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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.
Romantic letters are central to understanding same-sex romantic relationships from the past, with debates about so-called romantic friendship turning on conflicting interpretations of letters. Too often, however, these letters are treated simply as unstudied expressions of heartfelt feeling. In Queering Romantic Engagement in the Postal Age: A Rhetorical Education, Pamela VanHaitsma nuances such approaches to reading letters, showing how the genre should be understood instead as a learned form of epistolary rhetoric. Through archival study of instruction in the romantic letter genre, VanHaitsma challenges the normative scholarly focus on rhetorical education as preparing citizen subjects for civic engagement. She theorizes a new concept of rhetorical education for romantic engagement—defined as instruction in language practices for composing romantic relations—to prompt histories that account for the significant yet unrealized role that rhetorical training plays in inventing both civic and romantic life. VanHaitsma's history of epistolary instruction in the nineteenth-century United States is grounded in examining popular manuals that taught the romantic letter genre; romantic correspondence of Addie Brown and Rebecca Primus, both freeborn African American women; and multigenre epistolary rhetoric by Yale student Albert Dodd. These case studies span rhetors who are diverse by gender, race, class, and educational background but who all developed creative ways of queering cultural norms and generic conventions in developing their same-sex romantic relationships. Ultimately, Queering Romantic Engagement in the Postal Age argues that such rhetorical training shaped citizens as romantic subjects in predictably heteronormative ways and simultaneously opened up possibilities for their queer rhetorical practices.
How did people learn to write letters in the eighteenth century? Among other books, letter-writing manuals provided a possible solution. Although more than 160 editions can be traced for the eighteenth century, most manuals were largely intended for men. As a consequence, when The Ladies Complete Letter-Writer was released in London in 1763, it was the first manual to be exclusively destined for women in eighteenth-century Britain. Even though it was published anonymously, several elements tend to show that it must have been edited by Edward Kimber. It was reprinted in Dublin in 1763 and in London in 1765 and largely circulated. The reasons for its success may have come from its concern in epistolary rhetoric, its original organisation, or the entertainment provided by examples coming from different sources, among which letters by Eliza Haywood, Samuel Richardson, Mary Collier, or the Marquise de Lambert. It also provided women with a variety of subjects which were supposed to be part of their sphere of interest, and others which were not, thus questioning a number of pre-conceived ideas on women and their way of writing with or without propriety. Unedited since 1765, the manual is now presented with introduction, notes and two indices focusing on the issues of sources, society and epistolary writing.
Volumes in Writing Spaces: Readings on Writing offer multiple perspectives on a wide-range of topics about writing, much like the model made famous by Wendy Bishop’s “The Subject Is . . .” series. 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 developing nearly every aspect of craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level. Topics in Volume 1 of the series include academic writing, how to interpret writing assignments, motives for writing, rhetorical analysis, revision, invention, writing centers, argumentation, narrative, reflective writing, Wikipedia, patchwriting, collaboration, and genres.
This book explores the history and practice of testimonial advertising in the United States from the mid-nineteenth century to the present day, addressing a surprising lack of scholarship on this enduring and pervasive marketing tool. Treating consumers as neither the victims nor the empowered foes of corporate practices, the authors gathered here contribute to new scholarship at the intersection of cultural and business history by examining how testimonials mediate negotiations between producers and consumers and shape modern cultural attitudes about social identity, advice, community, celebrity, and the consumption of brand-name goods and services.