Deborah H. Holdstein – författare

The Oxford Reader offers a renewed emphasis on more traditional forms of literacy—sustained reading, writing, and thinking—which comes at a particularly urgent moment. In a world of alternative facts and fake news, the importance of a well and deeply educated citizenry is reinvigorated. Even within the multimodal classroom, many instructors have continued to introduce (or reintroduce) the modes to employ readings that direct students to read carefully, torespond and argue cogently and accountably, and to become nimble and ready writers, no matter what they're writing. The Oxford Reader distinguishes itself by offering not only an expected mix of classic and contemporary selections, but also a variety of genres to emphasize nonfiction, without excluding someliterary works and prominent pieces from blogs and other online sources. This spectrum of voices, genres, and time periods illustrate that what is considered contemporary thinking often has its roots elsewhere.

The Oxford Reader offers a renewed emphasis on more traditional forms of literacy--sustained reading, writing, and thinking--which comes at a particularly urgent moment. In a world of alternative facts and fake news, the importance of a well and deeply educated citizenry is reinvigorated. Even within the multimodal classroom, many instructors have continued to introduce (or reintroduce) the modes to employ readings that direct students to read carefully, to respond and argue cogently and accountably, and to become nimble and ready writers, no matter what they're writing. The Oxford Reader distinguishes itself by offering not only an expected mix of classic and contemporary selections, but also a variety of genres to emphasize nonfiction, without excluding some literary works and prominent pieces from blogs and other online sources. This spectrum of voices, genres, and time periods illustrate that what is considered contemporary thinking often has its roots elsewhere.

There has been virtually little discussion about how Judaism, whether as a religious doctrine or cultural identity, has influenced the field of composition studies. This chasm in composition scholarship is surprising, given that composition studies has been a discipline that has vigorously claimed to embrace and advocate a policy of diversity. This book explores the myriad configurations of Judaic influences in composition studies that have yet to be articulated, but that are made manifest in the theory and pedagogy of radical/critical teaching, service-learning, and narratives of literacy, identity, and politics. Further, the text explores how Judaic rhetorical texts can be used to reconstruct traditional rhetoric through its use of language, style, and symbolism.

There has been virtually little discussion about how Judaism, whether as a religious doctrine or cultural identity, has influenced the field of composition studies. This chasm in composition scholarship is surprising, given that composition studies has been a discipline that has vigorously claimed to embrace and advocate a policy of diversity. This book explores the myriad configurations of Judaic influences in composition studies that have yet to be articulated, but that are made manifest in the theory and pedagogy of radical/critical teaching, service-learning, and narratives of literacy, identity, and politics. Further, the text explores how Judaic rhetorical texts can be used to reconstruct traditional rhetoric through its use of language, style, and symbolism.

Rediscovered texts for teaching composition and rhetoric.A project of recovery and reanimation, Lost Texts in Rhetoric and Composition foregrounds a broad range of publications that deserve renewed attention. Contributors to this volume reclaim these lost texts to reenvision the rhetorical tradition itself. Authors discussed include not only twentieth-century American compositionists but also a linguist, a poet, a philosopher, a painter, a Renaissance rhetorician, and a nineteenth-century pioneer of comics; the collection also features some less studied works by authors who remain well known. These texts will give rise to new conversations about current ideas in composition and rhetoric.This volume contains discussion of the following authors and titles: Judah Messer Leon, The Book of the Honeycomb's Flow, Angel DeCora, Sterling Andrus Leonard, English Composition as a Social Problem, Rodolphe Töpffer, William James, Kenneth Burke, Adrienne Rich, Ann E. Berthoff, John Mohawk, "Western Peoples, Natural Peoples," William Vande Kopple, William Irmscher, Beat Not the Poor Desk, Walter J. Ong, Geneva Smitherman, Thomas Zebroski, Linda Brodkey, Craig S. Womack, Deborah Cameron, James Slevin, Marilyn Sternglass, and William E. Coles, Jr.