CiteULike: senioritis's library [235 articles]

The fair use doctrine: History, application, and implications for (new media) writing teachers

Martine Rife — 2008-03-14T05:09:47-00:00

Computers and Composition, Vol. 24, No. 2. (2007), pp. 154-178.

Writing teachers have always had to contend with plagiarism. However, the technology of the Internet and the thorny issues of copyright law complicate how we teach legal and ethical use of others' materials in the networked classroom. Our pedagogy and curriculum choices and our students' writing practices are shaped by a legal infrastructure that includes the fair use doctrine. Our understanding and knowledge of the fair use doctrine should become second nature to us. Critical awareness of fair use, the four-factor test, and how to conduct appropriate analyses when using others' materials must become part of the everyday digital writing/new media classroom curriculum. To this end, the author summarizes the salient points of law and practice of fair use and demonstrates, in small ways, how the fair use doctrine can inform the teaching of writing in digital contexts. As teachers, researchers, and experts of writing, the discourse of fair use must be considered in addition to the discourse of plagiarism.

"Vygotsky's Neglected Legacy": Cultural-Historical Activity Theory

Wolff-Michael Roth — 2008-03-08T03:57:39-00:00

REVIEW OF EDUCATIONAL RESEARCH, Vol. 77, No. 2. (1 June 2007), pp. 186-232.

The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations. Besides showing that activity theory transforms how research should proceed regarding language, language learning, and literacy in particular, the authors demonstrate how it is a theory for praxis, thereby offering the potential to overcome some of the most profound problems that have plagued both educational theorizing and practice. 10.3102/0034654306298273

Systems for the Production of Plagiarists? The Implications Arising from the Use of Plagiarism Detection Systems in UK Universities for Asian Learners

Niall Hayes — 2006-09-23T13:01:26-00:00

Journal of Academic Ethics, Vol. 3, No. 1. (March 2005), pp. 55-73.

Maintaining the reversibility of foldings: Making the ethics (politics) of information technology visible

Lucas Introna — 2007-03-29T07:54:14-00:00

Ethics and Information Technology, Vol. 9, No. 1. (March 2007), pp. 11-25.

Reading Practices in the Writing Classroom

Linda Adler-Kassner — 2008-03-10T11:28:02-00:00

WPA: Writing Program Administration, Vol. 31, No. 1/2. (Fall/Winter 2007), pp. 35-48.

Doing Case Study Research: A Practical Guide for Beginning Researchers

Dawson Hancock — 2008-02-24T06:46:39-00:00

(11 August 2006)

This practical handbook guides beginning researchers through the stages of planning and implementing case studies. Starting with how to establish a rationale for conducting a systematic case study and identify literature that informs the research effort, this indispensable resource shows students how to determine an appropriate research design and conduct informative interviews, observations, and document analyses. It also describes methods for deriving meaning from data and communicating the results. Finally, the authors delineate the ways to verify the results attained. Students and advisors can use these easy-to-follow steps to shape a thesis, dissertation, or independent project from conceptualization to completion. Book Features: * A step-by-step approach that speaks directly to the novice investigator. * Many concrete examples to illustrate key concepts. * Questions, illustrations, and activities to reinforce what has been learned.

Obama's Borrowed Lines Don't Amount to Plagiarism, Experts Say

Julianna Goldman — 2008-02-25T13:36:30-00:00

Bloomberg.com (25 February 2008)

The Psychology of Plagiarism

William Howells — 2008-02-20T13:21:22-00:00

(1902), pp. 273-277.

Local Communities: Relationships between ‘real’ and ‘virtual’ social capital

Sonia Liff — 2008-02-17T05:12:11-00:00

Communities and Technologies 2005 (2005), pp. 41-53.

The paper explores forms of ‘real’ and ‘virtual’ social capital within a geographical area of the UK comprising 65 ‘communities’. Measures of real social capital based on formal community organisations were compared with web-activity relating to the same communities. Three main types of websites were identified: first a local government scheme which created ‘identikit’ websites for each of the places which could then be taken up by local people; second a similar scheme operated by a private company and covering the whole of the UK; and third independent, bottom up sites created by social entrepreneurs or community groups. Numbers and forms of organisations and websites, and levels and forms of community web-based participation were measured for each community at two points in 2004. The analysis suggests no strong correlation between these measures of real and virtual social capital. The analysis further suggests that providing a ready made website rarely results in the creation of a developed community site — although it may provide outlets for more limited information exchanges. However bottom up sites which reflect the heterogeneity of real communities are also rare. Interviews with participants suggest the need to understand more about the social networks, practices and organisational forms that sustain community engagement with community websites.

The Economics of Attention: Style and Substance in the Age of Information

Richard Lanham — 2007-09-20T16:27:25-00:00

(15 September 2007)

<div><div>If economics is about the allocation of resources, then what is the most precious resource in our new information economy? Certainly not information, for we are drowning in it. No, what we are short of is the attention to make sense of that information. With all the verve and erudition that have established his earlier books as classics, Richard A. Lanham here traces our epochal move from an economy of things and objects to an economy of attention. According to Lanham, the central commodity in our new age of information is not stuff but style, for style is what competes for our attention amidst the din and deluge of new media. In such a world, intellectual property will become more central to the economy than real property, while the arts and letters will grow to be more crucial than engineering, the physical sciences, and indeed economics as conventionally practiced. The new attention economy, therefore, will anoint a new set of moguls in the business world—not the CEOs or fund managers of yesteryear, but new masters of attention with a grounding in the humanities and liberal arts. “I personally find this head-smackingly insightful. Of course! Money may make the world go ‘round, but it’s attention that we increasingly sell, hoard, compete for and fuss over. . . . The real news is that just about all of us—whether we participate in the market as producers or consumers—live increasingly in the attention economy as well.”—Andrew Cassel, Philadelphia Inquirer</div></div>

Teaching for creativity: towards sustainable and replicable pedagogical practice

Erica Mcwilliam — 2008-02-16T15:58:06-00:00

Higher Education

Abstract This article explores the pedagogical significance of recent shifts in scholarly attention away from first generation and towards second generation understandings of creativity. First generation or big ‘C’ creativity locates the creative enterprise as a complex set of behaviours and ideas exhibited by an individual, while second generation or small ‘c’ creativity locates the creative enterprise in the processes and products of collaborative and purposeful activity. Second generation creativity is gaining importance for a number of reasons: its acknowledged significance as a driver in the new or digital economy; recent clarification of the notion of ‘creative capital’; the stated commitment of a growing number of universities to ‘more creativity’ as part of their declared vision for their staff and students; and, the recognition that the creative arts does not have a monopoly on creative capability. We argue that this shift allows more space for engaging with creativity as an outcome of pedagogical work in higher education. The article builds on the project of connecting ‘creative capital’ and university pedagogy that is already underway, assembling a number of principles from a wide range of scholarship, from computer modelling to social and cultural theorising. In doing so, it provides a framework for systematically orchestrating a ‘creativity-enhancing’ learning environment in higher education.

To Read or Not To Read: A Question of National Consequence

A Ne — 2008-02-12T01:20:24-00:00

(November 2007)

#47. To Read or Not To Read: A Question of National Consequence. This report is a new and comprehensive analysis of reading patterns of children, teenagers, and adults in the United States. To Read or Not To Read assembled data on reading trends from more than 40 sources, including federal agencies, universities, foundations, and associations. The compendium expands the investigation of the NEA's landmark 2004 report, Reading at Risk, and reveals recent declines in voluntary reading and test scores alike, exposing trends that have severe consequences for American society. November 2007. 100 pp. Also available in Portable Document Format.

Staying Awake: Notes on the Alleged Decline of Reading

Ursula Le Guin — 2008-02-11T15:45:24-00:00

Harper's (February 2008), pp. 33-38.

Teaching Composition: A Position Statement

college — 2008-02-09T16:11:18-00:00

College English, Vol. 36, No. 2. (1974), pp. 219-220.

Writing Space: Computers, Hypertext, and the Remediation of Print

David Bolter — 2005-03-24T17:32:53-00:00

(01 March 2001)

Twilight of the Books

Caleb Crain — 2008-02-09T15:30:46-00:00

New Yorker (24 December 2007), 134.

Proust and the Squid: The Story and Science of the Reading Brain

Maryanne Wolf — 2008-02-09T15:23:27-00:00

(01 September 2007)

 The act of reading is a miracle. Every new reader's brain possesses the extraordinary capacity to rearrange itself beyond its original abilities in order to understand written symbols. But how does the brain learn to read? As world-renowned cognitive neuroscientist and scholar of reading Maryanne Wolf explains in this impassioned book, we taught our brain to read only a few thousand years ago, and in the process changed the intellectual evolution of our species. Wolf tells us that the brain that examined tiny clay tablets in the cuneiform script of the Sumerians is configured differently from the brain that reads alphabets or of one literate in today's technology. There are critical implications to such an evolving brain. Just as writing reduced the need for memory, the proliferation of information and the particular requirements of digital culture may short-circuit some of written language's unique contributions—with potentially profound consequences for our future. Turning her attention to the development of the individual reading brain, Wolf draws on her expertise in dyslexia to investigate what happens when the brain finds it difficult to read. Interweaving her vast knowledge of neuroscience, psychology, literature, and linguistics, Wolf takes the reader from the brains of a pre-literate Homer to a literacy-ambivalent Plato, from an infant listening to Goodnight Moon to an expert reader of Proust, and finally to an often misunderstood child with dyslexia whose gifts may be as real as the challenges he or she faces. As we come to appreciate how the evolution and development of reading have changed the very arrangement of our brain and our intellectual life, we begin to realize with ever greater comprehension that we truly are what we read. Ambitious, provocative, and rich with examples, Proust and the Squid celebrates reading, one of the single most remarkable inventions in history. Once embarked on this magnificent story of the reading brain, you will never again take for granted your ability to absorb the written word.

On the Ethical Treatment of ESL Writers

Tony Silva — 2007-04-22T21:19:25-00:00

TESOL Quarterly, Vol. 31, No. 2. (1997), pp. 359-363.

RECEPTIVE AND PRODUCTIVE VOCABULARY SIZES OF L2 LEARNERS

Stuart Webb — 2008-01-26T08:35:24-00:00

Studies in Second Language Acquisition, Vol. 30, No. 01. (2008), pp. 79-95.

The rediscovery of vocabulary

Paul Meara — 2008-02-05T09:09:52-00:00

Second Language Research, Vol. 18, No. 4. (1 October 2002), pp. 393-407.

This article reviews four recent books of current research in vocabulary acquisition. Vocabulary acquisition has moved from being a neglected backwater in second language acquisition (SLA) to a position of some importance, and this importance looks like increasing as lexical issues become more central to theoretical linguistics.The review suggests, however, that most vocabulary research in applied linguistics is based on a narrow linguistic agenda that was to a large extent defined by the concerns of the vocabulary control movement in the 1920s, particularly the work of H.E. Palmer and his successors (Smith, 1998; Institute of Research in Language Teaching, 2000). Current work in psycholinguistics and computational linguistics does not seem to have made much of an impact on the field, and this has led to a serious divergence between the theories of vocabulary acquisition that appear in these books, and the theories that are developing in other related fields. 10.1191/0267658302sr211xx

Learning an alien lexicon : a teach-yourself case study

Francis Jones — 2008-02-05T09:17:11-00:00

Second Language Research, Vol. 11, No. 2. (1 June 1995), pp. 95-111.

This article uses diary data to examine a British learner's self-study experience of Hungarian, with reference to lexis. Though European in orthography and cultural background, Hungarian has no cognates and few borrowings from other European languages, enabling close focus on lexical acquisition strategies and processes per se. From this learner's experience, it is suggested that building a working lexicon is the single most important task facing the learner. In this there appear to be two key enabling aims: gaining a large enough stock of core lexemes to use etymological strategies on complex vocabulary, and developing the ability to read real texts. Reaching these thresholds is likely to be a hard task; beyond them learning may well become more enjoyable. A combination of studial and output-practice strategies is seen as crucial at all proficiency levels, however. Self-study coursebooks are also discussed; key factors identified are: leamability, reference value and the provision of personalized, message-based practice. 10.1177/026765839501100202

How the University Works: Higher Education and the Low-Wage Nation

Marc Bousquet — 2007-09-06T12:54:14-00:00

(01 January 2008)

“Marc Bousquet is the most trenchant theorist of the current academic labor situation, and How the University Works is the best study of academic labor conditions in the U.S. since the 1970s. It is thoroughly and creatively researched, theoretically bold, often mercifully frank, and frequently poignant in its arguments and findings.” —Vincent B. Leitch, General Editor of the Norton Anthology of Theory and CriticismAs much as we think we know about the modern university, very little has been said about what it's like to work there. Instead of the high-wage, high-profit world of “knowledge work,” most campus employees — including the vast majority of faculty — really work in the low-wage, low-profit sphere of the service economy. Tenure-track positions are at an all-time low, with adjuncts and graduate students teaching the majority of courses. This super-exploited corps of disposable workers commonly earn fewer than $16,000 annually, without benefits, teaching as many as eight classes per year. Even undergraduates are being exploited as a low-cost, disposable workforce.Marc Bousquet, a major figure in the academic labor movement, exposes the seamy underbelly of higher education — a world where faculty, graduate students, and undergraduates work long hours for fast-food wages. Assessing the costs of higher education's corporatization on faculty and students at every level, How the University Works is urgent reading for anyone interested in the fate of the university.

A Counter-History of Composition: Toward Methodologies of Complexity (Pitt Comp Literacy Culture)

Byron Hawk — 2008-02-08T12:39:17-00:00

(28 November 2007)

<div>A Counter-History of Composition contests the foundational disciplinary assumption that vitalism and contemporary rhetoric represent opposing, disconnected poles in the writing tradition. Vitalism has been historically linked to expressivism and concurrently dismissed as innate, intuitive, and unteachable, whereas rhetoric is seen as a rational, teachable method for producing argumentative texts. Counter to this, Byron Hawk identifies vitalism as the ground for producing rhetorical texts-the product of complex material relations rather than the product of chance. Through insightful historical analysis ranging from classical Greek rhetoric to contemporary complexity theory, Hawk defines three forms of vitalism (oppositional, investigative, and complex) and argues for their application in the environments where students write and think today. Hawk proposes that complex vitalism will prove a useful tool in formulating post-dialectical pedagogies, most notably in the context of emerging digital media. He relates two specific examples of applying complex vitalism in the classroom and calls for the reexamination and reinvention of current self-limiting pedagogies to incorporate vitalism and complexity theory. </div>

Blink: The Power of Thinking Without Thinking

Malcolm Gladwell — 2006-10-06T02:14:28-00:00

(04 December 2006)

Blink is about the first two seconds of looking--the decisive glance that knows in an instant. Gladwell, the best-selling author of The Tipping Point, campaigns for snap judgments and mind reading with a gift for translating research into splendid storytelling. Building his case with scenes from a marriage, heart attack triage, speed dating, choking on the golf course, selling cars, and military maneuvers, he persuades readers to think small and focus on the meaning of "thin slices" of behavior. The key is to rely on our "adaptive unconscious"--a 24/7 mental valet--that provides us with instant and sophisticated information to warn of danger, read a stranger, or react to a new idea. Gladwell includes caveats about leaping to conclusions: marketers can manipulate our first impressions, high arousal moments make us "mind blind," focusing on the wrong cue leaves us vulnerable to "the Warren Harding Effect" (i.e., voting for a handsome but hapless president). In a provocative chapter that exposes the "dark side of blink," he illuminates the failure of rapid cognition in the tragic stakeout and murder of Amadou Diallo in the Bronx. He underlines studies about autism, facial reading and cardio uptick to urge training that enhances high-stakes decision-making. In this brilliant, cage-rattling book, one can only wish for a thicker slice of Gladwell's ideas about what Blink Camp might look like. --Barbara Mackoff In his #1 bestseller The Tipping Point, Malcolm Gladwell redefined how we understand the world around us. In BLINK, he revolutionizes the way we understand the world within. How do we make decisions--good and bad--and why are some people so much better at it than others? That's the question Malcolm Gladwell asks and answers in BLINK. Drawing on cutting-edge neuroscience and psychology, examining case studies as diverse as speed dating, pop music, and the New Coke, Gladwell shows how the difference between good decision making and bad has nothing to do with how much information we can process quickly, but rather with the few particular details on which we focus. BLINK displays all of the brilliance that has made Malcolm Gladwell's journalism so popular and his books such perennial bestsellers as it reveals how all of us can become better decision makers--in our homes, our offices, and in everyday life.

Pluralizing Plagiarism: Identities, Contexts, Pedagogies

Rebecca Howard — 2008-02-08T12:27:40-00:00

(01 March 2008)

Recent cases of plagiarism by Doris Kearns Goodwin and Kaavya Viswanathan demonstrate that plagiarism is a hot-button issue. It is also pervasive, occurring in universities, four-year-colleges, community colleges, and secondary schools. In graduate programs, international classrooms, and multicultural classrooms. In writing centers and writing-across-the-curriculum programs. In scholarly publications and the popular media. How do we understand a literacy practice that is simultaneously so abhorred and so present in the lives of both beginning and advanced writers, students, and Pulitzer Prize winners? Pluralizing Plagiarism offers multiple answers to this question, answers that insist on taking into account the rhetorical situations in which plagiarism occurs. While most scholarly publications on plagiarism mirror mass media’s attempts to reduce the issue to simple black-and-white statements, the contributors to Pluralizing Plagiarism recognize that plagiarism occurs not in universalized realms of good and bad, but in specific contexts in which students' cultural backgrounds often play a role. Teachers concerned about plagiarism can best address the issue in the classroom—especially the first-year composition classroom—as part of writing pedagogy and not just as a matter for punishment and prohibition. Pluralizing Plagiarism opens a productive dialogue about what is at stake in plagiarism—one that approaches the topic with students rather than for or about them. Leading the way toward curricular reform, its contributors take student work seriously and, therefore, encourage teachers to take student writing and learning seriously.

Cybercheats: Is Information and Communication Technology Fuelling Academic Dishonesty?

Attila Szabo — 2007-02-25T15:36:54-00:00

Active Learning in Higher Education, Vol. 5, No. 2. (1 July 2004), pp. 180-199.

This study investigated the attitudes and beliefs of 291 science students at a large university in the UK about plagiarism involving the Internet. Students from seven undergraduate classes, ranging from Year 1 to Year 3, completed a 12-item questionnaire anonymously, but in the presence of the investigator and a host lecturer. The results revealed that more than 50 percent of the students indicated an acceptance of using the Internet for academically dishonest activities. Males and first- and second-year students took a more liberal view about academic dishonesty than females and third-year students. Guilt and moral reasoning were significant factors in forming attitudes towards plagiarism. The alarming figures disclosed here are a call for preventative action to curtail students' academically dishonest activities through the Internet. 10.1177/1469787404043815

Forgery and Plagiarism in the Middle Ages

Giles Constable — 2008-02-08T11:55:37-00:00

." Archiv für Diplomatik, Schriftgeschichte, Siegel-und Wappenkunde, Vol. 29 (1983), pp. 1-41.

Tom Brown

Rebecca Howard — 2008-02-08T11:53:48-00:00

Schenectady Synecdoche (2008)

Cheating in Tom Brown's Schooldays

How to Compose a Capitalist: The Predicament of Required Writing in a Free Market Curriculum

Donna Strickland — 2008-02-08T01:08:04-00:00

Composition Forum, Vol. 9, No. 1. (1998), pp. 25-38.

What's the Bottom-Line? Literacy and Quality Education in the Twenty-First Century

Eileen Schell — 2008-02-08T01:05:33-00:00

(2000), pp. 324-340.

How the Professional Lives of WPAs Would Change If FYC Were Elective

Sharon Crowley — 2008-02-08T00:59:41-00:00

(2002), pp. 219-232.

Composition as Management Science

Marc Bousquet — 2008-02-08T00:55:58-00:00

(2004), pp. 11-35.

How to Write a Great Term Paper in One Evening

2008-02-07T17:04:38-00:00

Process of writing a term paper

Intellectuals and public responsibility

David Franz — 2007-06-14T17:22:55-00:00

Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 98.

The intellectual's responsibilities

John Mcgowan — 2007-06-14T17:21:22-00:00

Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 47.

What John Dewey learned: a contemporary reflection on intellectual responsibility

Jeffrey Isaac — 2007-06-14T17:18:50-00:00

Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 17.

The Death of the Master Thinkers

Richard Wolin — 2007-06-14T17:15:13-00:00

Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 7.

Milton's Contract

Peter Lindenbaum — 2007-06-04T11:06:55-00:00

(1994), pp. 175-190.

Preventing Plagiarism: Tips and Techniques

Laura Desena — 2007-06-01T01:06:26-00:00

(30 January 2007)

For many teachers, identifying and combating plagiarism in students writing has become a frustrating and time-consuming process. In this practical guide, Laura Hennessey DeSena seeks to help alleviate some of this frustration by offering teachers effective strategies for heading off plagiarism at its sources. DeSena argues for creating assignments that emphasize students' original thinking through freewriting and the use of primary sources. In doing so, we can help build their confidence and critical thinking skills so that they are less likely to rely on online paper mills or copy and paste from other sources. In this book, you ll discover how to generate research topics across the content areas; identify electronic and print-based plagiarism in student papers; design a three-part research paper assignment that emphasizes the subjective eye/I in the research process; provide models of literary criticism that demonstrate how professionals use solid research and organization to support their arguments; avoid plagiarism in a multicultural context, including strategies for working with second language students who may have been taught different approaches to composition and research writing

Language Myths

Peter Trudgill — 2007-05-30T11:10:15-00:00

(07 September 1999)

From accents to politics, this fascinating collection of essays from today's leading linguists uncovers the many misconceptions we hold about language "The media are ruining English"; "Some languages are harder than others"; "Children can't speak or write properly anymore." Such pieces of "cultural wisdom" are often expressed in newspapers and on radio and television. Rarely is there a response from experts in the fields of language and language development. In this book Laurie Bauer and Peter Trudgill have invited nineteen respected linguists from all over the world to address these "language myths"--showing that they vary from the misconceived to the downright wrong. With essays ranging from "Women Talk Too Much" and "In the Appalachians They Speak Like Shakespeare" to "Italian Is Beautiful, German Is Ugly" and "They Speak Really Bad English Down South and in New York City," Language Myths is a collection that is wide-ranging, entertaining, and authoritative.

Revisiting Racialized Voice: African American Ethos in Language and Literature

David Holmes — 2007-05-29T17:51:34-00:00

(01 January 2004)

Revisiting Racialized Voice: African American Ethos in Language and Literature argues that past misconceptions about what constitutes black identity and voice, codified from the 1870s through the 1920s, inform contemporary assumptions about African American authorship. Tracing elements of racial consciousness in the works of Frederick Douglass, Charles Chesnutt, W.E.B. DuBois, Zora Neale Hurston, and others, David G. Holmes urges a revisiting of narratives from this period to strengthen and advance notions about racialized writing and to shape contemporary composition pedagogies. Holmes considers how the white hegemony demarcated black identity and reveals the ways some African American writers unintentionally reinforced the hegemony's triad of race, language, and identity. Whereas some of these writers were able to help rethink black voice by recognizing dialect as a necessary linguistic discursive medium, others actually inhibited their own efforts to transcend race essentialism. Still others projected race as a personal and social paradox which complicated racial identity but did not denigrate African American identity. In recalling the transition in the 1960s from voice as metaphor denoting literary authorship to one connoting student authorship, Holmes posits that rereading the 1960s would enable a mediation between literary and rhetorical voice and an empowered look at race as both an abstraction and as rhetorically indispensable. Pointing to the intersection of African American identity, literature, and rhetoric, Revisiting Racialized Voice begins to construct rhetorically workable yet ideologically flexible definitions of black voice. Holmes maintains that political pressure to embrace a "color blindness" endangers scholars' ability to uncover links between racialized discourses of the past and the present, and he calls instead for a reassessment of the material realities and theoretical assumptions race represents and with which it has been associated.

Geographies of Writing: Inhabiting Places and Encountering Difference

Nedra Reynolds — 2007-05-29T17:49:46-00:00

(03 September 2007)

Twenty-first-century technological innovations have revolutionized the way we experience space, causing an increased sense of fragmentation, danger, and placelessness. In Geographies of Writing: Inhabiting Places and Encountering Difference, Nedra Reynolds addresses these problems in the context of higher education, arguing that theories of writing and rhetoric must engage the metaphorical implications of place without ignoring materiality. This text marks a summit of work initiated in Reynolds's well-received article, "Composition's Imagined Geographies: The Politics in the Frontier, City, and Cyberspace." In continuing this earlier work, Geographies of Writing multiplies its range of application and proposes a geographical rhetoric. Reynolds uses cultural geography, feminist theory, qualitative research, and service learning to link writing and spatial practices and to unpack the layers of the social production of space. Drawing largely from participant-observation research in a cultural geography class at Leeds University in England, she investigates questions of difference and identity and offers an alternative to the process paradigm. Geographies of Writing makes three closely related contributions: one theoretical, to re-imagine composing as spatial, material, and visual; one political, to understand the sociospatial construction of difference; and one pedagogical, to teach writing as a set of spatial practices. Aided by seven maps and illustrations that reinforce the book's visual rhetoric, Geographies of Writing shows how composing tasks and electronic space function as conduits for navigating reality.

Deliberate Conflict: Argument, Political Theory, and Composition Classes

Patricia Roberts-Miller — 2007-05-29T17:41:38-00:00

(09 June 2004)

In Deliberate Conflict: Argument, Political Theory, and Composition Classes, Patricia Roberts-Miller argues that much current discourse about argument pedagogy is hampered by fundamental unspoken disagreements over what democratic public discourse should look like. The book's pivotal question is: In what kind of public discourse do we want our students to engage? To answer this, the text provides a taxonomy, discussion, and evaluation of political theories underpinning democratic discourse, highlighting the relationship between various models of the public sphere and rhetorical theory. Roberts-Miller seeks to diffuse student antagonism toward argumentation by increasing instructors' awareness of different models of democracy in argument pedagogy. She provides a range of theories, discussing the major features and rhetorical applicability of the liberal, the interest-based, the communitarian, and the deliberative models of the public domain. Deliberate Conflict cogently advocates reintegrating instruction in argumentation into the composition curriculum. By linking effective argumentation in the public sphere with the ability to affect social change, Roberts-Miller pushes compositionists beyond a simplistic Aristotelian conception of how argumentation works and offers a means by which to prepare students for active participation in public discourse.

The Terministic Screen: Rhetorical Perspectives on Film

David Blakesely — 2007-05-29T17:40:19-00:00

(31 March 2003)

The Terministic Screen: Rhetorical Perspectives on Film examines the importance of rhetoric in the study of film and film theory. Rhetorical approaches to film studies have been widely practiced, but rarely discussed until now. Taking on such issues as Hollywood blacklisting, fascistic aesthetics, and postmodern dialogics, editor David Blakesley presents fifteen critical essays that examine rhetoric's role in such popular films as The Fifth Element, The Last Temptation of Christ, The Usual Suspects, Deliverance, The English Patient, Pulp Fiction, The Music Man, Copycat, Hoop Dreams and A Time to Kill. This unique volume is about seeing and interpreting, about visual rhetoric and making meaning, about film as a symbolic form of expression. The essayists convey an approach to film as a set of well-grounded theoretical perspectives including psychoanalytic, semiotic, hermeneutic, phenomenological, and cultural discourses. Aided by sixteen illustrations, these insightful essays consider films rhetorically, as ways of seeing and not seeing, as acts that dramatize how people use language and images to tell stories and foster identification. Collectively, these essays examine society through a rhetorical lens, inviting the readers to judge for themselves the significant role rhetoric plays in the arena of film. Contributors include David Blakesley, Alan Nadel, Ann Chisholm, Martin J. Medhurst, Byron Hawk, Ekaterina V. Haskins, James Roberts, Thomas W. Benson, Philip L. Simpson, Davis W. Houck, Caroline J.S. Picart, Friedemann Weidauer, Bruce Krajewski, Harriet Malinowitz, Granetta L. Richardson, and Kelly Ritter.

A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms)

Suzanne Bordelon — 2007-05-29T17:39:29-00:00

(11 October 2007)

Rhetorical Refusals: Defying Audiences' Expectations

John Schilb — 2007-05-29T17:38:14-00:00

(03 December 2007)

Literacy and Historical Development: A Reader

Harvey Graff — 2007-05-29T17:37:23-00:00

(31 December 2007)

Trust in Texts: A Different History of Rhetoric

Susan Miller — 2007-05-29T17:33:56-00:00

(19 December 2008)

The Contest of Language: Before And Beyond Nationalism

2007-05-29T13:13:53-00:00

"The Contest of Language is an ambitious and appealing collection that should attract a variety of humanists and linguists interested in the relationship between politics, language use, literature, and power. Its wide range makes it a 'must-have' for the humanities and social sciences sections in every college and university library." —Joy Connolly, Stanford University These essays, written by eminent scholars from diverse disciplines and perspectives, consider various present-day and historical efforts to make a language dominant through textual, institutional, academic, and literary means. Contributors examine pressures to elevate one language at the expense of another and the cultural and intellectual consequences of that elevation. Specific essays apply this theme of the contest of language to the suppression, survival, and revival of the Irish language; to Greek, Latin, and the emergence of the vernacular in Europe; to the relationship between minority and dominant language in China; and to the lack of linguistic imperialism in the spread of Arabic, among other fascinating topics.

Global Englishes and Transcultural Flows

Pennycook — 2007-05-25T00:50:15-00:00

(18 January 2007)