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Author: Stephanie L. Kerschbaum
Publisher: Studies in Writing and Rhetori
ISBN: 9780814154953
Category : Education
Languages : en
Pages : 0
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Book Description
Kerschbaum provides a detailed analysis of diversity rhetoric and the ways institutions of higher education market diversity in and through student bodies. Unlike much current writing studies research, Toward a New Rhetoric of Difference addresses conversations about diversity in higher education, institutional racism, and the teaching of writing by taking a microinteractional look at the ways people define themselves and are defined by others within institutional contexts. Focusing on four specific peer review moments in a writing classroom, Stephanie L. Kerschbaum reveals the ways in which students mark themselves and others, as well as how these practices of marking are contextualized within writing programs and the broader institution. Kerschbaum's unique approach provides a detailed analysis of diversity rhetoric and the ways institutions of higher education market diversity in and through student bodies, as well as sociolinguistic analyses of classroom discourse that are coordinated with students' writing and the moves they make around that writing. Each of these analyses is grounded in an approach to difference that understands it to be dynamic, relational, and emergent-in-interaction, a theory developed out of Bakhtin's ethical scholarship, the author's lived experience of deafness, and close attention to students' interactions with one another in the writing classroom. Toward a New Rhetoric of Difference enriches the teaching of writing by challenging forms of institutional racism, enabling teachers to critically examine their own positioning and positionality vis-à-vis their students, and highlighting the ways that differences motivate rich relationship building within the classroom.
Author: Stephanie L. Kerschbaum
Publisher: Studies in Writing and Rhetori
ISBN: 9780814154953
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
Kerschbaum provides a detailed analysis of diversity rhetoric and the ways institutions of higher education market diversity in and through student bodies. Unlike much current writing studies research, Toward a New Rhetoric of Difference addresses conversations about diversity in higher education, institutional racism, and the teaching of writing by taking a microinteractional look at the ways people define themselves and are defined by others within institutional contexts. Focusing on four specific peer review moments in a writing classroom, Stephanie L. Kerschbaum reveals the ways in which students mark themselves and others, as well as how these practices of marking are contextualized within writing programs and the broader institution. Kerschbaum's unique approach provides a detailed analysis of diversity rhetoric and the ways institutions of higher education market diversity in and through student bodies, as well as sociolinguistic analyses of classroom discourse that are coordinated with students' writing and the moves they make around that writing. Each of these analyses is grounded in an approach to difference that understands it to be dynamic, relational, and emergent-in-interaction, a theory developed out of Bakhtin's ethical scholarship, the author's lived experience of deafness, and close attention to students' interactions with one another in the writing classroom. Toward a New Rhetoric of Difference enriches the teaching of writing by challenging forms of institutional racism, enabling teachers to critically examine their own positioning and positionality vis-à-vis their students, and highlighting the ways that differences motivate rich relationship building within the classroom.
Author: Brian Ray
Publisher: Parlor Press LLC
ISBN: 1602356149
Category : Literary Criticism
Languages : en
Pages : 278
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Book Description
Style: An Introduction to History, Theory, Research, and Pedagogy conducts an in-depth investigation into the long and complex evolution of style in the study of rhetoric and writing. The theories, research methods, and pedagogies covered here offer a conception of style as more than decoration or correctness—views that are still prevalent in many college settings as well as in public discourse.
Author: Bruce Horner
Publisher: University Press of Colorado
ISBN: 1607326205
Category : Language Arts & Disciplines
Languages : en
Pages : 225
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Book Description
Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings. Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection. Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy
Author: Linda Adler-Kassner
Publisher: University Press of Colorado
ISBN: 1607329328
Category : Language Arts & Disciplines
Languages : en
Pages : 355
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Book Description
Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing. Part 1 raises questions about the ideologies of consensus that are associated with naming threshold concepts of a discipline. Contributions challenge the idea of consensus and seek to expand both the threshold concepts framework and the concepts themselves. Part 2 focuses on threshold concepts in action and practice, demonstrating the innovative ways threshold concepts and a threshold concepts framework have been used in writing courses and programs. Part 3 shows how a threshold concepts framework can help us engage in conversations beyond writing studies. (Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies. It will be of great interest to scholars and graduate students in writing studies, especially those who have previously engaged with Naming What We Know. Contributors: Marianne Ahokas, Jonathan Alexander, Chris M. Anson, Ian G. Anson, Sarah Ben-Zvi, Jami Blaauw-Hara, Mark Blaauw-Hara, Maggie Black, Dominic Borowiak, Chris Castillo, Chen Chen, Sandra Descourtis, Norbert Elliot, Heidi Estrem, Alison Farrell, Matthew Fogarty, Joanne Baird Giordano, James Hammond, Holly Hassel, Lauren Heap, Jennifer Heinert, Doug Hesse, Jonathan Isaac, Katie Kalish, Páraic Kerrigan, Ann Meejung Kim, Kassia Krzus-Shaw, Saul Lopez, Jennifer Helane Maher, Aishah Mahmood, Aimee Mapes, Kerry Marsden, Susan Miller-Cochran, Deborah Mutnick, Rebecca Nowacek, Sarah O’Brien, Ọlá Ọládipọ̀, Peggy O’Neill, Cassandra Phillips, Mya Poe, Patricia Ratanapraphart, Jacqueline Rhodes, Samitha Senanayake, Susan E. Shadle, Dawn Shepherd, Katherine Stein, Patrick Sullivan, Brenna Swift, Carrie Strand Tebeau, Matt Thul, Nikhil Tiwari, Lisa Tremain, Lisa Velarde, Kate Vieira, Gordon Blaine West, Anne-Marie Womack, Kathleen Blake Yancey, Xiaopei Yang, Madylan Yarc
Author: Bradford Vivian
Publisher: Penn State Press
ISBN: 0271075007
Category : Language Arts & Disciplines
Languages : en
Pages : 224
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Book Description
Forgetting is usually juxtaposed with memory as its opposite in a negative way: it is seen as the loss of the ability to remember, or, ironically, as the inevitable process of distortion or dissolution that accompanies attempts to commemorate the past. The civic emphasis on the crucial importance of preserving lessons from the past to prevent us from repeating mistakes that led to violence and injustice, invoked most poignantly in the call of “Never again” from Holocaust survivors, tends to promote a view of forgetting as verging on sin or irresponsibility. In this book, Bradford Vivian hopes to put a much more positive spin on forgetting by elucidating its constitutive role in the formation and transformation of public memory. Using examples ranging from classical rhetoric to contemporary crises like 9/11, Public Forgetting demonstrates how, contrary to conventional wisdom, communities may adopt idioms of forgetting in order to create new and beneficial standards of public judgment concerning the lessons and responsibilities of their shared past.
Author: Cynthia Lewiecki-Wilson
Publisher: Bedford/St. Martin's
ISBN: 9780312447250
Category : Language Arts & Disciplines
Languages : en
Pages : 320
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Book Description
Disability and the Teaching of Writing brings together both ground-breaking new work and important foundational texts at the intersection of disability and composition studies. With practical suggestions for applying concepts to the classroom, this sourcebook helps instructors understand the issues involved in not only teaching students with disabilities but in teaching with and about disability as well.
Author: Stephanie L. Kerschbaum
Publisher: University of Michigan Press
ISBN: 0472123394
Category : Social Science
Languages : en
Pages : 401
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Book Description
Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies.
Author: Gary A. Olson
Publisher: SUNY Press
ISBN: 9780791441732
Category : Social Science
Languages : en
Pages : 284
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Book Description
Six internationally renowned intellectuals are brought together in a cross-disciplinary dialogue that addresses rhetoric, writing, race, feminist theory, cultural studies, and postcolonial theory.
Author: Frans H. van Eemeren
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110846098
Category : Language Arts & Disciplines
Languages : en
Pages : 344
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Book Description
No detailed description available for "Handbook of Argumentation Theory".
Author: Matthew Boedy
Publisher: Rowman & Littlefield
ISBN: 1498578446
Category : Language Arts & Disciplines
Languages : en
Pages : 115
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Book Description
Rhetoric and the Responsibility to and for Language: Speaking of Evil relocates the “problem of evil”— the question of why God would allow for the existence of evil—and surveys it as a rhetorical problem. It raises this question: if we speak evil, how shall we speak of evil? When we communicate, we are naming, and evil as the corruption of language plays a central role in that naming. Evil freezes our words, convinces us we have the sole right to their definitions, and generally stifles the dynamic gift of language. By looking at how people in different eras and situations have named evil, this book suggests how we can better take responsibility for our words and why we owe a responsibility to language as our ethical stance toward evil.
