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
A critique of current pedagogies that introduces a psychoanalytical approach in teaching composition and rhetoric. Thomas Rickert builds upon the advances of cultural studies and its focus on societal trends and broadens this view by placing attention on the conscious and subconscious thought of the individual.
Winner, 2007 JAC Gary A. Olson Award
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.
The book examines the complex and sophisticated efforts of American Indian writers and orators to constructively engage an often hostile and resistant white audience through language and other symbol systems.
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
Janet Eldred and Peter Mortensen examine the development of women’s writing in the decades between the American Revolution and the Civil War, and how women imagined using their education to further the civic aims of an idealistic new nation.
Available Means offers seventy women rhetoricians—from ancient Greece to the twenty-first century—a room of their own for the first time. Editors Joy Ritchie and Kate Ronald carry on the feminist tradition of recovering a previously unarticulated canon of women’s rhetoric.
Since metaphor, by its very definition, brings two different entities together, James Seitz argues that it is the key to successfully integrating the seemingly different disciplines that make up English studies.
Connors provides a comprehensive history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today’s practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language, and life.
JoAnn Campbell has created the first collection of the major work of innovative thinker and educator Gertrude Buck. Examples of her writings on rhetorical theory, argumentative and expository composition, and other works demonstrate, along with Campbell’s informative introduction, the importance of Buck’s achievements in the male-dominated world of rhetorical composition.
These essays examine how women from the period of ancient Greece all the way through to modern times have appropriated traditional forms of rhetoric and used them in women’s discourse.
This unique collection examines – against a rich historical background – the complex contributions that women have made to composition and rhetoric in American education.
Academic Discourse and Critical Consciousness traces the attempts of one writing teacher to understand theoretically – and to respond pedagogically – to what happens when students from diverse backgrounds learn to use language in college. Critical of even her own previous work, Patricia Bizzell presents a picture of how she has grappled with major issues in composition studies over the past decade and offers suggestions for the development of composition studies as an academic discipline.