lyon Phelps, and Fred Newton Scott.
Author : Carol Poster
Publisher : Univ of South Carolina Press
Page : 372 pages
File Size : 15,22 MB
Release : 2007
Category : Language Arts & Disciplines
ISBN : 9781570036514
Once nearly as ubiquitous as dictionaries and cookbooks are today, letter-writing manuals and their predecessors served to instruct individuals not only on the art of letter composition but also, in effect, on personal conduct. Poster and Mitchell contend that the study of letter-writing theory, which bridges rhetorical theory and grammatical studies, represents an emerging discipline in need of definition. In this volume, they gather the contributions of eleven experts to sketch the contours of epistolary theory and collect the historic and bibliographic materials - from Isocrates to email - that form the basis for its study.
Author : Iris D. Ruiz
Publisher : Springer
Page : 225 pages
File Size : 42,39 MB
Release : 2016-06-15
Category : Education
ISBN : 113753673X
Winner of Honorable Mention for the 2018 Conference on College Composition and Communication Outstanding Book Award This book examines the history of ethnic minorities particularly Chicano/as and Latino/as--in the field of composition and rhetoric; the connections between composition and major US historical movements toward inclusiveness in education; the ways our histories of that inclusiveness have overlooked Chicano/as; and how this history can inform the teaching of composition and writing to Chicano/a and Latino/a students in the present day. Bridging the gap between Ethnic Studies, Critical History, and Composition Studies, Ruiz creates a new model of the practice of critical historiography and shows how that can be developed into a critical writing pedagogy for students who live in an increasingly multicultural, multilingual society.
Author : Alice S. Horning
Publisher : University Press of Colorado
Page : 233 pages
File Size : 20,61 MB
Release : 2024-08-15
Category : Language Arts & Disciplines
ISBN : 1646426274
The Case for Critical Literacy explores the history of reading within writing studies and lays the foundation for understanding the impact of this critical, yet often untaught, skill. Every measure of students’ reading comprehension, whether digital or analog, demonstrates that between 50 and 80 percent of students are unable to capture the substance of a full discussion or evaluate material for authority, accuracy, currency, relevancy, appropriateness, and bias. This book examines how college-level instruction reached this point and provides pedagogical strategies that writing instructors and teachers can use to address the problem. Alice Horning makes the case for the importance of critical reading in the teaching of writing with intentionality and imagination, while sharing glimpses of her own personal history with reading and writing. Horning provides the context for understanding what college faculty face in their classrooms and offers a history of critical literacy that explains why, to date, it has mostly neglected or ignored the diverse statuses of students’ reading challenges. The Case for Critical Literacy explores actionable options to better meet students’ literacy needs. College and university faculty, especially writing instructors, will benefit from an understanding of what has happened in the field and what needs to change.
Author : Bruce Horner
Publisher : SIU Press
Page : 274 pages
File Size : 16,96 MB
Release : 2010-05-09
Category : Language Arts & Disciplines
ISBN : 0809385759
Cross-Language Relations in Composition brings together the foremost scholars in the fields of composition, second language writing, education, and literacy studies to address the limitations of the tacit English-only policy prevalent in composition pedagogy and research and to suggest changes for the benefit of writing students and instructors throughout the United States. Recognizing the growing linguistic diversity of students and faculty, the ongoing changes in the English language as a result of globalization, and the increasingly blurred categories of native, foreign, and second language English speakers, editors Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda have compiled a groundbreaking anthology of essays that contest the dominance of English monolingualism in the study and teaching of composition and encourage the pursuit of approaches that embrace multilingualism and cross-language writing as the norm for teaching and research. The nine chapters comprising part 1 of the collection focus on the origins of the “English only” bias dominating U.S. composition classes and present alternative methods of teaching and research that challenge this monolingualism. In part 2, nine composition teachers and scholars representing a variety of theoretical, institutional, and professional perspectives propose new, compelling, and concrete ways to understand and teach composition to students of a “global,” plural English, a language evolving in a multilingual world. Drawing on recent theoretical work on genre, complexity, performance and identity, as well as postcolonialism, Cross-Language Relations in Composition offers a radically new approach to composition teaching and research, one that will prove invaluable to all who teach writing in today’s multilingual college classroom.
Author : D. Baca
Publisher : Springer
Page : 231 pages
File Size : 43,30 MB
Release : 2008-05-26
Category : Literary Criticism
ISBN : 0230612571
Conventional scholarship on written communication positions the Western alphabet as a precondition for literacy. Thus, pictographic, non-verbal writing practices of Mesoamerica remain obscured by representations of lettered speech. This book examines how contemporary Mestiz@ scripts challenge alphabetic dominance, thereby undermining the colonized territories of "writing." Strategic weavings of Aztec and European inscription systems not only promote historically-grounded accounts of how recorded information is expressed across cultures, but also speak to emerging studies on "visual/multimodal" education. Baca-Espinosa argues that Mestiz@ literacies advance "new" ways of reading and writing, applicable to diverse classrooms of the twenty-first century.
Author : Kelly Ritter
Publisher : University of Pittsburgh Pre
Page : 265 pages
File Size : 32,28 MB
Release : 2012-02-20
Category : Language Arts & Disciplines
ISBN : 0822977877
To Know Her Own History chronicles the evolution of writing programs at a landmark Southern women's college during the postwar period. Kelly Ritter finds that despite its conservative Southern culture and vocational roots, the Woman's College of the University of North Carolina was a unique setting where advanced writing programs and creativity flourished long before these trends emerged nationally. Ritter profiles the history of the Woman's College, first as a normal school, where women trained as teachers with an emphasis on composition and analytical writing, then as a liberal arts college. She compares the burgeoning writing program here to those of the Seven Sisters (Wellesley, Smith, Radcliffe, Barnard, Vassar, Bryn Mawr, and Mount Holyoke) and to elite all-male universities, to show the singular progressivism of the Woman's College. Ritter presents lively student writing samples from the early postwar period to reveal a blurring of the boundaries between "creative" and "expository" styles. By midcentury, a quantum shift toward creative writing changed administrators' valuation of composition courses and staff at the Woman's College. An intensive process of curricular revisions, modeled after Harvard's "Redbook" plan, was proposed and rejected in 1951, as the college stood by its unique curricula and singular values. Ritter follows the plight of individual instructors of creative writing and composition, showing how their compensation and standing were made disproportionate by the shifting position of expository writing in relation to creative writing. Despite this unsettled period, the Woman's College continued to gain in stature, and by 1964 it became a prize acquisition of the University of North Carolina system. Ritter's study demonstrates the value of local histories to uncover undocumented advancements in writing education, offering insights into the political, cultural, and social conditions that influenced learning and methodologies at "marginalized" schools such as the Woman's College.
Author : Christine Denecker
Publisher : University Press of Colorado
Page : 286 pages
File Size : 31,95 MB
Release : 2022-10-14
Category : Language Arts & Disciplines
ISBN : 1646422538
The Dual Enrollment Kaleidoscope serves as a starting point for elevating the voices of those who do dual enrollment (DE) work—those who historicize, legitimize, scrutinize, critically analyze, align, and assess it—pushing readers beyond unique, singular views of DE first-year composition and positioning DE’s impact on composition instruction as one that shifts dependent upon perspective. Just as kaleidoscopes reconfigure images, DE provides writing studies with reflecting images of what FYC was, is, and could be. DE disrupts long-held beliefs of who should take and who should teach college writing. Giving higher education pause about the place of writing instruction within the academy, DE force those in the field to reflect upon the purposes and value of FYC and its pedagogical approaches. Featuring seventeen chapters written by a wide and diverse range of authors, this collection includes the voices of prominent scholars in rhetoric and composition at two- and four-year public and private institutions, as well as emerging scholars in the field. It also features a variety of methodologies, including archival research, quantitative and qualitative data collection, and autoethnography. Few texts have been published on dual enrollment writing in rhetoric and composition studies. The Dual Enrollment Kaleidoscope should be mandatory reading for anyone interested in or tasked with doing the work of DE writing instruction, administration, mentoring, or assessment. Contributors: Dominic Ashby, Anna Bogen, Tyler Branson, Melanie Burdick, Scott Campbell, Christine R. Farris, David Gehler, Leigh Graziano, Jane Greer, Jennifer Hadley, Jacquelyn Hoermann-Elliott, Joseph Jones, Nancy Knowles, Amy Lueck, Miles McCrimmon, Katie McWain, Annie S. Mendenhall, Keith Miller, Brice Nordquist, Cornelia Paraskevas, Jill Parrot, Shirley K Rose, Barbara Schneider, Erin Scott-Stewart
Author : David Fleming
Publisher : University of Pittsburgh Pre
Page : 286 pages
File Size : 43,79 MB
Release : 2011-06-12
Category : Language Arts & Disciplines
ISBN : 0822977818
In the spring of 1968, the English faculty at the University of Wisconsin-Madison (UW) voted to remedialize the first semester of its required freshman composition course, English 101. The following year, it eliminated outright the second semester course, English 102. For the next quarter-century, UW had no real campus-wide writing requirement, putting it out of step with its peer institutions and preventing it from fully joining the "composition revolution" of the 1970s. In From Form to Meaning, David Fleming chronicles these events, situating them against the backdrop of late 1960s student radicalism and within the wider changes taking place in U.S. higher education at the time. Fleming begins with the founding of UW in 1848. He examines the rhetorical education provided in the university's first half-century, the birth of a required, two semester composition course in 1898, faculty experimentation with that course in the 1920s and 1930s, and the rise of a massive "current-traditional" writing program, staffed primarily by graduate teaching assistants (TAs), after World War II. He then reveals how, starting around 1965, tensions between faculty and TAs concerning English 101-102 began to mount. By 1969, as the TAs were trying to take over the committee that supervised the course, the English faculty simply abandoned its long-standing commitment to freshman writing. In telling the story of composition's demise at UW, Fleming shows how contributing factors—the growing reliance on TAs; the questioning of traditional curricula by young instructors and their students; the disinterest of faculty in teaching and administering general education courses—were part of a larger shift affecting universities nationally. He also connects the events of this period to the long, embattled history of freshman composition in the United States. And he offers his own thoughts on the qualities of the course that have allowed it to survive and regenerate for over 125 years.
Author : Coppélia Kahn
Publisher : Rutgers University Press
Page : 380 pages
File Size : 31,80 MB
Release : 2011-02-07
Category : Literary Criticism
ISBN : 1644531496
Shakespearean Educations examines how and why Shakespeare’s works shaped the development of American education from the colonial period through the 1934 Chicago World’s Fair, taking the reader up to the years before the Servicemen’s Readjustment Act of 1944 (popularly known as the GI Bill), coeducation, and a nascent civil rights movement would alter the educational landscape yet again. The essays in this collection query the nature of education, the nature of citizenship in a democracy, and the roles of literature, elocution, theater, and performance in both. Expanding the notion of “education” beyond the classroom to literary clubs, private salons, public lectures, libraries, primers, and theatrical performance, this collection challenges scholars to consider how different groups in our society have adopted Shakespeare as part of a specifically “American” education. Shakespearean Educations maps the ways in which former slaves, Puritan ministers, university leaders, and working class theatergoers used Shakespeare not only to educate themselves about literature and culture, but also to educate others about their own experience. Published by University of Delaware Press. Distributed worldwide by Rutgers University Press.
