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Challenges of Interpretation
The second volume in the Studies in Interpretation series delves further into the intricacies of sign language interpreting in five distinctive chapters. In the first chapter, Lawrence Forestal investigates the shifting attitudes of Deaf leaders toward sign language interpreters. Forestal notes how older leaders think of interpreters as their friends in exchanges, whereas Deaf individuals who attended mainstream schools possessed different feelings about interpreting. Frank J. Harrington observes in his chapter on British Sign Language-English interpreters in higher education that they cannot be viewed in isolation since all participants and the environment have a real impact on the way events unfold. In Chapter Three, Maree Madden explores the prevalence of chronic occupational physical injury among Australian Sign Language interpreters due to the stress created by constant demand and the lack of recognition of their professional rights. Susan M. Mather assesses and identifies regulators used by teachers and interpreters in mainstreaming classrooms. Her study supports other findings, including the success of ethnographic methods in providing insights into human interaction and intercultural communication within classroom settings. The fifth chapter views how interpreters convey innuendo, a complicated undertaking at best. Author Shaun Tray conducts a thorough examination of innuendo in American Sign Language, then points the way toward future research based upon ethnography, gender, and other key factors.
The audience—the community of readers who will use the texts a writer produces—must be an important influence on the writer for his or her work to be effective.
Robert Brooke and John Hendricks examine the difficult task of teaching "writing for an audience" in a classroom where students know that the teacher, not the addressed audience, assigns the grade.
The authors describe in detail a particular writing class, taught by Brooke and observed by Hendricks, that attempted to teach writing for an audience. By combining the experiences from their study with student reactions to the class, they draw some conclusions about the dynamics of teaching writing and about learning in general.
Growing numbers of scholars, practitioners, politicians, and citizens recognize the value of deliberative civic engagement processes that enable citizens and governments to come together in public spaces and engage in constructive dialogue, informed discussion, and decisive deliberation. This book seeks to fill a gap in empirical studies in deliberative democracy by studying the assembly of the Australian Citizens’ parliament (ACP), which took place in Canberra on February 6–8, 2009. The ACP addressed the question, “How can the Australian political system be strengthened to serve us better?” The ACP’s Canberra assembly is the first large-scale, face-to-face deliberative project to be completely audio-recorded and transcribed, enabling an unprecedented level of qualitative and quantitative assessment of participants’ actual spoken discourse. Each chapter reports on different research questions for different purposes to benefit different audiences. Combined, they exhibit how diverse modes of research focused on a single event can enhance both theoretical and practical knowledge about deliberative democracy,
An Essay for the English Profession on Potentiality and Singularity
The postmodern conviction that meaning is indeterminate and self is an illusion, though fascinating and defensible in theory, leaves a number of scholarly and pedagogical questions unsatisfied. Authoring—the phenomenological act or felt sense of creating a text—is “a remarkably black box,” say Haswell and Haswell, yet it should be one of the central preoccupations of scholars in English studies. Not only can the study of authoring accommodate the “social turn” since postmodernism, they argue, but it accommodates as well conceptions of, and the lived experience of, personal potentiality and singularity.
Without abandoning the value of postmodern perspectives, Haswell and Haswell use their own perspective of authorial potentiality and singularity to reconsider staple English-studies concerns such as gender, evaluation, voice, character, literacy, feminism, self, interpretation, assessment, signature, and taste. The essay is unique as well in the way that its authors embrace often competing realms of English studies, drawing examples and arguments equally from literary and compositionist research.In the process, the Haswells have created a Big Idea book, and a critique of the field. Their point is clear: the singular person/mysterious black box/author merits deeper consideration than we have given it, and the book’s crafted and woven explorations provide the intellectual tools to move beyond both political divisions and theoretical impasses.
Rhetoric and Experience in John Locke's Political Thought
In Authority Figures, Torrey Shanks uncovers the essential but largely unappreciated place of rhetoric in John Locke’s political and philosophical thought. Locke’s well-known hostility to rhetoric has obscured an important debt to figural and inventive language. Here, Shanks traces the close ties between rhetoric and experience as they form the basis for a theory and practice of judgment at the center of Locke’s work. Rhetoric and experience come together, for Locke, to reorient readers’ relation to the past in order to open up alternative political futures. Recognizing this debt sets the stage for a new understanding of the Two Treatises of Government, in which the material and creative force of language is necessary for political critique.
Authority Figures draws together political theory and philosophy, the history of science and of rhetoric, and philosophy of language and literary theory to offer an interpretation of Locke’s political thought that shows the ongoing importance of rhetoric for new modes of critique in the seventeenth century. Locke’s thought offers up insights for rethinking the relationship of rhetoric and experience to political critique, as well as the intersections of language and materialism.
The National Pastime and American Identity During the War on Terror
Baseball has long been considered America’s “national pastime,” touted variously as a healthy diversion, a symbol of national unity, and a model of democratic inclusion. But, according to Michael Butterworth, such favorable rhetoric belies baseball’s complicity in the rhetorical construction of a world defined by good and evil.
Baseball and Rhetorics of Purity is an investigation into the culture and mythology of baseball, a study of its limits and failures, and an invitation to remake the game in a more democratic way. It pays special attention to baseball’s role in the reconstruction of American identity after September 11, 2001. This study is framed by a discussion that links the development of baseball to the discourses of innocence and purity in 19th-century America. From there, it examines ritual performances at baseball games; a traveling museum exhibit sponsored by the National Baseball Hall of Fame and Museum; the recent debate about the use of performance-enhancing drugs; the return of Major League Baseball to Washington, D.C., in 2005; and the advent of the World Baseball Classic in 2006.
Butterworth argues that by promoting myths of citizenship and purity, post-9/11 discourse concerning baseball ironically threatens the health of the democratic system and that baseball cannot be viewed as an innocent diversion or escape. Instead, Butterworth highlights how the game on the field reflects a more complex and diverse worldview, and makes a plea for the game’s recovery, both as a national pastime and as a site for celebrating the best of who we are and who we can be.
Literature, Language, and Aesthetics
Learning a language involves so much more than just rote memorization of rules. Basics of Language for Language Learners systematically explores all the aspects of language central to second language learning: the sounds of language, the different grammatical structures, the social functions of communication, and the psychology of language learning and use. Peter W. Culicover and Elizabeth V. Hume guide the reader through all the nuances that empower a person, regardless of age, to be a much more effective, efficient, and proficient language learner. Unlike books specific to one single language, Basics of Language will help students of all languages. Readers will gain insight into the structure and use of their own language and will therefore see more clearly how the language they are learning differs from their first language. Language instructors will find the approach provocative, and the book will stimulate many new and effective ideas for teaching. Both a textbook and a reference work, Basics of Language will enhance the learning experience for anyone taking a foreign language course as well as the do-it-yourself learner.
A Practical Introduction