Böcker i Studies in Writing and Rhetoric-serien

Argues that an underclass of rural whites is being left out of multicultural conversations. Katherine Kelleher Sohn shares how her own search for identity in the academic world parallels the journeys of eight non-traditional, working-class women. Through interviews and case studies, Sohn illustrates how academic literacy empowers women in their homes, jobs, and communities.

This study of African American students in the composition classroom lays the groundwork for reversing the cycle of underachievement that plagues linguistically diverse students. It approaches the issue of African American Vernacular English in terms of teacher knowledge and prevailing attitudes, and attempts to change pedagogical approaches.

Responding to contemporary discussion about using personal accounts in academic writing, this book draws on classical and current rhetorical theory, feminist theory, and relevant examples from both published writers and first-year writing students to illustrate the advantages of blending experiential and academic perspectives.

Through a blend of personal narrative, cultural and literary analysis, and discussions about teaching, this text shows how people of colour use reading and writing to develop and articulate notions of citizenship. It reveals the tensions that exist between competing beliefs and uses of literacy among dominant American culture and minorities.

Argues that contemporary economic and political challenges make elementary questions about literacy, language, literature, education, and class imperative, and require a clear understanding of the cultural ideals of English studies. This work explores the central role of freshman English and literary studies in the creation of the middle class.

Writer's block is more than a mere matter of discomfort and missed deadlines; sustained experiences of writer's block may influence academic success and career choices. The author delineates many cognitive errors that cause blocking, such as inflexible rules or conflicting planning strategies.

Examines a dynamic approach to teaching composition that reimagines not only the physical space in which writing and learning occurs but also the place occupied by composition in the power structure of universities and colleges. This work provides an alternative approach to traditional basic writing courses.

Identifies the problems inherent in trying to understand rural literacy, addresses the lack of substantive research on literacy in rural areas, and reviews traditional misrepresentations of rural literacy. This volume frames debates over literacy in relation to larger social, political, and economic forces.

Using the rhetorical experiences of students who identify as lesbian, gay, bisexual, and/or transgender, the author proposes a way of thinking about ethos that addresses the challenges of social justice, identity, and transfer issues in the classroom. She challenges writing teachers to consider ethos as a series of identity performances.

Julie Jung augments the understanding and teaching of revision by arguing that the process should entail changing attitudes rather than simply changing texts. Jung analyses feminist texts to identify a revisionary rhetoric that is, at its core, most concerned with creating a space in which to engage productively with issues of difference.

Nick Tingle investigates the psychoanalytic dimensions of composition instruction to illustrate that mastering academic prose requires students to develop psychologically as well as cognitively.

This text is a response to calls to enlarge the purview of literacy to include imagery in its many modalities and various facets. The author asserts that all meaning, linguistic or otherwise, is a result of the transaction between image and word.

Mapping out the relations of literacy and spirituality, Daniell tells the story of a diverse group of women who use reading and writing in order to find spiritual solutions to their problems. The text explores the implications for pedagogy and for empirical research in composition studies.

This work argues for a developmental perspective to counter the fantasy held by many college faculty that students should, or could, be taught to write once so that ever after, they can write effectively on any topic, any place, any time.

This study points out the centrality of rhetoric in the academy, asserting the intimate connection between language and knowledge making. The authors also stress the need for a change in the roles of teachers and students in today's classroom. Their goal is mutuality, a sharing of authority.

Part critique of existing policy and practice, part call-to-action, this work explores the complex linkage between technology and literacy that has come to characterize American culture and its public educational system at the end of the 20th century.

Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States argues for an alternative understanding of rhetorical traditions. The volume includes a bibliography of works related to literacy instruction at all levels of education in the US during the nineteenth century.

'Multiliteracies for a Digital Age' serves as a guide for composition teachers to develop effective, full-scale computer literacy programs that are also professionally responsible by emphasizing different kinds of literacies. Stuart A. Selber also proposes methods for helping students move among these literacies in strategic ways.

This is a history of school-based writing instruction, with the author aiming to demonstrate that writing instruction in 19th-century American schools is more important than previously assumed.