Lamos chronicles several decades of debates over high-risk writing programs on the national level, and locally, at the University of Illinois at Urbana-Champaign using critical race theorist Derrick Bell’s concept of “interest convergence.” To Lamos, understanding the past dynamics of convergence and divergence is key to formulating new strategies of local action and “story-changing” that can preserve and expand race-consciousness and high-risk writing instruction, even in adverse political climates.
Recipient of a special commendation from the 2013 (CCCC) Outstanding Book Award selection committee.
In the spring of 1968, the English faculty at the University of Wisconsin-Madison (UW) voted to remedialize the first semester of its required freshman composition course, English 101. The following year, it eliminated outright the second semester course, English 102. For the next quarter-century, UW had no real campus-wide writing requirement, putting it out of step with its peer institutions and preventing it from fully joining the “composition revolution” of the 1970s.
Fleming shows how contributing factors—the growing reliance on TAs; the questioning of traditional curricula by young instructors and their students; the disinterest of faculty in teaching and administering general education courses—were part of a larger shift affecting universities nationally. He also connects the events of this period to the long, embattled history of freshman composition in the United States.
Winner of the 2012 CCCC Outstanding Book AwardWinner of the 2011 MLA Mina P. Shaughnessy Prize
Shipka views composition as an act of communication that can be expressed through any number of media and as a path to meaning-making. Her study offers an in-depth examination of multimodality via the processes, values, structures, and semiotic practices people employ every day to compose and communicate their thoughts. While she views writing as crucial to discourse, she challenges us to always consider the various purposes that writing serves.
This work examines critical intersections of rhetoric and solidarity in order to demonstrate that a rhetorical imperative—an underivable obligation to respond—is the condition for symbolic exchange, and therefore not only for the “art”of rhetoric, but for all determinate relations.
Winner of the 2010 JAC W. Ross Winterowd Award
Wit’s End is an original perspective on women’s use of humor as a performative strategy, seen in works of twentieth-century American literature. Zwagerman argues that women, whose direct, explicit performative speech has been traditionally denied, or not taken seriously, have often turned to humor as a means of communicating with men.
Rhetorica in Motion is the first collected work to investigate feminist rhetorical research methods in both contemporary and historical contexts. The contributors analyze familiar themes, such as archival, literary, and online research, but also looks to other areas of rhetoric, such as disability studies; gerontology/aging studies; Latina/o, queer, and transgender studies; performance studies; and transnational feminisms in both the United States and larger geopolitical spaces.
This book seeks to bring together the disciplines of linguistics, rhetoric, and literary studies through the concept of symmetry (how words mirror thought, society, and our vision of the world).
Honorable Mention, 2009 MLA Mina P. Shaughnessy Award
English has become the language of choice for global economic, political, and cultural exchange. Many developing countries (and, notably, many former Soviet bloc countries) have little choice but to “buy into English” as a path to ideological and material betterment. As Catherine Prendergast reveals, however, investing in English has not always been easy and has often disappointed expectations.
Contests the assumption that vitalism and contemporary rhetoric represent opposing, disconnected poles in the writing tradition. Vitalism has been historically linked to expressivism and dismissed as innate and unteachable, whereas rhetoric is seen as a rational, teachable method for producing argumentative texts. Hawk calls for the reexamination of current pedagogies to incorporate vitalism and complexity theory and argues for their application in the environments where students write and think today.
Winner of the 2007 JAC W. Ross Winterowd Award Honorable Mention, 2007 MLA Mina P. Shaughnessy Prize
Tim Mayers explores the nature of the contemporary English department with the intent of drawing connections between the usually separate fields of creative writing and composition studies.
Scholars of rhetoric, composition, and communications analyze how discourse is used to construct working-class identities. The essays connect working-class identity to issues of race, gender, and sexuality, among others.
Looks at ways to encourage American public discussion of issues that matter to democracy, particularly hoping to find arguments that can reach across the divide between liberalism and Christian fundamentalism in the discussion of civic issues.
Winner of the 2006 JAC Gary A. Olson AwardWinner of the 2008 Rhetoric Society of America Book AwardWinner of the 2008 CCCC Outstanding Book AwardWinner of the 2007 NCTE David H. Russell Award
Sarah Robbins identifies and defines a new genre in American letters—the domestic literacy narrative—and provides a cultural history of its development throughout the nineteenth century.
Winner of an Outstanding Academic Title Award from Choice Magazine (2006).
Crossing Borderlands contains essays examining the intersection between composition and postcolonial studies, two fields that seek to provide power to the words and actions of those who have been marginalized or oppressed.
Mary Soliday reveals that institutions’ needs for remedial writing programs may outweigh students’ needs for those same programs. Uses CCNY’s open admissions policy as an in-depth case study, she questions the belief that language use is key to access to higher education.
Winner of the 2004 CCCC Outstanding Book Award