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A Community Text Arises emerges from an ethnographic study of literacy in three African-American churches. These data illuminate the ways that the primary model of a literate text is shaped and used in African-American churches. Chapter 1 examines how the African-American church has operated as a community within the larger African-American communities. Chapter 2 introduces, through ethnographic descriptions, the churches that the authors studies and Chapter 3 highlights the features of the major literacy event and text in African-American churches - the sermon. Through close analysis of individual sermons the author illustrates how the sermon functions as a community text. Chapter 4 focuses solely on the sermons of one minister to highlight rhetorical strategies that are used to create and main community identity. The analysis in chapters 3 and 4 provides a view of a text that calls into question traditionally held notions of text inside and outside the community. Therefore, chapter 5 deals with the implications of this study for how text is defined and the relation between oral and written texts.
Writing against Racial Injury recalls the story of Asian American student rhetoric at the site of language and literacy education in post-1960s California. What emerged in the Asian American movement was a recurrent theme in U.S. history: conflicts over language and literacy difference masked wider racial tensions. Bringing together language and literacy studies, Asian American history and rhetoric, and critical race theory, Hoang uses historiography and ethnography to explore the politics of Asian American language and literacy education: the growth of Asian American student organizations and self-sponsored writing; the ways language served as thinly veiled trope for race in the influential Lau v. Nichols; the inheritance of a rhetoric of injury on college campuses; and activist rhetorical strategies that rearticulate Asian American racial identity. These fragments depict a troubling yet hopeful account of the ways language and literacy education alternately racialized Asian Americans while also enabling rearticulations of Asian American identity, culture, and history. This project, more broadly, seeks to offer educators a new perspective on racial accountability in language and literacy education.
Introduces new scholars to interdisciplinary research by utilizing bibliographical surveys of both primary and secondary works that address the history of rhetoric, from the Classical period to the 21st century.
Rhetoric and feminism have yet to coalesce into a singular recognizable field. In this book, author Cheryl Glenn advances the feminist rhetorical project by introducing a new theory of rhetorical feminism. Clarifying how feminist rhetorical practices have given rise to this innovative approach, Rhetorical Feminism and This Thing Called Hope equips the field with tools for a more expansive and productive dialogue. Glenn’s rhetorical feminism offers an alternative to hegemonic rhetorical histories, theories, and practices articulated in Western culture. This alternative theory engages, addresses, and supports feminist rhetorical practices that include openness, authentic dialogue and deliberation, interrogation of the status quo, collaboration, respect, and progress. Rhetorical feminists establish greater representation and inclusivity of everyday rhetors, disidentification with traditional rhetorical practices, and greater appreciation for alternative means of delivery, including silence and listening. These tenets are supported by a cogent reconceptualization of the traditional rhetorical appeals, situating logos alongside dialogue and understanding, ethos alongside experience, and pathos alongside valued emotion. Threaded throughout the book are discussions of the key features of rhetorical feminism that can be used to negotiate cross-boundary mis/understandings, inform rhetorical theories, advance feminist rhetorical research methods and methodologies, and energize feminist practices within the university. Glenn discusses the power of rhetorical feminism when applied in classrooms, the specific ways it inspires and sustains mentoring, and the ways it supports administrators, especially directors of writing programs. Thus, the innovative theory of rhetorical feminism—a theory rich with tactics and potentially broad applications—opens up a new field of research, theory, and practice at the intersection of rhetoric and feminism.
Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing. Part 1 raises questions about the ideologies of consensus that are associated with naming threshold concepts of a discipline. Contributions challenge the idea of consensus and seek to expand both the threshold concepts framework and the concepts themselves. Part 2 focuses on threshold concepts in action and practice, demonstrating the innovative ways threshold concepts and a threshold concepts framework have been used in writing courses and programs. Part 3 shows how a threshold concepts framework can help us engage in conversations beyond writing studies. (Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies. It will be of great interest to scholars and graduate students in writing studies, especially those who have previously engaged with Naming What We Know. Contributors: Marianne Ahokas, Jonathan Alexander, Chris M. Anson, Ian G. Anson, Sarah Ben-Zvi, Jami Blaauw-Hara, Mark Blaauw-Hara, Maggie Black, Dominic Borowiak, Chris Castillo, Chen Chen, Sandra Descourtis, Norbert Elliot, Heidi Estrem, Alison Farrell, Matthew Fogarty, Joanne Baird Giordano, James Hammond, Holly Hassel, Lauren Heap, Jennifer Heinert, Doug Hesse, Jonathan Isaac, Katie Kalish, Páraic Kerrigan, Ann Meejung Kim, Kassia Krzus-Shaw, Saul Lopez, Jennifer Helane Maher, Aishah Mahmood, Aimee Mapes, Kerry Marsden, Susan Miller-Cochran, Deborah Mutnick, Rebecca Nowacek, Sarah O’Brien, Ọlá Ọládipọ̀, Peggy O’Neill, Cassandra Phillips, Mya Poe, Patricia Ratanapraphart, Jacqueline Rhodes, Samitha Senanayake, Susan E. Shadle, Dawn Shepherd, Katherine Stein, Patrick Sullivan, Brenna Swift, Carrie Strand Tebeau, Matt Thul, Nikhil Tiwari, Lisa Tremain, Lisa Velarde, Kate Vieira, Gordon Blaine West, Anne-Marie Womack, Kathleen Blake Yancey, Xiaopei Yang, Madylan Yarc
This volume--along with its companion Ethnolinguistic Chicago: Language and Literacy in the City's Neighborhoods--fills an important gap in research on Chicago and, more generally, on language use in globalized metropolitan areas. Often cited as a quintessential American city, Chicago is, and always has been, a city of immigrants. It is one of the most linguistically diverse cities in the United States and home to one of the largest and most diverse Latino communities. Although language is unquestionably central to social identity, and Chicago has been well studied by scholars interested in ethnicity, until now no one has focused--as do the contributors to these volumes--on the related issues of language and ethnicity. Latino Language and Literacy in Ethnolinguistic Chicago includes: *ethnographic studies based in home settings that focus on ways of speaking and literacy practices; *studies that explore oral language use and literacy practices in school contexts; and *studies based in community spaces in various neighborhoods. It offers a rich set of portraits emphasizing language use as centrally related to ethnic, class, or gender identities. As such, it is relevant for anthropologists, sociologists, linguists, historians, educators and educational researchers, and others whose concerns require an understanding of "ground-level" phenomena relevant to contemporary social issues, and as a text for courses in these areas.
American by Paper reveals how two groups of immigrants who share a primary language nevertheless have very different experiences of literacy in the United States. It describes the social realities facing documented and undocumented immigrants who use everyday acts of writing to negotiate papers—the visas, green cards, and passports that promise access to the American Dream. It is both an ethnography, filled with illuminating details about contemporary immigrant lives, and a critical intervention into two leading—and conflicting—scholarly ideas of literacy and its social role. Although popular thinking and scholarship have viewed literacy as a method of culturally assimilating immigrants into the nation, Kate Vieira finds that upward mobility and social inclusion in the United States are tied to literacy in complex ways. She draws from extensive interviews with Portuguese-speaking migrants who live and work together in a former mill town in Massachusetts that she calls South Mills: one group from the Azores, who are usually documented, and another from Brazil, who are usually undocumented. She explains how these migrants experience literacy not as a vehicle for assimilation (as educational policy makers often assert) nor as a means of resisting oppression (as literacy scholars often hope) but instead as tied up in papers, particularly in the papers that confer legal status. Papers and literacy are inextricably bound together, both promoting and constraining opportunities, and they shape why and how migrants read and write. Vieira builds on insights from literacy theories that have long been in opposition to each other in order to develop a new sociomaterial theory of literacy, one that takes into account its inseparable link to paper, forms, and documentation. This point of view leads to a deeper understanding of how literacy actually accrues meaning by circulating, and recirculating, through institutions and the lives of individuals.
The only book-length study of the ways that postsecondary desegregation litigation and policy affected writing instruction and assessment in US colleges, Desegregation State provides a history of federal enforcement of higher education desegregation and its impact on writing programs from 1970 to 1988. Focusing on the University System of Georgia and two of its public colleges in Savannah, one a historically segregated white college and the other a historically Black college, Annie S. Mendenhall shows how desegregation enforcement promoted and shaped writing programs by presenting literacy remediation and testing as critical to desegregation efforts in southern and border states. Formerly segregated state university systems crafted desegregation plans that gave them more control over policies for admissions, remediation, and retention. These plans created literacy requirements—admissions and graduation tests, remedial classes, and even writing centers and writing across the curriculum programs—that reshaped the landscape of college writing instruction and denied the demands of Black students, civil rights activists, and historically Black colleges and universities for major changes to university systems. This history details the profound influence of desegregation—and resistance to desegregation—on the ways that writing is taught and assessed in colleges today. Desegregation State provides WPAs and writing teachers with a disciplinary history for understanding racism in writing assessment and writing programs. Mendenhall brings emerging scholarship on the racialization of institutions into the field, showing why writing studies must pay more attention to how writing programs have institutionalized racist literacy ideologies through arguments about student placement, individualized writing instruction, and writing assessment.
The continued importance of Christian rhetorics in political, social, pedagogical, and civic affairs suggests that such rhetorics not only belong on the map of rhetorical studies, but are indeed essential to the geography of rhetorical studies in the twenty-first century. This collection argues that concerning ourselves with religious rhetorics in general and Christian rhetorics in particular tells us something about rhetoric itself—its boundaries, its characteristics, its functionings. In assembling original research on the intersections of rhetoric and Christianity from prominent and emerging scholars, Mapping Christian Rhetorics seeks to locate religion more centrally within the geography of rhetorical studies in the twenty-first century. It does so by acknowledging work on Christian rhetorics that has been overlooked or ignored; connecting domains of knowledge and research areas pertaining to Christian rhetorics that may remain disconnected or under connected; and charting new avenues of inquiry about Christian rhetorics that might invigorate theory-building, teaching, research, and civic engagement. In dividing the terrain of Christian rhetorics into four categories—theory, education, methodology, and civic engagement—Mapping Christian Rhetorics aims to foster connections among these areas of inquiry and spur future future collaboration between scholars of religious rhetoric in a range of research areas.
Style: An Introduction to History, Theory, Research, and Pedagogy conducts an in-depth investigation into the long and complex evolution of style in the study of rhetoric and writing. The theories, research methods, and pedagogies covered here offer a conception of style as more than decoration or correctness—views that are still prevalent in many college settings as well as in public discourse.