Research in the Teaching of Rhetoric and Composition – serie

The analysis of language is basic to the enterprise of composition studies: every study in the field is based implicitly or explicitly on the analysis of text and/or talk in their various contexts. Yet within this robust tradition of the analysis of language in composition studies, surprisingly little has been published about different approaches to the systematic analysis of discourse. The present volume aims to fill this gap in the research literature of the field, with a collection of 18 chapters synthesizing and situating the systematic study of discourse more explicitly in the field of composition. Each chapter in the volume follows a common tri-partite structure: a description of a particular approach to discourse analysis, a case study using that approach, and a discussion of the value of this approach in the field of composition studies.

This book aims to advance a radical reconception of genre and discourse, and to enhance understanding of reading, writing, speaking, and listening as socially situated and motivated activities. The various chapters offer critical methods and conceptual frameworks for understanding the pragmatic and social aspects of discourse embodied by generic structures and processes. Each chapter also challenges and advances our understanding of discursive genres, and how they act, both socially and on individuals.

This is an empirical study of basic writing in the contemporary academy from the perspective of students as two urban institutions, and from basic writing courses and programs from a variety of colleges and universities. The authors examine perceptions of in-school writing and how basic writing programs have been created and maintained b drawing on basic writing syllabi and program information from a variety of colleges and universities. They look at ways the institution of basic writing an make better pedagogical and political use of students' entering perceptions of their courses, and students' past experiences.

This book examines the role that rhetoric plays in the creation and conceptualization of new knowledge claims. It looks at scientists in the act of conducting research, interpreting data, and constructing accounts of an experiment and highlights how they worked with the linguistic resources available to them to bring into existence abstract concepts and gain new insight into the subject of their study. The book addresses some of the big questions about the epistemic and ontological status of rhetoric in the context of ongoing scientific inquiry. The book concludes with an examination of the implications of this research for the teaching of writing, especially focusing on the role that specialists play in modeling effective writing in their disciplines.

This volume makes an important contribution to our understanding of literacy as a multi-faceted, complexly situated activity. Contributing authors represent a wide variety of theoretical and research perspectives. Each chapters provides a fresh perspective into a different site for literate behavior and relationships. Freeing literacy from a specific site or set of practices allows us to see it as a way to consider the experiences, memories, and histories of those who use literacy to make meaning in their lives.

This volume makes an important contribution to our understanding of literacy as a multi-faceted, complexly situated activity. Contributing authors represent a wide variety of theoretical and research perspectives. Each chapters provides a fresh perspective into a different site for literate behavior and relationships. Freeing literacy from a specific site or set of practices allows us to see it as a way to consider the experiences, memories, and histories of those who use literacy to make meaning in their lives.

This work calls attention to the ways that teachers of writing must attend to the idea of the classroom, must be conscious of the spaces in which they meet students and must be aware of the physical, material conditions that constrain or affect the teaching of writing.

This work calls attention to the ways that teachers of writing must attend to the idea of the classroom, must be conscious of the spaces in which they meet students and must be aware of the physical, material conditions that constrain or affect the teaching of writing.

Much of the theory underlying technical communication, rhetoric, composition, and college English in general comes from a decidedly socialist/Marxist perspective, ones that espouses strong anti-Capitalist, anti-competitive statements. While members of the academy have learned much about cultural artifacts and practices from these methodologies and critiques, they are also disenfranchised from the larger world-view - free-market, competitive, and capitalistic. This volume, a collection of 11 scholarly essays, begins to fill this gap by asserting a theoretical and practical stance based on free-market mechanisms and behaviors. Through a variety of approaches - from broad argument to specific examples of market behaviors, from historical criticism to case studies - this collection makes the case that, despite fears expressed by numerous critics of capitalism, technical communication and rhetoric and composition retain all their force, rationale, and value when expressed in free-market terms. Specifically, the collection argues that writing disciplines have market value and that Marxist approaches to the fields are not capable of promoting this value. It follows, then, that participants in these fields need to begin viewing themselves as market-players instead of reactionaries. A second general argument is that markets are inherently rhetorical, meaning that they create information, are subject to socially constructed trends, persuade and communicate values and ideas. In other words, the market is a natural and logical domain for rhetorical study and participation. Finally, a third argument is that certain activities, distance education foremost among them, create value for these academic fields. If we see our fields as having market value, we do not need to view distance education as a threat to writing disciplines, but rather an opportunity for growth and development. Locke Carter, the editor and lead essayist, holds not only a PhD in Rhetoric from the University of Texas at Austin, but also an MBA from the University of Texas at Austin.

Much of the theory underlying technical communication, rhetoric, composition, and college English in general comes from a decidedly socialist/Marxist perspective, ones that espouses strong anti-Capitalist, anti-competitive statements. While members of the academy have learned much about cultural artifacts and practices from these methodologies and critiques, they are also disenfranchised from the larger world-view - free-market, competitive, and capitalistic. This volume, a collection of 11 scholarly essays, begins to fill this gap by asserting a theoretical and practical stance based on free-market mechanisms and behaviors. Through a variety of approaches - from broad argument to specific examples of market behaviors, from historical criticism to case studies - this collection makes the case that, despite fears expressed by numerous critics of capitalism, technical communication and rhetoric and composition retain all their force, rationale, and value when expressed in free-market terms. Specifically, the collection argues that writing disciplines have market value and that Marxist approaches to the fields are not capable of promoting this value. It follows, then, that participants in these fields need to begin viewing themselves as market-players instead of reactionaries. A second general argument is that markets are inherently rhetorical, meaning that they create information, are subject to socially constructed trends, persuade and communicate values and ideas. In other words, the market is a natural and logical domain for rhetorical study and participation. Finally, a third argument is that certain activities, distance education foremost among them, create value for these academic fields. If we see our fields as having market value, we do not need to view distance education as a threat to writing disciplines, but rather an opportunity for growth and development. Locke Carter, the editor and lead essayist, holds not only a PhD in Rhetoric from the University of Texas at Austin, but also an MBA from the University of Texas at Austin.

This book dialogically links scholarship in rhetoric, composition, and English Studies to the perspectives of faculty outside of English, and by so doing manages to both challenge and expand current thinking about writing pedagogy. The authors' recognition of the centrality of writing in undergraduate education leads them into extensive conversations with faculty from other disciplines about writing's role in their own degree programs, scholarly disciplines, and professional practices. The goal is to lead to writing instruction that is truly integral to every program of study.

This book dialogically links scholarship in rhetoric, composition, and English Studies to the perspectives of faculty outside of English, and by so doing manages to both challenge and expand current thinking about writing pedagogy. The authors' recognition of the centrality of writing in undergraduate education leads them into extensive conversations with faculty from other disciplines about writing's role in their own degree programs, scholarly disciplines, and professional practices. The goal is to lead to writing instruction that is truly integral to every program of study.

This book steps into the long-standing debate about how doctoral programs should prepare students for the profession. The contributors explore both the conceptual and practical specifics of a refocused training. They build a compelling argument that endowing students with a stable identity as rhetoric/composition professionals is less crucial than preparing them to adopt myriad and shifting professional personas that position them for active rhetorical practice.

This book steps into the long-standing debate about how doctoral programs should prepare students for the profession. The contributors explore both the conceptual and practical specifics of a refocused training. They build a compelling argument that endowing students with a stable identity as rhetoric/composition professionals is less crucial than preparing them to adopt myriad and shifting professional personas that position them for active rhetorical practice.

Through ethnographic research with students, this book contends that many composition teachers' training in critical theory may lead them to misread implicit social meanings in working class, minority, and immigrant students' writing and thinking. The author examines how the local perspectives and discursive strategies of students from these backgrounds often complicate the translation of these theories to practice. The author offers concrete assignments and curriculum design as well as reflections on the process of the teaching approaches and discussion of student's writing projects.

Through ethnographic research with students, this book contends that many composition teachers' training in critical theory may lead them to misread implicit social meanings in working class, minority, and immigrant students' writing and thinking. The author examines how the local perspectives and discursive strategies of students from these backgrounds often complicate the translation of these theories to practice. The author offers concrete assignments and curriculum design as well as reflections on the process of the teaching approaches and discussion of student's writing projects.

This book discusses deprivatized pedagogy, a tool for shaping classroom practice. It is a way to interior gate classroom practices which are traditionally in inexplicably privatized. In short, it is a strategy for bumping against and breaking down barriers of ritualized practices in the classroom. The authors hope to provide a space to raise questions, evoke critiques, and embark on the path to self-reflexivity in the practice of teaching and learning.

This book discusses deprivatized pedagogy, a tool for shaping classroom practice. It is a way to interior gate classroom practices which are traditionally in inexplicably privatized. In short, it is a strategy for bumping against and breaking down barriers of ritualized practices in the classroom. The authors hope to provide a space to raise questions, evoke critiques, and embark on the path to self-reflexivity in the practice of teaching and learning.

This book engages the formative influence on composition studies of the landmark 1974 ""Students' Right"" to Their Own Language resolution. Combining elements of documentary history and a collection of original scholarship, The Hope and the Legacy enables current professional hopes for the teaching of writing to be invigorated and informed by the lessons available within the legacy of debate over issues raised by ""Students' Right."" These include issues of racial identity and language diversity, social justice and literacy education, language policies and teacher attitudes, and classroom practices and the purposes of schooling in a pluralistic democracy. As a collection it provides a resource for historically contextualized and theoretically informed engagements with the central tensions facing teachers students, and scholars in the field. The essays are grouped into four sections: The Context of Students Right contains five previously published essays that characterize the research climate that generated the resolution. The Immediate Response contains four essays that highlight the range of responses to the statement. The Second Wave of Reflection and Engagement demonstrates major developments within composition research and theory that were framed as extensions of ""Students' Right"" and the issues it raised. The Lasting Legacy contains essays that address contemporary issues in composition studies through the lens of the ""Students' Right"" statement. Taken together, the essays track the impact of the ""Students' Right"" resolution through the past and into the future, enriching discussions of how research and practice in composition studies can best address issues of racial identity, writing instruction, and the purposes of schooling.

This book provides theoretical models and practical methods for helping writing teachers and writing program administrators within postsecondary institutions conduct the interdisciplinary, collaborative consulting activities that are common with formal and information writing across the curriculum (WAC) programs. It specifically discusses how to conduct the day-to-day work of negotiating close working partnerships with faculty in other disciplines and is the first book length treatment to do so. The book deepens current understandings of how writing specialist collaborate with non-writing specialists in academic contexts and provides a map for structuring successful collaborations in the future.

This book provides theoretical models and practical methods for helping writing teachers and writing program administrators within postsecondary institutions conduct the interdisciplinary, collaborative consulting activities that are common with formal and information writing across the curriculum (WAC) programs. It specifically discusses how to conduct the day-to-day work of negotiating close working partnerships with faculty in other disciplines and is the first book length treatment to do so. The book deepens current understandings of how writing specialist collaborate with non-writing specialists in academic contexts and provides a map for structuring successful collaborations in the future.

Brings together scholars from various disciplines, institutions, methodologies and genres, who are interested in writing and preparing teachers and researchers of writing. This book covers, topics such as writing assessment, teaching writing and teacher preparation, graduate education, electronic technologies, community literacy, and more.

Brings together scholars from various disciplines, institutions, methodologies and genres, who are interested in writing and preparing teachers and researchers of writing. This book covers, topics such as writing assessment, teaching writing and teacher preparation, graduate education, electronic technologies, community literacy, and more.

Includes essays that illustrate and analyze various classroom-based strategies for productive collaboration between literature and composition. This work covers topics that span textuality and critical pedagogy, argumentation and hybrid genres, student engagement and popular culture, and materiality and assessment.

Includes essays that illustrate and analyze various classroom-based strategies for productive collaboration between literature and composition. This work covers topics that span textuality and critical pedagogy, argumentation and hybrid genres, student engagement and popular culture, and materiality and assessment.

Offers a comprehensive definition of feminist pedagogy culled from over three decades of scholarship. This book focuses on the field of composition and how feminist theories of pedagogy have changed the field of writing instruction.

Offers a comprehensive definition of feminist pedagogy culled from over three decades of scholarship. This book focuses on the field of composition and how feminist theories of pedagogy have changed the field of writing instruction.

This book explores tensions surrounding the teaching of literacy in three settings of nontraditional adult education: correctional education, vocational education, and the Highlander Folk School. What literacy is supposed to do, and thus what it means, varies widely across these discourses. At its center of the book is the belief that teachers and scholars must understand the worlds toward which they, and the institutions they teach within, aspire to create through the process of education.

This book explores tensions surrounding the teaching of literacy in three settings of nontraditional adult education: correctional education, vocational education, and the Highlander Folk School. What literacy is supposed to do, and thus what it means, varies widely across these discourses. At its center of the book is the belief that teachers and scholars must understand the worlds toward which they, and the institutions they teach within, aspire to create through the process of education.