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Best of the Journals in Rhetoric and Composition 2019 represents the result of a nationwide conversation—beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition—to select essays that showcase the innovative and transformative work now being published in the field’s journals. Representing both print and digital journals, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from border rhetorics to social justice research. Together, the essays provide readers with a rich understanding of the present and future direction of the field. The anthology features work by the following authors and representing these journals: Amber Simpson and Kristi Girdharry | Elaine Richardson and Alice Ragland (Community Literacy Journal ) | Shari J. Stenberg (Rhetoric Society Quarterly) | David Riche (Literacy in Composition Studies) |Eileen Kogl Camfield, Lara Killick, and Ruth Lewis ( Journal of Teaching Writing) | Elizabeth G. Allan (Pedagogy) | Christina Saidy (WPA: Writing Program Administration) | Anthony Warnke and Kirsten Higgins (Teaching English in the Two-Year College) | Cati V. de los Ríos and Kate Seltzer (Research in the Teaching of English) | Romeo García (Writing Center Journal) | Wendy Pfrenger (Journal of Basic Writing) | Janine Butler (Rhetoric Review) | Pamela Takayoshi (College Composition and Communication) | Maria Novotny and John T. Gagnon (Reflections) | Kate Vieira (Writing on the Edge)
Features the best articles published in rhetoric and composition journals in the previous year.
Use your course's big ideas to accelerate students’ growth as writers and critical thinkers The newly revised third edition of Engaging Ideas delivers a step-by-step guide for designing writing assignments and critical thinking activities that engage students with important subject-matter questions. This new edition of the celebrated book (now written by the co-author team of Bean and Melzer) uses leading and current research and theory to help you link active learning pedagogy to your courses' subject matter. You'll learn how to: Design formal and informal writing assignments that guide students toward thinking like experts in your discipline Use time-saving strategies for coaching the writing process and handling the paper load including alternatives to traditional grading such as portfolio assessment and contract grading Help students use self-assessment and peer response to improve their work Develop better ways than the traditional research paper to teach undergraduate reading and research Integrate social media, multimodal genres, and digital technology into the classroom to promote active learning This book demonstrates how writing can easily be integrated with other critical thinking activities such as inquiry discussions, simulation games, classroom debates, and interactive lectures. The reward of this book is watching students come to class better prepared, more vested in the questions your course investigates, more apt to study purposefully, and more likely to submit high-quality work. Perfect for higher education faculty and curriculum designers across all disciplines, Engaging Ideas will also earn a place in the libraries of graduate students in higher education.
In the nineteenth century the United States was ablaze with activism and reform: people of all races, creeds, classes, and genders engaged with diverse intellectual, social, and civic issues. This cutting-edge, revelatory book focuses on rhetoric that is overtly political and oriented to social reform. It not only contributes to our historical understanding of the period by covering a wide array of contexts--from letters, preaching, and speeches to labor organizing, protests, journalism, and theater by white and Black women, Indigenous people, and Chinese immigrants--but also relates conflicts over imperialism, colonialism, women's rights, temperance, and slavery to today's struggles over racial justice, sexual freedom, access to multimodal knowledge, and the unjust effects of sociopolitical hierarchies. The editors' introduction traces recent scholarship on activist rhetorics and the turn in rhetorical theory toward the work of marginalized voices calling for radical social change.
Representing both print and digital journals in the field, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from writing workshops to community activism. Together, the essays provide readers with a rich understanding of the present and future direction of the field.
Re/Orienting Writing Studies is an exploration of the intersections among queer theory, rhetoric, and research methods in writing studies. Focusing careful theoretical attention on common research practices, this collection demonstrates how queer rhetorics of writing/composing, textual analysis, history, assessment, and embodiment/identity significantly alter both methods and methodologies in writing studies. The chapters represent a diverse set of research locations and experiences from which to articulate a new set of innovative research practices. While the humanities have engaged queer theory extensively, research methods have often been hermeneutic or interpretive. At the same time, social science approaches in composition research have foregrounded inquiry on human participants but have often struggled to understand where lesbian, gay, bisexual, transgender, and queer people fit into empirical research projects. Re/Orienting Writing Studies works at the intersections of humanities and social science methodologies to offer new insight into using queer methods for data collection and queer practices for framing research. Contributors: Chanon Adsanatham, Jean Bessette, Nicole I. Caswell, Michael J. Faris, Hillery Glasby, Deborah Kuzawa, Maria Novotny, G Patterson, Stacey Waite, Stephanie West-Puckett
Explores the contested boundaries between disability, illness, and mental illness in higher education
Creole Composition is a collection featuring essays by scholars and teachers-researchers working with students in/from the Anglophone Caribbean. Arising from a need to define what writing instruction in the Caribbean means, Creole Composition expands the existing body of research literature about the teaching of writing at the postsecondary level in the Caribbean region. To this end, it speaks to critical disciplinary conversations of rhetoric and composition and academic literacies while addressing specific issues with teaching academic writing to Anglophone Caribbean students. It features chapters addressing language, approaches to teaching, assessing writing, administration, and research in postsecondary education as well as professionalization of writing instructors in the region. Some chapters reflect traditional Caribbean attitudes to postsecondary writing instruction; other chapters seek to reform these traditional practices. Some chapters’ interventions emerge from discussions in writing studies while other chapters reflect their authors’ primary training in other fields, such as applied linguistics, education, and literary studies. Additionally, the chapters use a variety of styles and methods, ranging from highly personal reflective essays to theoretical pieces and empirical studies following IMRaD format. Creole Composition, the first of its kind in the region, provides much-needed knowledge to the community of teacher-researchers in the Anglophone Caribbean and elsewhere in the fields of rhetoric and composition, writing studies, and academic literacies. In suggesting frameworks around which to build and further institutionalize and professionalize writing studies in the region, the collection advances the broader field of writing studies beyond national boundaries. Contributors include Tyrone Ali, Annife Campbell, Tresecka Campbell-Dawes, Valerie Combie, Jacob Dyer Spiegel, Brianne Jaquette, Carmeneta Jones, Clover Jones McKenzie, Beverley Josephs, Christine E. Kozikowski, Vivette Milson-Whyte, Kendra L. Mitchell, Raymond Oenbring, Heather M. Robinson, Daidrah Smith, and Michelle Stewart-McKoy.
Volumes in Writing Spaces: Readings on Writing offer multiple perspectives on a wide range of topics about writing. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about the craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in first year writing or writing-intensive courses across the disciplines at any level. Volume 3 continues the tradition of previous volumes with topics such as voice and style in writing, rhetorical appeals, discourse communities, multimodal composing, visual rhetoric, credibility, exigency, working with personal experience in academic writing, globalized writing and rhetoric, constructing scholarly ethos, imitation and style, and rhetorical punctuation.
Expanding the scope of religious rhetoric Over the past twenty-five years, the intersection of rhetoric and religion has become one of the most dynamic areas of inquiry in rhetoric and writing studies. One of few volumes to include multiple traditions in one conversation, Rhetoric and Religion in the Twenty-First Century engages with religious discourses and issues that continue to shape public life in the United States. This collection of essays centralizes the study of religious persuasion and pluralism, considers religion’s place in U.S. society, and expands the study of rhetoric and religion in generative ways. The volume showcases a wide range of religious traditions and challenges the very concepts of rhetoric and religion. The book’s eight essays explore African American, Buddhist, Christian, Indigenous, Islamic, and Jewish rhetoric and discuss the intersection of religion with feminism, race, and queer rhetoric—along with offering reflections on how to approach religious traditions through research and teaching. In addition, the volume includes seven short interludes in which some of the field’s most accomplished scholars recount their experiences exploring religious rhetorics and invite readers to engage these exigent lines of inquiry. By featuring these diverse religious perspectives, Rhetoric and Religion in the Twenty-First Century complicates the field’s emphasis on Western, Hellenistic, and Christian ideologies. The collection also offers teachers of writing and rhetoric a range of valuable approaches for preparing today’s students for public citizenship in our religiously diverse global context.