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Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States
Both a historical recovery and a critical rethinking of the functions and practices of textbooks, Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States argues for an alternative understanding of our rhetorical traditions. The authors describe how the pervasive influence of nineteenth-century literacy textbooks demonstrate the early emergence of substantive instruction in reading and writing. Tracing the histories of widespread educational practices, the authors treat the textbooks as an important means of cultural formation that restores a sense of their distinguished and unique contributions.
At the beginning of the nineteenth century, few people in the United States had access to significant school education or to the materials of instruction. By century’s end, education was a mass—though not universal—experience, and literacy textbooks were ubiquitous artifacts, used both in home and in school by a growing number of learners from diverse backgrounds. Many of the books have been forgotten, their contributions slighted or dismissed, or they are remembered through a haze of nostalgia as tokens of an idyllic form of schooling. Archives of Instruction suggests strategies for re-reading the texts and details the watersheds in the genre, providing a new perspective on the material conditions of schooling, book publication, and emerging practices of literacy instruction. The volume includes a substantial bibliography of primary and secondary works related to literacy instruction at all levels of education in the United States during the nineteenth century.
Translation and Text of Peter Ramus's Rhetoricae Distinctiones in Quintilianum
Peter Ramus, a 16th-century Parisian college instructor and one of the most influential and controversial writers of early modern times, published a number of books attacking and attempting to refute foundational texts in philosophy and rhetoric. This volume offers original text and translation of a pivotal work and includes a detailed introduction and bibliography by the editor.
Rhetoric, Theory, and Writing in America
In this book, Jasper Neel’s sure-to-be-controversial resituating of Aristotle centers around three questions that have been constants in his twenty-two years of teaching experience: What does itmean to teach writing? What should one know before teaching writing? And, if there is such a thing as "research in the teaching of writing," what is it?
Believing that all composition teachers are situated politically and socially, both as part of the institution in which they teach and as beings with lived histories, Neel examines his own life and the life of composition studies as a discipline in the context of Aristotle. Neel first situates the Rhetoric as a political document; he then situates the Rhetoric in the Aristotelian system and describes how professional discourse came to know itself through Aristotle’s way of studying the world; finally, he examines the operation of the Rhetoric inside itself before arguing the need to turn to Aristotle’s notion of sophistry as a way of negating his system.
By pointing out the connections among Aristotelian rhetoric, the contemporary university, and the contemporary writing teacher, Neel shows that Aristotle’s frightening social theories are as alive today as are Aristotelian notions of discourse.
Neel explains that by their very nature teachers must speak with a professional voice. It is through showing how to "hear" one’s professional voice that Neel explores the notion of professional discourse that originates with Aristotle. In maintaining that one must pay a high price in order to speak through Aristotle’s theory or to assume the role of "professional," he argues that no neutral ground exists either for pedagogy or for the analysis of pedagogy. Neel concludes this discussion by proposing that Aristotelian sophistry is both an antidote to Aristotelian racism, sexism, and bigotry and a way of allowing Aristotelian categories of discourse to remain useful.
Finally, as an Aristotelian, a teacher, and a writer, Neel responds both to Aristotle and to professionalism by rethinking the influence of the past and reviving the voice of Aristotelian sophistry.
Second Language Acquisition from Research to Praxis
The Art of Teaching Spanish explores in-depth the findings of research in second language acquisition (SLA) and other language-related fields and translates those findings into practical pedagogical tools for currentùand futureùSpanish-language instructors. This volume addresses how theoretical frameworks affect the application of research findings to the teaching of Spanish, how logistical factors affect the way research findings can be applied to teach Spanish, and how findings from Spanish SLA research would be applicable to Spanish second language teaching and represented in Spanish curricula through objectives and goals (as evidenced in pedagogical materials such as textbooks and computer-assisted language learning software). Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, the effects of study abroad and classroom contexts on learning, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, and other pedagogical issues. Other common themes of The Art of Teaching Spanish include the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields.
Self-Censorship from Aristophanes to Hobbes
Throughout Western history, there have been those who felt compelled to share a dissenting opinion on public matters, while still hoping to avoid the social, political, and even criminal consequences for exercising free speech. In this collection of fourteen original essays, editors Han Baltussen and Peter J. Davis trace the roots of censorship far beyond its supposed origins in early modern history.
Beginning with the ancient Greek concept of parrhêsia, and its Roman equivalent libertas, the contributors to The Art of Veiled Speech examine lesser-known texts from historical periods, some famous for setting the benchmark for free speech, such as fifth-century Athens and republican Rome, and others for censorship, such as early imperial and late antique Rome. Medieval attempts to suppress heresy, the Spanish Inquisition, and the writings of Thomas Hobbes during the Reformation are among the examples chosen to illustrate an explicit link of cultural censorship across time, casting new light on a range of issues: Which circumstances and limits on free speech were in play? What did it mean for someone to "speak up" or "speak truth to authority"?
Drawing on poetry, history, drama, and moral and political philosophy the volume demonstrates the many ways that writers over the last 2500 years have used wordplay, innuendo, and other forms of veiled speech to conceal their subversive views, anticipating censorship and making efforts to get around it. The Art of Veiled Speech offers new insights into the ingenious methods of self-censorship to express controversial views, revealing that the human voice cannot be easily silenced.
Contributors: Pauline Allen, Han Baltussen, Megan Cassidy-Welch, Peter J. Davis, Andrew Hartwig, Gesine Manuwald, Bronwen Neil, Lara O'Sullivan, Jon Parkin, John Penwill, François Soyer, Marcus Wilson, Ioannis Ziogas
With the advent of computers and the rise of East Asian economies, the complicated character-based writing systems of East Asia have reached a stage of crisis that may be described as truly millennial in scope and implications. In what is perhaps the most wide-ranging critique of the sinographic script ever written, William C. Hannas assesses the usefulness of Chinese character-based writing in East Asia today.
Beyond the Canon
This book provides crucial reading for students and researchers of world Englishes. It is an insightful and provocative study of the forms and functions of English in Asia, its acculturation and nativization, and the innovative dimensions of Asian creativity.
Vol. 23 (2013) through current issue
"Asian Journal of English Language Teaching" includes articles that integrate theory, research, and pedagogy, and relate to teaching English to Asians at the university level. Book reviews and reports of ongoing projects are also included. It is a member of the Council of the Editors of Learned Journals (CELJ)and is also recognized as an important academic publication by the international organization, Teachers of English to Speakers of Other Languages (TESOL).