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Composition and Cornel West Cover

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Composition and Cornel West

Notes toward a Deep Democracy

Keith Gilyard

Composition and Cornel West: Notes toward a Deep Democracy identifies and explains key aspects of the work of Cornel West—the highly regarded scholar of religion, philosophy, and African American studies—as they relate to composition studies, focusing especially on three rhetorical strategies that West suggests we use in our questioning lives as scholars, teachers, students, and citizens.

In this study, author Keith Gilyard examines the strategies of Socratic Commitment (a relentless examination of received wisdom), Prophetic Witness (an abiding concern with justice and the plight of the oppressed), and Tragicomic Hope (a keep-on-pushing sensibility reflective of the African American freedom struggle). Together, these rhetorical strategies comprise an updated form of cultural criticism that West calls prophetic pragmatism.

This volume, which contains the only interview in which Cornel West directly addresses the field of composition, sketches the development of Cornel West’s theories of philosophy, political science, religion, and cultural studies and restates the link between Deweyan notions of critical intelligence and the notion of critical literacy developed by Ann Berthoff, Ira Shor, and Henry Giroux. Gilyard provides examples from the classroom to illustrate the possibilities of Socratic Commitment as part of composition pedagogy, shows the alignment of Prophetic Witness with traditional aims of critical composition, and in his chapter on Tragicomic Hope, addresses African American expressive culture with an emphasis on music and artists such as Curtis Mayfield, Marvin Gaye, Aretha Franklin, and Kanye West.

The first book to comprehensively connect the ideas of one of America's premier scholars of religion, philosophy and African American studies with composition theory and pedagogy, Composition and Cornel West will be valuable to scholars, teachers, and students interested in race, class, critical literacy, and the teaching of writing.

 

 

Composition and the Rhetoric of Science Cover

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Composition and the Rhetoric of Science

Engaging the Dominant Discourse

Michael J. Zerbe

Composition and the Rhetoric of Science: Engaging the Dominant Discourse calls for instructors of first-year writing courses to employ primary scientific discourse in their teaching and for rhetoricians of science to think about teaching scientific discourse as a literacy skill. Author Michael J. Zerbe argues that inclusion of scientific discourse is crucial because of this rhetoric’s status as the dominant discourse in western culture. 
 
The volume draws on Lyotard, Žižek, Foucault, and Althusser to argue that while important theorists such as these have recognized the dominance of scientific discourse, rhetoric and composition has not—to its detriment. The text illustrates that scientific discourse remains a miniscule part of the enterprise of rhetoric and composition and thus the field is not fulfilling its mission of providing students with the writing and reading skills they need to live and work in a science- and technology-dependent society.  
 
Zerbe provides an analysis of science popularizations and demonstrates how these works can be used to contextualize primary scientific research. He also presents three pedagogical scenarios, each built around a carefully chosen, accessible example of scientific discourse, that demonstrate how articles from scientific journals can be used in writing courses.
 
Only by gaining a meaningful fluency in this discourse—one that is not offered by science textbooks—can a more sophisticated scientific literacy be assured. Composition and the Rhetoric of Science effectively explores the relatively limited amount of work done in rhetoric and composition on scientific discourse and questions this state of affairs. Zerbe presents for the first time cultural studies and science literacy as gateways for incorporating scientific discourse into first-year writing courses.

Composition Studies As A Creative Art Cover

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Composition Studies As A Creative Art

Lynn Z. Bloom

Bloom gathers twenty of her most recent essays (some previously unpublished) on critical issues in teaching writing. She addresses matters of philosophy and pedagogy, class and marginality and gender, and textual terror transformed to textual power. Yet the body of her work and this representative collection of it remains centered, coherent, and personal. This work focuses on the creative dynamics that arise from the interrelation of writing, teaching writing, and ways of reading—and the scholarship and administrative issues engendered by it. To regard composition studies as a creative art is to engage in a process of intellectual or aesthetic free play, and then to translate the results of this play into serious work that yet retains the freedom and playfulness of its origins. The book is fueled by a mixture of faith in the fields that compose composition studies, hope that efforts of composition teachers can make a difference, and a sense of community in its broadest meaning. Included are Bloom's well-known essays "Teaching College English as a Woman," "Freshman Composition as a Middle Class Enterprise," and many more recent works, equally provocative and insightful.

Computer-Aided Translation Technology Cover

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Computer-Aided Translation Technology

A Practical Introduction

Lynne Bowker

Lynne Bowker introduces the world of technology to the world of translation in this unique book, the first of its kind. Bowker reveals the role of technology in translation and how to use this ever developing tool.

Connecting Reading & Writing in Second Language Writing Instruction Cover

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Connecting Reading & Writing in Second Language Writing Instruction

Alan R. Hirvela

Academic writing often requires students to incorporate material from outside sources (like statistics, ideas, quotations, paraphrases) into their own written texts-a particular obstacle for students who lack strong reading skills. In Connecting Reading and Writing in Second Language Instruction, Alan Hirvela contends that second language writing students should be considered as readers first and advocates the integration of reading and writing instruction with a survey of theory, research, and pedagogy in the subject area. Although the integrated reading-writing model has gained popularity in recent years, many teachers have little more than an intuitive sense of the connections between these skills. As part of the popular Michigan Series on Teaching Multilingual Writers, Connecting Reading and Writing in Second Language Instruction will provide invaluable background knowledge on this issue to ESL teachers in training, as well as teachers who are already practicing.

The Connectives Cover

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The Connectives

Lloyd Humberstone

A comprehensive investigation of the sentence connectives--and, or, if, not--with special attention to their logical properties.

Contribution de la linguistique à l'enseignement du français Cover

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Contribution de la linguistique à l'enseignement du français

CLEF

Lorsqu'un enfant ne réussit pas bien en français à l’école, la tendance à juger de ses connaissances et de ses compétences en regard du savoir de l’adulte porte les enseignants à le classer systématiquement dans la catégorie des élèves en difficulté. Les apports de la linguistique permettent cependant de considérer les erreurs commises par l’enfant sous un autre angle. En vérité, le code écrit s'éloigne de plus en plus du code oral, et cet écart échappe parfois à l'adulte qui maîtrise parfaitement l'écrit. Si l'enseignant tente de se mettre à la place de l'enfant en apprentissage, certaines de ces erreurs lui sembleront non seulement compréhensibles, mais encore lui révéleront parfois une forme de logique et une réflexion qui ne saurait être ignorées.Cet ouvrage met en pratique les théories linguistiques dans l'objectif d'aider à la compréhension des erreurs des enfants, aussi bien dans leur apprentissage de la langue orale que de la langue écrite, voire du passage de l'une à l'autre. De cette nouvelle approche découleront une conception renouvelée de l'erreur ainsi que des outils plus appropriés pour y remédier.

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Controversies in Second Language Writing

Dilemmas and Decisions in Research and Instruction

Christine Pearson Casanave

Controversies in Second Language Writing is not a how-to book, but one that focuses on how teachers in L2 writing can be helped to make reasoned decisions by understanding some of the key issues and conflicting opinions about L2 writing research and pedagogy. This book will assist teachers in making informed decisions about teaching writing in the ESL classroom. To counteract some of the debates, Casanave explores the different sides of the arguments and provides examples of how other teachers have dealt with these issues. The book presents novice and seasoned teachers with thought-provoking issues and questions to consider when determining and reflecting on their own teaching strategies and criteria. Topics discussed include: contrastive rhetoric, product vs. process, fluency and accuracy, assessment of student work, audience, plagiarism, politics, and ideology.

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Conversational Rhetoric

The Rise and Fall of a Women's Tradition, 1600-1900

Jane Donawerth

Much of the scholarly exchange regarding the history of women in rhetoric has emphasized women’s rhetorical practices. In Conversational Rhetoric: The Rise and Fall of a Women’s Tradition, 1600–1900, Jane Donawerth traces the historical development of rhetorical theory by women for women, studying the moments when women produced theory about the arts of communication in alternative genres—humanist treatises and dialogues, defenses of women’s preaching, conduct books, and elocution handbooks. She examines the relationship between communication and gender and between theory and pedagogy and argues that women constructed a theory of rhetoric based on conversation, not public speaking, as a model for all discourse. 

Donawerth traces the development of women’s rhetorical theory through the voices of English and American women (and one much-translated French woman) over three centuries. She demonstrates how they cultivated theories of rhetoric centered on conversation that faded once women began writing composition textbooks for mixed-gender audiences in the latter part of the nineteenth century. She recovers and elucidates the importance of the theories in dialogues and defenses of women’s education by Bathsua Makin, Mary Astell, and Madeleine de Scudéry; in conduct books by Hannah More, Lydia Sigourney, and Eliza Farrar; in defenses of women’s preaching by Ellen Stewart, Lucretia Mott, Catherine Booth, and Frances Willard; and in elocution handbooks by Anna Morgan, Hallie Quinn Brown, Genevieve Stebbins, and Emily Bishop. In each genre, Donawerth explores facets of women’s rhetorical theory, such as the recognition of the gendered nature of communication in conduct books, the incorporation of the language of women’s rights in the defenses of women’s preaching, and the adaptation of sentimental culture to the cultivation of women’s bodies as tools of communication in elocution books. 

Rather than a linear history, Conversational Rhetoric follows the starts, stops, and starting over in women’s rhetorical theory. It covers a broad range of women’s rhetorical theory in the Anglo-American world and places them in their social, rhetorical, and gendered historical contexts. This study adds women’s rhetorical theory to the rhetorical tradition, advances our understanding of women’s theories and their use of rhetoric, and offers a paradigm for analyzing the differences between men’s and women’s rhetoric from 1600 to 1900.

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