LITMIR.BIZ

Documents how Asian/Asian American teacher-scholars have emerged within and contributed to a number of areas in rhetoric and composition, as well as the National Council of Teachers of English and the Conference on College Composition and Communication in diverse and substantial ways from the 1960s to contemporary times.

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This book explores the relevance of institutional mission to writing program administration and writing center direction. It helps WPAs and writing center directors understand the challenges and opportunities mission can pose to their work. It also examines ways WPAs and writing center directors can work with and against mission statements and legacy practices to do their best work.

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Future Texts: Subversive Performance and Feminist Bodies sketches several possibilities for future texts, those that imagine new pathways through the forms used to express contemporary questions of race, gender, and identity. Future Texts: Subversive Performance and Feminist Bodies’ area of investigation is situated within popular culture, not as a place of critique or celebration, but rather as a contested site that crosses an array of media forms, from music video, to games, to global journalism. While there is an established tradition in feminist writing founded on experimental expression that disrupts patriarchal culture, it has too often failed to consider issues of race and class. This is evident in the dilemma faced by black feminists who, alienated from dominant feminism’s failure to consider their experience, have been forced to choose whether they were black or women first. To push back against such identity splintering, Future Texts: Subversive Performance and Feminist Bodies begins with the politics and aesthetics of Afrofuturism, which sets the stage for the dialogue around contemporary feminism that runs through the collection. With a paradigm of remix as linguistic play and reconfiguration, the chapters confront the question of narrative codes and conventions. These new formats are crucial to rewriting the relationship between hegemonic and resistant texts.

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This collection proposes Florida as a nexus of various contested moments, ideas, concepts, and relations. In the age of networks, it is not enough to only think of computerized, economic, or labor-intensive systems as networks. Florida is both a site of exploration—what does Florida mean – and a model for spatial work in general—how do we trace out the networked connections of a given space? Florida taps into an existing conversation regarding space, and it contributes a new approach by offering up the state as a network of both objective and personal meanings.

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First-Year Composition: From Theory to Practice’s combination of theory and practice provides readers an opportunity to hear twelve of the leading theorists in composition studies answer, in their own voices, the key question of what it is they hope to accomplish in a first-year composition course. In addition, these chapters, and the accompanying syllabi, provide rich insights into the classroom practices of these theorists.

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In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field.

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Fourteen chapters researched and authored by scholars working in nine different countries and regions explore the contexts of foreign language writing pedagogy, the diversity of national and regional approaches, the role of universities, departments, and programs in pedagogy, and the cognitive and classroom dimensions of teaching and learning.

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On the Blunt Edge: Technology in Composition’s History and Pedagogy tells the stories of composition’s techno-history, from the roads of the ancient world, which allowed students to travel to school, to the audio-visual aids that populate the classrooms of the modern world. Computers are only a small part of this discussion, a technological Johnny-come-lately in a long-running pedagogical palaver.

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Nellie Arnott’s Writing on Angola, 1905-1913 recovers and interprets the public texts of a teacher serving at a mission station sponsored by the American Board of Commissioners for Foreign Missions in Portuguese West Africa. Along with a collection of her magazine narratives, mission reports, and correspondence, Nellie Arnott’s Writing on Angola offers a critical analysis of Arnott’s writing about her experiences in Africa, including interactions with local Umbundu Christians, and about her journey home to the U.S., when she spent time promoting the mission movement before marrying and settling in California.

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Ancient Non-Greek Rhetorics contributes to the recovery and understanding of ancient rhetorics in non-Western cultures and other cultures that developed independently of classical Greco-Roman models. 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.

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