Reworking English in Rhetoric and Composition
Global Interrogations, Local Interventions
Publication Year: 2014
In Reworking English in Rhetoric and Composition, editors Bruce Horner and Karen Kopelson gather leading scholars and new voices in the field of rhetoric and composition to offer a dynamic new perspective on English as it is used today. This provocative volume explores the myriad ways in which English is constantly redefined, revised, and redirected through specific, located acts of writing, rhetoric, teaching, and learning. Contributors provide insightful contributions to the study of English from both national and international perspectives, revealing the language as a fluid and constantly changing manner of expression that challenges established notions.
In part one, “Reworking Language,” writers call into question the idea of language as a static, stable entity. In part two, “Locations and Migrations: Global/Local Interrogations,” contributors explore the impact of writing and teaching English in both in the United States and abroad, from Arkansas and Oklahoma to China, Jamaica, and Lebanon. Part three, “Pedagogical/Institutional Interventions,” addresses English in institutional settings and the implications for future pedagogical work. Each essay in this revolutionary volume substantiates two key premises for the rethinking of English: first, that languages are susceptible to constant change through the very acts of writing, teaching, and learning, and second, that this reworking occurs as it moves between various temporal and spatial locations.
Throughout the volume, the variety and flexibility of English across the globe are both advocated and revealed, rejecting dominant Anglophone perspectives and instead placing language in cross-cultural contexts. Brimming with informative and thought-provoking insights, Reworking English in Rhetoric and Composition breathes new life into the field and provides direction for scholars and teachers looking to the future of English.
Published by: Southern Illinois University Press
Title Page, Copyright Page, Dedication
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Many of the ideas and insights presented in this volume emerged out of work accomplished at the University of Louisville English department’s 2010 Thomas R. Watson Conference on Rhetoric and Composition, “Working English in Rhetoric and Composition: Global/Local Contexts, Commitments...
Introductions: Reworking English in Rhetoric and Composition—Global Interrogations, Local Interventions
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This collection responds to the field of rhetoric and composition’s growing recognition that “English” can no longer be taken for granted as the assumed linguistic and institutional home territory of its courses, programs, and scholarship, within whose conceptual horizons its work naturally takes...
I. Reworking Language
1. The Being of Language
Marilyn M. Cooper
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In his essay “Definition of Man,” Kenneth Burke claims that animal language is inferior to human language because it lacks a symbolic or referential quality, and thus he distinguishes humans as “symbol-using” animals. He offers an example of a wren whose actions demonstrate how lack of language...
2. Multilinguality is the Mainstream
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Multilinguality is the mainstream. On a global basis, this is a simple statement of fact. Around the world billions of people—from highly educated to illiterate, encompassing rich and poor, men and women and children of every religion and every nation—are users of two or more languages. Most...
3. English Only Through Disavowal: Linguistic Violence in Politics and Pedagogy
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Literacy education in the United States has traditionally served as a means of demarcating, containing, and managing language differences. For the purposes of self-defense and conquest, this system most often presents difference as division to produce the marginal through an investment of...
4. Critical Literacy and Writing and English: Teaching English in a Cross-Cultural Context
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The Question to be addressed is: how can we best make English work effectively and equitably in public deliberations, cultural expressions, and educational practices? To answer the question we need to discuss some important related notions. The first to be looked into is the notion of “critical...
II. Locations and Migrations: Global/Local Interrogations
5. From the Spread of English to the Formation of an Indigenous Rhetoric
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The use of English has spread quite significantly in China in the past few decades, extending its reach and influence in ways that have not been seen or even imagined before. English is almost ubiquitous these days in major cities in China: it can be seen on billboards, on restaurant menus, in banks, and in...
6. The People Who Live Here: Localizing Transrhetorical Texts in Gl/Oklahoma Classrooms
Rachel C. Jackson
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Globalization, through conceived and usually discussed in monumental terms as a universal phenomenon, occurs most intensely at the local level where individuals experience it in their lives. Surely the forward slash (or in some cases a hyphen) in the term “global/local” indicates this relationship...
7. Working English Through Code-Meshing: Implications for Denigrated Language Varieties and Their Users
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As increasing numbers of multilingual students populate and are acknowledged in U.S. classrooms, rhetoric and composition scholars and administrators continue to consider and propose pedagogical approaches and strategies to enable students to engage with their various linguistic...
8. U.S. Translingualism Through A Cross-National and Cross-Linguistic Lens
Nancy Bou Ayash
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Amid the shifting demographics of faculty and student bodies in U.S. college writing programs, the interaction and interpenetration of languages and emergent Englishes is not unusual in written communicative contexts, and multilingualism is gradually becoming what Paul Kei Matsuda describes...
III. Pedagogical/ Institutional Interventions
9. Toward "Transcultural Literacy" at a Liberal Arts College
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At a Spring 2011 faculty workshop on how to help multilingual students at the College of the Holy Cross, I heard a heated argument between two professors who are both native Spanish speakers. One wanted to encourage students who could do so to write their papers in Spanish for her course...
10. Import/Export Work?: Using Cross-Cultural Theories to Rethink Englishes, Identities, and Genres in Writing Centers
Joan Mullin, Carol Peterson Haviland, and Amy Zenger
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For some time now, U.S. writing center communities have been probing ideas of collaboration, of working on the margins or being in the center, of alternative languages and rhetorics, and of their role as change agents. The results of these inquiries have anchored much writing center research and...
11. The Arkansas Delta Oral History Project: Youth Culture, Literacy, and Critical Pedagogy “in Place”
David A. Jolliffe
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American literacy education embodies a paradox: one of the tenets of the new literacy studies is that literacy is “always embedded in social practices, such as those of a particular job market or a particular educational context, and the effects of learning that particular literacy will be...
12. Rethinking Markedness: Grammaticality Judgments of Korean ESL Students’ Writing
Junghyun Hwag and Joel Hardman
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"Junghyun, I think I understand what you try to say but still some of your sentences sound strange, because we, native English speakers, never say it like that.” “Then what should I do with this?” One of the authors of this paper comes from Korea. When she asks her...
13. Relocalized Listening: Responding to All Student Texts from a Translingual Starting Point
Vanessa Kraemer Sohan
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At present, rhetoric and composition scholars are asking how we can respond appropriately to code-meshed texts in the classroom. In their recent opinion piece, Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur propose one possible answer: a translingual approach...
Afterword: On the Politics of Not Paying Attention (and the Resistance of Resistance)
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Like most sports fans, I spend a lot of time yelling at the TV when I am watching games. The other night I was having a particularly violent fit when a sportscaster said that such-and-such a team had been the other team’s “nemis” (nĕmʹĭs), by which I suppose he meant “nemesis,” minus the middle...
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Page Count: 272
Publication Year: 2014