Utah State University Press – serie

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In this, the first collection of essays to address the development of fairy tale film as a genre, Pauline Greenhill and Sidney Eve Matrix stress, "the mirror of fairy-tale film reflects not so much what its audience members actually are but how they see themselves and their potential to develop (or, likewise, to regress)." As Jack Zipes says further in the foreword, "Folk and fairy tales pervade our lives constantly through television soap operas and commercials, in comic books and cartoons, in school plays and storytelling performances, in our superstitions and prayers for miracles, and in our dreams and daydreams. The artistic re-creations of fairy-tale plots and characters in film-the parodies, the aesthetic experimentation, and the mixing of genres to engender new insights into art and life- mirror possibilities of estranging ourselves from designated roles, along with the conventional patterns of the classical tales." Here, scholars from film, folklore, and cultural studies move discussion beyond the well-known Disney movies to the many other filmic adaptations of fairy tales and to the widespread use of fairy tale tropes, themes, and motifs in cinema.

Adler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, and discipline-appropriate.

Public discourse about writing instruction is currently driven by ideas of what instructors and programs "need to do," "should do," or "are not doing," and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-Kassner and O'Neill, to help policymakers understand that the purpose of writing instruction is to help students develop critical thinking, reading, and writing strategies that will form the foundation for their future educations, professional careers, and civic engagement.

            Reframing Writing Assessment to Improve Teaching and Learning is grounded in the best of writing assessment research, and focuses on how to communicate it effectively to publics beyond academe.

Beyond Postprocess offers a vigorous, provocative discussion of postprocess theory in its contemporary profile. Fueled by something like a fundamental refusal to see writing as self-evident, reducible, and easily explicable, the contributors rethink postprocess, suggesting that there is no easily defined moment or method that could be called postprocess. Instead, each contribution to this collection provides a unique and important example of what work beyond postprocess could be. Since postprocess theory in writing studies first challenged traditional conceptions of writing and the subject who writes, developments there have continued to push theorists of writing in a number of promising theoretical directions. Spaces for writing have arisen that radically alter ideological notions of space, rational thinking, intellectual property and politics, and epistemologies; and new media, digital, and visual rhetorics have increasingly complicated the scene, as well. Contributors to Beyond Postprocess reconsider writing and writing studies through posthumanism, ecology, new media, materiality, multimodal and digital writing, institutional critique, and postpedagogy. Through the lively and provocative character of these essays, Beyond Postprocess aims to provide a critical site for nothing less than the broad reevaluation of what it means to study writing today. Its polyvocal considerations and conclusions invest the volume with a unique potential to describe not what that field of study should be, but what it has the capacity to create. The central purpose of Beyond Postprocess is to unleash this creative potential.

Cain wanders the frontier as a Bigfoot-like hairy beast and confronts an early Mormon apostle. An evil band of murderers from Mormon scripture, known as the Gadianton robbers, provides an excuse for the failure of a desert town. Stories of children raised from the dead with decayed bodies and damaged minds help draw boundaries between the proper spheres of human and divine action. Mormons who observe UFOs in the nineteenth and twentieth centuries find ways to explain them in relation to the church's cosmology. The millenarian dimension of that belief system induces church members to invest in the Dream Mine, a hidden treasure that a would-be heir to Joseph Smith wraps in prophecy of the end times. A Utah version of Nessie haunts a large mountain lake. Non-Mormons attempt to discredit Joseph Smith with tales that he had tried and failed to walk on water.

Mormons gave distinctive meanings to supernatural legends and events, but their narratives incorporated motifs found in many cultures. Many such historical legends and beliefs found adherents down to the present. This collection employs folklore to illuminate the cultural and religious history of a people.

A Language and Power Reader organizes reading and writing activities for undergraduate students, guiding them in the exploration of racism and cross-racial rhetorics. Introducing texts written from and about versions of English often disrespected by mainstream Americans, A Language and Power Reader highlights English dialects and discourses to provoke discussions of racialized relations in contemporary America. Thirty selected readings in a range of genres and from writers who work in ?alternative? voices (e.g., Pidgin, African American Language, discourse of international and transnational English speakers) focus on disparate power relations based on varieties of racism in America and how those relations might be displayed, imposed, or resisted across multiple rhetorics. The book also directs student participation and discourse. Each reading is followed by comments and guides to help focus conversation. Research has long shown that increasing a student?s metalinguistic awareness improves a student?s writing. No other reader available at this time explores the idea of multiple rhetorics or encourages their use, making A Language and Power Reader a welcome addition to writing classrooms.

In An Epidemic of Rumors, Jon D. Lee examines the human response to epidemics through the lens of the 2003 SARS epidemic. Societies usually respond to the eruption of disease by constructing stories, jokes, conspiracy theories, legends, and rumors, but these narratives are often more damaging than the diseases they reference. The information disseminated through them is often inaccurate, incorporating xenophobic explanations of the disease's origins and questionable medical information about potential cures and treatment.

Folklore studies brings important and useful perspectives to understanding cultural responses to the outbreak of disease. Through this etiological study Lee shows the similarities between the narratives of the SARS outbreak and the narratives of other contemporary disease outbreaks like AIDS and the H1N1 virus. His analysis suggests that these disease narratives do not spring up with new outbreaks or diseases but are in continuous circulation and are recycled opportunistically. Lee also explores whether this predictability of vernacular disease narratives presents the opportunity to create counter-narratives released systematically from the government or medical science to stymie the negative effects of the fearful rumors that so often inflame humanity.

With potential for practical application to public health and health policy, An Epidemic of Rumors will be of interest to students and scholars of health, medicine, and folklore.