{"title":"Lauer Series In Rhetoric And Composition","description":null,"products":[{"product_id":"first-year-composition-book-deborah-coxwell-teague-9781602355187","title":"First-Year Composition","description":"Lauer Series in Rhetoric and Composition Series Editors: Patricia Sullivan, Catherine Hobbs, Thomas Rickert, and Jennifer Bay Responding to a widespread belief that the field of composition studies is less unified than it was in the late twentieth century, editors Deborah Coxwell-Teague and Ronald F. Lunsford ask twelve well-known composition theorists to create detailed syllabi for a first-year composition course and then to explain their theoretical foundations. Each contributor to FIRST-YEAR COMPOSITION: FROM THEORY TO PRACTICE, discusses the major goals and objectives for their course, its major assignments, their use of outside texts, the role of reading and responding to these texts, the nature of classroom discussion, their methods of responding to student writing, and their assessment methods. The contributors to FIRST-YEAR COMPOSITION: FROM THEORY TO PRACTICE include Chris Anson, Suresh Canagarajah, Douglas Hesse, Asao Inoue, Paula Mathieu, Teresa Redd, Alexander Reid, Jody, Shipka, Howard Tinberg, Victor Villanueva, Elizabeth Wardle and Doug Downs, and Kathleen Blake Yancey. Their twelve essays provide a window into these teachers' classrooms that will help readers, teachers, and writing program administrators appreciate the strengths of unity and diversity in rhetoric and composition as a field. The examples will empower new and experienced teachers and administrators. 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Contributors analyze facets of the rhetorics as embedded within the particular cultures of ancient China, Egypt, Mesopotamia, the ancient Near East more generally, Israel, Japan, India, and ancient Ireland. The ten essays examine rhetorics as broadly construed, analyzing texts, addressing silence, as well as considering the placement and use of texts as part of multimedia cultural communication, involving ritual along with oral, visual, sensual, experiential, and architectural elements and performances. CAROL S. LIPSON is Professor of Writing and Rhetoric, and immediate past chair of the Writing Program at Syracuse University. She received her PhD in English at the University of California-Los Angeles, where she began the study of Egyptology. She has published on ancient Egyptian medical rhetoric, on the multimedia nature of ancient Egyptian public texts, and on the central Egyptian value of Maat in relation to the culture's rhetorical principles. With Roberta Binkley, she co-edited RHETORIC BEFORE AND BEYOND THE GREKS (SUNY Press, 2004). ROBERTA BINKLEY received her PhD in rhetoric from the University of Arizona. Subsequently she has taught at the University of Tennessee at Chattanooga and at Arizona State University. Her research has focused on Near Eastern rhetoric in early Mesopotamia, with particular attention to the works of the priestess and poetess Enheduanna. With Carol S. Lipson, she co-edited RHETORIC BEFORE AND BEYOND THE GREKS. CONTRIBUTORS include Roberta Binkley, Richard Johnson-Sheehan, Carol S. Lipson, Yichun Liu, Arabella Lyon, Steven B. Katz, Marie Lee Mifsud, Scott R. Stroud, James W. 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Many of these artifacts, gathered through onsite fieldwork in Greece, are analyzed in this revised and expanded edition of GREK RHETORIC BEFORE ARISTOTLE. This new evidence, along with recent developments in research methods and analysis, reveal clearly that long before Aristotle's Rhetoric, long before rhetoric was even stabilized into formal systems of study in Classical Athens, nascent, pre-disciplinary rhetorics were emerging throughout Greece. These newly acquired resources and research procedures demonstrate that oral and literate rhetoric emerged not only because of intellectual developments and the refinement of technologies that facilitated communication but also because of social, political and cultural forces that nurtured rhetoric's growth and popularity throughout the Hellenic world. GREK RHETORIC BEFORE ARISTOTLE offers insights into the mentalities forming and driving expression, revealing, in turn, a great deal more about the relationship of thought and expression in Antiquity. A more expansive understanding of these pre-disciplinary manifestations of rhetoric, in all of their varied forms, enriches the history and the nature of classical rhetoric as a formalized discipline. RICHARD LEO ENOS is Professor and holder of the Lillian Radford Chair of Rhetoric and Composition at Texas Christian University. His research concentration is in classical rhetoric with an emphasis in the relationship between oral and written discourse. He is past president of the American Society for the History of Rhetoric (1980-1981) and the Rhetoric Society of America (1990-1991). He received the RSA George E. Yoos Award Distinguished Service and was inducted as an RSA Fellow in 2006. He is the founding editor of ADVANCES IN THE HISTORY OF RHETORIC and the editor (with David E. 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A central aim of this provocative book is to accept and reconcile the tension between the Council of Writing Program Administrators' position statement and current institutional practices. Contributors include graduate students full of desire and ambition, untenured faculty who actively pursued administrative appointments (jWPAs) and now reflect on their decisions, and senior administrators whose experience authorizes their arguments for or against jWPA appointments. The collection brings theory to bear on the jWPA situation as the chapters move beyond victim narratives to examine these controversial issues head on. The contributors to UNTENURED FACULTY AS WRITING PROGRAM ADMINISTRATORS are Roxanne Cullen, Debra Frank Dew, Suellynn Duffey, Joseph Eng, Rebecca Taylor Fremo, Richard C. Gebhardt, Brenda M. Helmbrecht, Alice Horning, Connie Kendall, Sandee K. McGlaun, Jackie Grutsch McKinney, Ruth Mirtz, Martha D. Patton, Paul Ranieri, Martha A. Townsend, Jo Ann Vogt, and Edward M. White. DEBRA FRANK DEW is an assistant professor of English and director of the writing program at the University of Colorado at Colorado Springs, where she has directed the program since 2000. ALICE S. HORNING is a professor of rhetoric and linguistics at Oakland University, where she has directed the Rhetoric Program since 1998. 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Instead, the contributors to this collection are distinguished by their insightful interrogation of the discipline's seemingly mundane assumptions, their respect for how local contexts influence reform, and their acknowledgement of the diversity of our (inter)discipline. LAUER SERIES IN RHETORIC AND COMPOSITION Edited by Catherine Hobbs, Patricia Sullivan, Thomas Rickert, and Jennifer Bay LORI OSTERGARD is an assistant professor of writing and rhetoric at Oakland University. Her scholarly interests include the history of composition and writing program administration. JEF LUDWIG is a writing instructor at the University of Denver, specializing in modernist American literature, curricular reform in English Studies, and writing across the curriculum. JIM NUGENT is an assistant professor of writing and rhetoric at Oakland University. 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As a kind of productive knowledge, techne is often defined by its close association with rationality and instrumentality. TECHNE, FROM NEOCLASICISM TO POSTMODERNISM: UNDERSTANDING WRITING AS A USEFUL, TEACHABLE ART is a book about the relationships among the many meanings of this complex term. Kelly Pender tells the story of techne's presence in the development of rhetoric and composition as an academic discipline in the mid-twentieth century, the influence of postmodern theory on that development, and what is often taught or not taught under the rubric of writing in contemporary composition courses. The arguments TECHNE, FROM NEOCLASICISM TO POSTMODERNISM makes about these relationships are deconstructive and seek to challenge some of the field's most firmly entrenched binaries about what writing is and how (or if) it should be taught. To make these arguments, TECHNE, FROM NEOCLASICISM TO POSTMODERNISM uses Samuel Weber's retranslation of the Heideggerian term Ge-stell as a form of emplacement to show how composition theories and pedagogies based on techne work simultaneously to both close down and open up possibilities for experiencing writing as an inherently valuable, nonrational mode of bringing-forth. KELY PENDER holds a PhD in English from Purdue University. She is an assistant professor of English at Virginia Tech, where she teaches courses in professional writing, public discourse, critical theory, and classical rhetoric. She has presented papers at numerous conferences, and her work has appeared in journals such as Postmodern Culture, Composition Studies, and Rhetoric Society Quarterly. 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Essays examine the formation of the vibrant and growing field of feminist rhetoric; feminist historiographic research methods and methodologies; and women's distinct sites, genres, and styles of rhetoric. The book's most innovative and pedagogically useful feature is its presentation of controversies in the form of case studies, each consisting of exchanges between or among scholars about significant questions. These debates have shaped the field's past and continue to influence its present and future directions. The collection provides both students and teachers with an accessible introduction to and comprehensive overview of the intersections of feminisms and rhetorics. In WALKING AND TALKING FEMINIST RHETORICS, Lindal Buchanan and Kathleen J. Ryan have presented the field of feminist rhetorics . . . with an important and timely collection of primary scholarly work, the first collection of late twentieth and twenty-first century published scholarship in this field that they claim is here to stay. Feminist rhetorics, they assert, is 'no longer a promising possibility or a nascent area of study but has, in fact, arrived.' I agree with them, and I applaud their bold yet careful stance in framing this 'walk through' feminist rhetorics. - Kate Ronald, Foreword CONTRIBUTORS include Barbara Biesecker, Patricia Bizzell, Karlyn Kohrs Campbell, Vicki Tolar Collins (Burton), Celeste. M. Condit, Robert Connors, Jane Donawerth, Bonnie J. Dow, Lisa Ede, Jessica Enoch, Sonja K. Foss, Xin Liu Gale, Cheryl Glenn, Cindy. L. Griffin, Susan Jarratt, Nan Johnson, Shirley Wilson Logan, Andrea Lunsford, Carol Mattingly, Roxanne Mountford, Mary Queen, Krista Ratcliffe, Susan Romano, Mary B. Tonn, Hui Wu, and Susan Zaeske. LINDAL BUCHANAN is Assistant Professor of English and Women's Studies at Old Dominion University. KATHLEN J. RYAN is Associate Professor of English and the Director of Composition at the University of Montana. 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In these pages, junior faculty tell their stories of triumph and trauma, while more firmly established composition scholars reflect upon the changing and challenging profession we all share. CONTRIBUTORS Chris Anson, Shane Borrowman, Stuart C. Brown, Nita Danko, Suellynn Duffey, Ernest J. Enchelmayer, Theresa Enos, Megan Fulwiler, Ann E. Green, Jeanne Gunner, Douglas Hesse, Elizabeth Hodges, Lauren Sewell Ingraham, Emily Isaacs, Patti J. Kurtz, Claire C. Lamonica, Camille Langston, Andrea A. Lunsford, Randall McClure, Susan H. McLeod, Richard McNabb, Thomas P. Miller, Cynthia Nearman, Erin O'Neill, Melissa Nicolas, Christine Norris, Chere L. Peguesse, Louise Wetherbee Phelps, E. Shelley Reid, Stephanie Roach, Duane Roen, Shirley K Rose, David Schwalm, Jillian Skeffington, Matt Smith, Martha A. Townsend, John Trimbur, Victor Villanueva, Margaret E. Weaver, Edward M. White, Kathleen Blake Yancey, and Art Young. ABOUT THE EDITORS THERESA ENOS is Professor of English at the University of Arizona, the founder and editor of Rhetoric Review, and a past president of the Council of Writing Program Administrators. She has edited or coedited twelve books, including the Encyclopedia of Rhetoric and Composition and The Writing Program Administrator's Resource: A Guide to Reflective Institutional Practice. SHANE BOROWMAN is Assistant Professor of English at the University of Nevada, Reno, a former writing program administrator, and the author of articles appearing in Rhetoric Review, College English, and WPA: Writing Program Administration. 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Seventy-eight Contributors offer a wide array of evidence and illustrations in an effort to define what mentoring entails, its important benefits and consequences, and its role in creating the future character of the field. Readers will find program descriptions and critiques, testimonials and personal anecdotes, copies of correspondence and e-mail messages, term projects and assignments, accounts of forged friendships and peer relationships (some good, some not-so-good), both new paradigms and familiar constructs for successful mentoring, tales of pregnancy and mothering, chronicles of both administrative nightmares and dream solutions, and inspiring stories revealing the character of those rare individuals who embody the term mentor. LYNE LEWIS GAILET is associate professor of rhetoric and composition at Georgia State University. She is Past-President of the Coalition of Women Scholars in the History of Rhetoric and Composition and Past-Executive Director of the South Atlantic Modern Language Association. Gaillet is the editor of SCOTISH RHETORIC AND ITS INFLUENCES (1998) and author of essays addressing contemporary writing instruction and the history of rhetoric\/writing practices in in JAC, The Journal of Basic Writing, Rhetoric Review, Issues in Writing, Rhetoric Society Quarterly, Composition Studies, Technical Communication Quarterly, The Journal of Teaching Writing, and English Journal. MICHELE F. EBLE is associate professor of English and Director of Undergraduate Studies in the Department of English at East Carolina University. Her work on the influence of technology and rhetorical theory on writing practices and organizational cultures has appeared in Computers and Composition, Technical Communication, and Technical Communication Quarterly. 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Conventional historical accounts characterize Roman rhetoric as an appropriation and modification of Greek rhetoric, particularly the rhetoric that flourished in fifth and fourth centuries BCE Athens. However, the origins, nature and endurance of this Greco-Roman relationship have not been thoroughly explained. ROMAN RHETORIC: REVOLUTION AND THE GREK INFLUENCE reveals that while Romans did benefit from Athenian rhetoric, their own rhetoric was also influenced by later Greek and non-Hellenic cultures, particularly the Etruscan civilization that held hegemony over all of Italy for hundreds of years before Rome came to power. Through the examination of archaeological, epigraphical, historical and literary evidence, ROMAN RHETORIC reveals that the relationship between Greek and Roman rhetoric was dynamic, evolving, and socially interactive. The long history of interaction between Greeks and Romans facilitated a cross-cultural rhetoric that evolved over time and was shaped by social and political forces. These forces often do not appear explicitly in rhetorical theory and practice, but they undeniably influenced classical rhetoric. ROMAN RHETORIC clarifies the relationships between Greek and Roman classical rhetoric by showing the historical forces that shaped their evolution as Romans conquered the Etruscans, as Greeks colonized areas of southern Italy that came to be called Magna Graecia, as Rome changed from Republic to Empire, and as the educational dominance of the Second Sophistic was challenged by efforts to create an emerging Christian rhetoric. RICHARD LEO ENOS is Professor and holder of the Lillian Radford Chair of Rhetoric and Composition at Texas Christian University. His research concentration is in classical rhetoric with an emphasis in the relationship between oral and written discourse. He is past president of the American Society for the History of Rhetoric (1980 1981) and the Rhetoric Society of America (1990 1991). He received the RSA George E. Yoos Award Distinguished Service and was inducted as an RSA Fellow in 2006. He is the founding editor of ADVANCES IN THE HISTORY OF RHETORIC and the editor (with David E. 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In RHETORIC'S EARTHLY REALM: HEIDEGER, SOPHISTRY, AND THE GORGIAN KAIROS, Bernard Alan Miller counters this intellectual legacy with an innovative and thoroughly conceived theory of rhetoric, one concerned with earth in its Heideggerian aspect, complex and multifaceted, at the root of a phenomenology placing the focus on earth as the power of Being itself, whereby it is manifest purely as language. Here, earth means native soil, a place of the rootedness of a people, where the forces of nature and culture are joined in language to constitute a community. In Miller's view, language is not only an ontological process comprising the very dynamic of our being but, more critical to RHETORIC'S EARTHLY REALM, it is a power whose rhetorical dimensions are most clearly apparent in the phenomenon of kairos. The concept of kairos-as espoused by the Sophist Gorgias-has an enigmatic dimension, being an instance of the pre-Socratic mystery and therefore bearing a much more mystical imprint than otherwise sanctioned in theories of rhetoric. It designates a spontaneity in the generation of language that, from the Platonic perspective, has discomforting similarities to processes of psychic intervention and poetic frenzy. Given the perspective of an earthly realm, Miller attempts to retrieve a kairos true to the spirit of Gorgias, one where the pre-Socratic world view remains intact, allowing a more congenial ambiance for reimagining and appreciating Sophistic rhetoric. In RHETORIC'S EARTHLY REALM, the essential ingredients of Sophistic rhetoric are reconfigured or rendered anew, including concepts like doxa, apate, and techne. BERNARD ALAN MILER teaches courses in writing, American Indian literature, and freshman composition at Eastern Michigan University. 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