{"title":"Reference Guides To Rhetoric And Composition","description":null,"products":[{"product_id":"community-literacy-and-the-rhetoric-of-local-publics-book-elenore-long-9781602350564","title":"Community Literacy and the Rhetoric of Local Publics","description":"Offering a comparative analysis of community-literacy studies, COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS traces common values in diverse accounts of ordinary people going public. Elenore Long offers a five-point theoretical framework. Used to review major community-literacy projects that have emerged in recent years, this local public framework uncovers profound differences, with significant consequence, within five formative perspectives: 1) the guiding metaphor behind such projects; 2) the context that defines a local public, shaping what is an effective, even possible performance, 3) the tenor and affective register of the discourse; 4) the literate practices that shape the discourse; and, most signficantly, 5) the nature of rhetorical invention or the generative process by which people in these accounts respond to exigencies, such as getting around gatekeepers, affirming identities, and speaking out with others across difference. COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS also examines pedagogies that educators can use to help students to go public in the course of their rhetorical education at college. the concluding chapter adapts local-public literacies to college curricula and examines how these literate moves elicit different kinds of engagement from students and require different kinds of scaffolding from teachers and community educators. A glossary and annotated bibliography provide the basis for further inquiry and research. ABOUT THE AUTHOR After completing a postdoctoral fellowship through Pittsburgh's Community Literacy Center and Carnegie Mellon University, Elenore Long continued to direct community-literacy initiatives with Wayne Peck and Joyce Baskins. With Linda Flower and Lorraine Higgins, she published LEARNING TO RIVAL: A LITERATE PRACTICE FOR INTERCULTURAL INQUIRy. They recently published a fifteen-year retrospective for the COMMUNITY LITERACY JOURNAL. She currently directs the composition program and Writers' Center at Eastern Washington University. ADVANCE PRAISE . . . COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS is the perfect entry to the exuberant practice of literacy in community. It brings contemporary research to life-in people, stories, and purposes. And it documents the amazingly diverse ways ordinary people go public. Moreover, Elenore Long's imaginative theoretical framework lets us understand and critically compare alternative images of local public life-from the literate worlds of church women, writing groups, and street gangs to the performances of community organizing, street theater, and local think tanks. Long's analytical and profoundly rhetorical insight is to compare community literacies in terms of their framing metaphors, privileged practices, and processes of rhetorical invention. And that is perhaps what makes the final chapter such a pedagogical powerhouse-a brilliantly critical and concrete guide to supporting our students and ourselves in local literate action. -Linda Flower, Carnegie Mellon Elenore Long's COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS begins to articulate a history for community literacy studies, and such a history is essential for helping us figure out where we are going with this area of inquiry. Long provides a new set of tools as well, and her local publics framework, in particular, will prove valuable to researchers and teachers alike. -Jeff Grabill","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49650202050833,"sku":"CIN1602350566G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":49876126662929,"sku":"CIN1602350566VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51038252859665,"sku":"NIN9781602350564","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52147904545041,"sku":"NLS9781602350564","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1602350566.jpg?v=1750959002"},{"product_id":"reconnecting-reading-and-writing-book-alice-s-horning-9781602354593","title":"Reconnecting Reading and Writing","description":"REFERENCE GUIDES TO RHETORIC \u0026amp; COMPOSITION, Series Editors, Charles Bazerman, Anis Bawarshi, and Mary Jo Reiff RECONECTING READING AND WRITING explores the ways in which reading can and should have a strong role in the teaching of writing in college. RECONECTING READING AND WRITING draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction. RECONECTING READING AND WRITING also examines research in such areas as basic writing, second language learning, and information literacy to integrate reading in writing classrooms, as well as the impact of the new Common Core State Standards in K-12 schools and the digital revolution in the teaching of reading and writing together. RECONECTING READING AND WRITING also offers practical advice on useful textbooks and appropriate classroom practices and, like other titles in the Reference Guides to Rhetoric and Composition series, includes a glossary, extensive bibliography, and index. Introduced by series editors Charles Bazerman, Mary Jo Reiff, and Anis Bawarshi, RECONECTING READING AND WRITING includes contributions from editors Alice S. Horning and Elizabeth W. Kraemer, Jennifer Coon, Erik D. Drake, Jimmy Fleming, William Grabe, Cynthia R. Haller, Allison L. Harl, David A. Jolliffe, Kathleen Skomski, and Cui Zhang. ALICE S. HORNING is a professor in the Department of Writing and Rhetoric at Oakland University. Her research focuses on the nature of reading and writing and recent changes to literacy resulting from technological developments. Reconnecting Reading and Writing is her second in the Reference Guides series, following REVISION (2006). ELIZABETH W. KRAEMER is Associate Professor and Coordinator of Instruction in Kresge Library at Oakland University. Her articles have appeared in The Journal of Academic Librarianship, College \u0026amp; Research Libraries, The Reference Librarian, College \u0026amp; Undergraduate Libraries, Information Technology and Libraries, and College \u0026amp; Research Libraries News.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49923982229777,"sku":"CIN1602354596G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50604201869585,"sku":"CIN1602354596VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51194180501777,"sku":"NIN9781602354593","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52121009717521,"sku":"NLS9781602354593","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1602354596.jpg?v=1751375616"},{"product_id":"genre-book-anis-s-bawarshi-9781602351707","title":"Genre","description":"GENRE: AN INTRODUCTION TO HISTORY, THEORY, RESEARCH, AND PEDAGOGY provides a critical overview of the rich body of scholarship that has informed a genre turn in Rhetoric and Composition, including a range of interdisciplinary perspectives from rhetorical theory, applied linguistics, sociology, philosophy, cognitive psychology, and literary theory. The book presents an historical overview of genre; describes key issues and theories that have led to the reconceptualization of genre over the last thirty years; examines current research and lines of development in the study of genre; provides examples of various methodologies for conducting genre research; and explores the possibilities and implications for using genre to teach writing at various levels and within different disciplines. While the book examines various traditions that have shaped the field's understanding of and approaches to genre, what connects these various approaches is a commitment to the idea that genres reflect and coordinate social ways of knowing and acting in the world and thus provide valuable means of researching how texts function in various contexts and teaching students how to act meaningfully in multiple contexts. REFERENCE GUIDES TO RHETORIC AND COMPOSITION SERIES EDITOR, CHARLES BAZERMAN ABOUT THE AUTHORS ANIS BAWARSHI is Associate professor of English and Director of the Expository Writing Program at the University of Washington and author of Genre and the Invention of the Writer: Reconsidering the Place of Invention in Composition (2003); Scenes of Writing: Strategies for Composing with Genres (2004; with Amy Devitt and Mary Jo Reiff); A Closer Look: A Writer's Reader (2003; with Sidney I. Dobrin). MARY JO REIF is Associate Professor of English at the University of Tennessee-Knoxville and author of Approaches to Audience: An Overview of the Major Perspectives (2004), co-author (with Amy Devitt and Anis Bawarshi) of Scenes of Writing: Strategies for Composing with Genres (2004), and co-editor (with Kirsten Benson) of Rhetoric of Inquiry (2009).","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50259292225809,"sku":"CIN1602351708G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50394756251921,"sku":"CIN1602351708VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51038721573137,"sku":"NIN9781602351707","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52478675222801,"sku":"NLS9781602351707","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1602351708.jpg?v=1751277532"},{"product_id":"invention-in-rhetoric-and-composition-book-janice-m-lauer-9781932559064","title":"Invention in Rhetoric and Composition","description":"Invention in Rhetoric and Composition examines issues that have surrounded historical and contemporary theories and pedagogies of rhetorical invention, citing a wide array of positions on these issues in both primary rhetorical texts and secondary interpretations. It presents theoretical disagreements over the nature, purpose, and epistemology of invention and pedagogical debates over such issues as the relative importance of art, talent, imitation, and practice in teaching discourse. After a discussion of treatments of invention from the Sophists to the nineteenth century, Invention in Rhetoric and Composition introduces a range of early twentieth-century multidisciplinary theories and calls for invention's awakening in the field of English studies. It then showcases inventional theories and pedagogies that have emerged in the field of Rhetoric and Composition over the last four decades, including the ensuing research, critiques, and implementations of this inventional work. As a reference guide, the text offers a glossary of terms, an annotated bibliography of selected texts, and an extensive bibliography. Janice M. Lauer is Professor of English, Emerita at Purdue University, where she was the Reece McGee Distinguished Professor of English. In 1998, she received the College Composition and Communication Conference's Exemplar Award. Her publications include Four Worlds of Writing: Inquiry and Action in Context, Composition Research: Empirical Designs, and New Perspectives on Rhetorical Invention, as well as essays on rhetorical invention, disciplinarity, writing as inquiry, composition pedagogy, historical rhetoric, and empirical research.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50393801589009,"sku":"CIN193255906XG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51052991119633,"sku":"NIN9781932559064","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52139158307089,"sku":"NLS9781932559064","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/193255906X.jpg?v=1751413755"},{"product_id":"reference-guide-to-writing-across-the-curriculum-book-charles-bazerman-9781932559422","title":"Reference Guide to Writing Across the Curriculum","description":"Reference Guide to Writing Across the Curriculum traces the Writing Across the Curriculum movement from its origins in British secondary education through its flourishing in American higher education and extension to American primary and secondary education. The authors follow their historical review of the literature by a review of research into primary, secondary, and higher education WAC teaching and learning. Subsequent chapters examine the relations of WAC to Writing to Learn theory, research, and pedagogy, as well as its interactions with the Rhetoric of Science and Writing in the Disciplines movements. Current issues of theory and practice are followed by a presentation of best practices in program design, assessment, and classroom practices. An extensive bibliography and suggestions for further reading round out this comprehensive guide to Writing Across the Curriculum.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50402047525137,"sku":"CIN1932559426G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51053018579217,"sku":"NIN9781932559422","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52336588751121,"sku":"NLS9781932559422","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1932559426.jpg?v=1750965158"},{"product_id":"argument-in-composition-book-associate-john-ramage-9781602351097","title":"Argument in Composition","description":"ARGUMENT IN COMPOSITION provides access to a wide range of resources that bear on the teaching of writing and argument. The ideas of major theorists of classical and contemporary rhetoric and argument-from Aristotle to Burke, Toulmin, and Perelman-are explained and elaborated, especially as they inform pedagogies of argumentation and composition. John Ramage, Micheal Callaway, Jennifer Clary-Lemon, and Zachary Waggoner present methods of teaching informal fallacies and analyzing propaganda, while also providing a rationale for preferring an argument approach over other available approaches to the teaching of writing. The authors also identify the role of argument in pedagogies that are not overtly called argument, including pedagogies that foreground feminism, liberation, critical cultural studies, writing across the curriculum, genre, service learning, technology, and visual rhetoric. The lists of further reading and the annotated bibliography provide opportunities for learning more about the approaches presented in this indispensable guide. JOHN RAMAGE is Emeritus Professor at Arizona State University and the author of numerous books, including Rhetoric: A User's Guide (2005) and (with John Bean and June Johnson) Writing Arguments. MICHEAL CALAWAY is Residential Faculty at Mesa Community College in Mesa, Arizona, where he focuses on teaching and developing curriculum for developmental writing courses. ZACHARY WAGONER teaches courses in rhetoric, composition, videogame theory, and new teaching assistant education at Arizona State University. He is the author of My Avatar, My Self: Identity in Video Role-Playing Games (McFarland, 2009). JENIFER CLARY-LEMON is Assistant Professor of Rhetoric at the University of Winnipeg. She is co-editor, with Peter Vandenberg and Sue Hum, of Relations, Locations, Positions: Composition Theory for Writing Teachers (NCTE, 2006) and has published work in Composition Studies, American Review of Canadian Studies, and (with Maureen Daly Goggin and Duane Roen) the Handbook of Research on Writing. 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Starting with its overview of conventional definitons and misconceptions about revision, whether surface or deep, REVISION then offers both theoretical and practical strategies designed to facilitate post-secondary writing instruction. The twelve contributors examine recent cognitive writing models and the roles of long- and short-term memory in the writing process, demonstrating theoretically why revision is difficult for novices. REVISION pays close attention to the meaning and function of revision for various writers, from basic to professional, creative, and second language writers. REVISION concludes with a detailed presentation of practical pedagogical strategies for teaching revision, with emphasis on revision in textbooks, technology-rich contexts, and peer review. Authors include Anne Becker, Cathleen Breidenbach, David Stephen Calonne, Douglas Eyman, Catherine Haar, Alice Horning, Kasia Kietlinska, Robert Lamphear, Cathy McQueen, Colleen Reilly, Jeanie Robertson, and Carol Trupiano. ANE BECKER is a special instructor and the coordinator for journalism and communication internships at Oakland University. ALICE HORNING directs the Rhetoric Program at Oakland University and is a professor of Rhetoric and Linguistics. She has published several books on the nature of texts and human literacy, including, most recently, REVISION REVISITED (Hampton, 2002). 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WRITING PROGRAM ADMINISTRATION also provides the first comprehensive history of writing program administration in U.S. higher education. WRITING PROGRAM ADMINISTRATION includes a helpful glossary of terms and an annotated bibliography for further reading. Written by a WPA who has also served in other administrative positions (department chair and associate dean), the book takes a broad perspective on the work of the WPA. It is an indispensable guide for experienced and new writing program administrators alike. Students new to the study of writing program administration will find it to be their essential guide to its history and to their own professionalization. ABOUT THE AUTHOR Susan H. McLeod is Professor of Writing and Director of the Writing Program at the University of California, Santa Barbara. She has published widely on writing across the curriculum and composition. 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GEORGE OTE and REBECA WILIAMS MLYNARCZYK balance fidelity to the past with present relevance, local concerns with (presumptively) global knowledge, personal judgment with (apparent) objectivity. BASIC WRITING circles back on the same general story, looking for different themes or seeing the same themes from different perspectives. What emerges is a gestalt of Basic Writing that will give readers interested in its history, self-definition, pedagogy, or research a sense of the important trends and patterns. Otte and Mlynarczyk make research trajectories clear without oversimplifying them or denying the undeniable blurring, dissensus, and differential development that characterizes the field. GEORGE OTE is a member of the doctoral faculty at the CUNY Graduate Center in the PhD Programs in English, Urban Education, and Interactive Technology and Pedagogy. He served as coeditor of the JOURNAL OF BASIC WRITING from 1996 to 2002. He is the coauthor with Nondita Mason of WRITERS' ROLES: ENACTMENTS OF THE PROCES (Harcourt, 1994) and, with Linda Palumbo, of CASTS OF THOUGHT: WRITING IN AND AGAINST TRADITION (Macmillan, 1990). REBECA WILIAMS MLYNARCZYK has taught basic writing at the City University of New York since 1974. She is currently professor of English at the CUNY Graduate Center and Kingsborough Community College, where she codirects the ESL program. She is the author of CONVERSATIONS OF THE MIND: THE USES OF JOURNAL WRITING FOR SECOND-LANGUAGE LEARNERS (Erlbaum) and the coauthor, with Steven Haber, of IN OUR OWN WORDS: STUDENT WRITERS AT WORK (Cambridge). 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