University Ink - A Showcase of UofL Authorship: English

Racing Translingualism provides both theoretical and pedagogical reconsiderations of the translingual approach to language diversity by addressing the intersections of race and translingualism.   This collection extends the disciplinary conversations about translingualism by foregrounding the role race and racism play in the construction and maintenance of language differences. In doing so, the contributors examine the co-naturalization of race and language in order to theorize a race-conscious translingual praxis. The book begins by offering generative critiques of translingualism, centering on the ways in which the approach's democratic orientation to language avoids issues of race, language, and power and appeals to colorblind racist tropes of equal opportunity. Following these critiques, contributors demonstrate the important intersections of race and translingualism by drawing upon voices typically marginalized by monolingual language ideologies and pedagogies. Finally, Racing Translingualism concludes by attending to the pedagogical implications of a race-conscious translingual praxis in writing and literacy education.   Making the case for race-conscious, rather than colorblind, theories and pedagogies, Racing Translingualism offers a unique take on how translingualism is theorized and practiced and moves the field forward through its direct consideration of the links between language, race, and racism.   Contributors: Lindsey Albracht, Steven Alvarez, Bethany Davila, Tom Do, Jaclyn Hilberg, Bruce Horner, Aja Martinez, Esther Milu, Stephanie Mosher, Yasmine Romero, Karen Rowan, Rachael Shapiro, Shawanda Stewart, Brian Stone, Victor Villanueva, Missy Watson  

A career-spanning collection of essays from a leading scholar of avant-garde poetry Writing into the Future: New American Poetries from "The Dial" to the Digital collects Alan Golding's essays on the futures (past and present) of poetry and poetics. Throughout the 13 essays gathered in this collection, Golding skillfully joins literary critique with a concern for history and a sociological inquiry into the creation of poetry. In Golding's view, these are not disparate or even entirely distinct critical tasks. He is able to fruitfully interrogate canons and traditions, both on the page and in the politics of text, culture, and institution. A central thread running through the chapters is a longstanding interest in how various versions of the "new" have been constructed, received, extended, recycled, resisted, and reanimated in American poetry since modernism. To chart the new, Golding contends with both the production and the reception of poetry, in addition to analyzing the poems themselves. In a generally chronological order, Golding reconsiders the meaning for contemporary poets of high modernists like Ezra Pound and William Carlos Williams, as well as the influential poetry venues The Dial and The Little Review, where less prominent but still vital poets contested what should come "next." Subsequent essays track that contestation through The New American Poetry and later anthologies. Mid-century major figures like Robert Creeley and George Oppen are discussed in their shared concern for the serial poem. Golding's essays bring us all the way back to the present of the poetic future, with writing on active poets like Rachel Blau DuPlessis, Susan Howe, and Bruce Andrews and on the anticipation of digital poetics in the material texts of Language writing. Golding charts the work of defining poetry's future and how we rewrite the past for an unfolding present.  

This book brings together top scholars on different sides of the important scholarly debate between the translingual movement and the field of second language writing. Drawing on a wide range of perspectives, this volume examines the differences in theory and practice with the hope of promoting reconciliation between the two schools of thought. Chapters address the tensions in the relationship between translingualism and second language writing and explore programs, pedagogies and research that highlight commonalities between the two camps.

Developed from presentations at the 2018 International WAC conference, this collection documents a key moment in the history of WAC, foregrounding connection and diversity as keys to the sustainability of the WAC movement in the face of new and long-standing challenges. Contributors reflect on the history and ongoing evolution of WAC, honoring grassroots efforts while establishing a more unified structure of collaborative leadership and mentorship.

In this compelling collection of essays contributors critically examine Creative Writing in American Higher Education. Considering Creative Writing teaching, learning and knowledge, the book recognizes historical strengths and weaknesses. The authors cover topics that explore the possibilities for the future of Creative Writing as an academic subject in America.

In this book, Bronwyn T. Williams explores how perceptions of agency--whether a person perceives and feels able to read and write successfully in a given context--are critical in terms of how people perform their literate identities. Drawing on interviews and observations with students in several countries, he examines the intersections of the social and the personal in relation to how and, crucially, why people engage successfully or struggle painfully in literacy practices and what factors and forces they regard as enabling or constraining their actions.

Translingualism 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.

Economies of Writing advances scholarship on political economies of writing and writing instruction, considering them in terms of course subject, pedagogy, technology, and social practice. Taking the "economic" as a necessary point of departure and contention for the field, the collection insists that writing concerns are inevitably participants in political markets in their consideration of forms of valuation, production, and circulation of knowledge with labor and with capital.

Rewriting Composition shows how dominant inflections of key terms in composition-language, labor, value/evaluation, discipline, and composition itself-reinforce composition's low institutional status and the poor working conditions of many of its instructors and tutors. Horner demonstrates ways to challenge debilitating definitions of these terms and to rework them and their relations to one another in constructive ways. Each chapter of Rewriting Composition focuses on one key term, discussing how limitations set by dominant definitions shape and direct what compositionists do and how they think about their work.

In Reworking English in Rhetoric and Composition, editors Bruce Horner and Karen Kopelson gather leading scholars and new voices in the field of rhetoric and composition to offer a dynamic new perspective on English as it is used today. This provocative volume explores the myriad ways in which English is constantly redefined, revised, and redirected through specific, located acts of writing, rhetoric, teaching, and learning.

An essential reference for students and scholars exploring the methods and methodologies of writing research. What does it mean to research writing today? What are the practical and theoretical issues researchers face when approaching writing as they do? What are the gains or limitations of applying particular methods, and what might researchers be overlooking? These questions and more are answered by the writing research field's leading scholars in Writing Studies Research in Practice: Methods and Methodologies.

This colletion of fifteen essays explores the rhetorical, espistemologicaql, and experiential dimensions of narrative, particularly as it relates to teaching, scholarship, and research in rhetoric and compositon. Its three sections focus on how narrative shapes our understanding of rhetoric, race and identity, knowlede. Central to its focus is the constitutive and constructive quality of narrative; how it works to define and determine who we are as individuals, groups, and nations.

Design Literacies: Learning and Innovation in the Digital Age explores new ways of meaning making by examining the practices, stories, and products of new and digital media producers with the goal of understanding the logic of marketplace production. Based on interviews with thirty new media and digital technology producers, including designers of video games, community activists and marketers of digital technologies, Design Literacies looks at the shared patterns and common themes and offers a window into contemporary out-of-school practices.

Cross-Language Relations in Composition brings together the foremost scholars in the fields of composition, second language writing, education, and literacy studies to address the limitations of the tacit English-only policy prevalent in composition pedagogy and research and to suggest changes for the benefit of writing students and instructors throughout the United States.

KEY BENEFITS: Comp Tales is an engaging collection of the stories that college writing teachers tell and retell in the classroom, in the hallway, over the tutor's table, in committee rooms, on street corners, over the kitchen table. KEY TOPICS: The book also contains reflections about the tales written by the storytellers, as well as serious discussion about the role of story-telling in composition by the editors.  MARKET: This book is a unique, compelling introduction to composition for new teachers.

How do definitions of literacy in the academy, and the pedagogies that reinforce such definitions, influence and shape our identities as teachers, scholars, and students? The contributors gathered here reflect on those moments when the dominant cultural and institutional definitions of our identities conflict with our other identities, shaped by class, race, gender, sexual orientation, location, or other cultural factors. These writers explore the struggle, identify the sources of conflict, and discuss how they respond personally to such tensions in their scholarship, teaching, and administration.

This book examines the powerful role of popular culture in the daily online literacy practices of young people. Whether as subject matter, discourse, or through rhetorical patterns, popular culture dominates both the form and the content of online reading and writing. In order to understand not only how but why online technologies have changed literacy and popular culture practices, this book looks at online participatory popular culture from MySpace and Facebook pages to fan forums to fan fiction. Interviews and observations reveal the skills and practices students develop, as they write across pop culture genres and media.

Movies are filled with scenes of people of all ages, sexes, races, and social classes reading and writing in widely varied contexts and purposes. Yet these scenes go largely unnoticed, despite the fact that these images recreate and reinforce pervasive concepts and perceptions of literacy. This book addresses how everyday literacy practices are represented in popular culture, specifically in mainstream, widely-distributed contemporary movies.

There's no denying that television is a forceful presence in students' lives. Yet in writing classrooms the assumption is often that television is only an obstacle to teaching critical print literacy. Little careful attention has been paid to exactly how television influences the ways in which students write, or how their experiences with television might be used to help them write more effectively. Bronwyn T. Williams argues that television is a powerful influence that is always present in the writing classroom, even if it is not acknowledged by either teachers or students.

Drawing on nearly three hundred hours of material produced between 1914 and 1954, Timothy Johnson chronicles the history of Ford's filmmaking campaign and analyzes selected films, visual and narrative techniques, and genres. He shows how what began as a narrow educational initiative grew into a global marketing strategy that presented a vision not just of Ford or corporate culture but of American life more broadly. In these films, Johnson uncovers a powerful rhetoric that Ford used to influence American labor, corporate style, production practices, road building, suburbanization, and consumer culture.

This book brings together two dozen essays by prominent scholars that explore the meanings of apocalypse across different periods, regions, genres, registers, modes, and traditions of American literature and culture. It locates the logic and rhetoric of apocalypse at the very core of American literary history.

Archbishop Wulfstan of York (d. 1023) was a powerful clergyman and the most influential political thinker of pre-Conquest England. Old English Legal Writings is the first publication to bring together Wulfstan's works on law, church governance, and political reform. When read together, they reveal the scope and originality of his thought as it lays out the mutual obligations of the church, the state, and the common people. This volume presents new editions of the Old English texts alongside new English translations.

In the nineteenth century, Native American writing and oratory extended a long tradition of diplomacy between indigenous people and settler states. As the crisis of forced removal profoundly reshaped Indian country between 1820 and 1860, tribal leaders and intellectuals worked with coauthors, interpreters, and amanuenses to address the impact of American imperialism on Indian nations. These collaborative publication projects operated through institutions of Indian diplomacy, but also intervened in them to contest colonial ideas about empire, the frontier, and nationalism. Frank Kelderman traces this literary history in the heart of the continent.

In Shakespeare, Adaptation, Psychoanalysis, Matthew Biberman analyzes early adaptations of Shakespeare's plays in order to identify and illustrate how both social mores and basic human psychology have changed in Anglo-American culture. Biberman contests the received wisdom that Shakespeare's characters reflect essentially timeless truths about human nature. To the contrary, he points out that Shakespeare's characters sometimes act and think in ways that have become either stigmatized or simply outmoded.

The dangerous lover has haunted our culture for over two hundred years; English, American, and European literature is permeated with his erotic presence. The Dangerous Lover takes seriously the ubiquity of the brooding romantic hero--his dark past, his remorseful and rebellious exile from comfortable everyday living. Deborah Lutz traces the recent history of this figure, through the melancholy iconoclasm of the Romantics, the lost soul redeemed by love of the Brontës, and the tormented individualism of twentieth-century love narratives.

The Moral Economies of American Authorship argues that the moral character of authors became a kind of literary property within mid-nineteenth-century America's expanding print marketplace, shaping the construction, promotion, and reception of texts as well as of literary reputations. Using a wide range of printed materials-that appeared in the era's magazines and newspapers--Susan Ryan recovers and analyzes the circulation of authors' moral currency, attending not only to the marketing of apparently ironclad status but also to the period's not-infrequent author scandals and ensuing attempts at recuperation.

The story of the Bront's is told through the things they wore, stitched, wrote on and inscribed at the parsonage in Haworth. From Charlotte's writing desk and the manuscripts it contained to the brass collar worn by Emily's dog, Keeper, each object opens a window onto the sisters' world, their fiction and the Victorian era. By unfolding the histories of the things they used, the chapters form a chronological biography of the family. These possessions pull us into their daily lives: the imaginary kingdoms of their childhood writing, their time as governesses and their stubborn efforts to make a mark on the world.

Nineteenth-century Britons treasured objects of daily life that had once belonged to their dead. The love of these keepsakes, which included hair, teeth, and other remains, speaks of an intimacy with the body and death, a way of understanding absence through its materials, which is less widely felt today. Deborah Lutz analyzes relic culture as an affirmation that objects held memories and told stories. These practices show a belief in keeping death vitally intertwined with life - not as memento mori but rather as respecting the singularity of unique beings.

Wulfstan was among the first medieval authors to envision a society organised into three orders: those who fight, those who labour, and those who pray-a model of social classification that would dominate European political thought up through the eighteenth century. These works, many of which have never before been available in modern English, are collected here for the first time in new, extensively annotated translations that will help readers reassess one of the most turbulent periods in English history and re-evaluate the life of Anglo-Saxon England's most important political visionary.

At the turn of the seventeenth century, Hristomir Stanev argues, ideas about the senses became part of a dramatic and literary tradition in England, concerned with the impact of metropolitan culture. Drawing upon an archive of early modern dramatic and prose writings, and on recent interdisciplinary studies of sensory perception, Stanev here studies representations of the five senses in Jacobean plays in relationship to metropolitan environments.

You Can't Padlock an Idea examines the educational programs undertaken at the Highlander Folk School in Tennessee and looks specifically at how these programs functioned rhetorically to promote democratic social change. Founded in 1932 by educator Myles Horton, the Highlander Folk School sought to address the economic and political problems facing communities in Appalachian Tennessee and other southern states. To this end Horton and the school's staff involved themselves in the labor and civil rights disputes that emerged across the south over the next three decades.

As thought-provoking as it is electric, Pleasure Bound unearths the desires of the men and women who challenged buttoned-up Victorian mores to promote erotic freedom. Deborah Lutz takes us beyond the eyebrow-raising practices of these sex rebels, revealing how they uncovered troubles that ran beneath the surface of the larger social fabric: the struggle for women's emancipation, the dissolution of formal religions, and the pressing need for new forms of sexual expression.

The year was 1765. Eminent botanist Philibert Commerson had just been appointed to a grand new expedition: the first French circumnavigation of the world. As the ships' official naturalist, Commerson would seek out resources--medicines, spices, timber, food--that could give the French an edge in the ever-accelerating race for empire. In The Discovery of Jeanne Baret, Glynis Ridley unravels the conflicting accounts recorded by Baret’s crewmates to piece together the real story:

This book explores the rise and fall of a grassroots, girl-centered organization, GirlZone, which sought to make social change on a local level. Whether skateboarding or designing Web pages, celebrating in weekend "GrrrlFests" or producing a biweekly RadioGirl program, participants in GirlZone came to understand themselves as competent actors in a variety of activities they had previously thought were closed off to them. Drawing on six years of fieldwork examining GirlZone from its inception until its demise, Mary P. Sheridan-Rabideau offers insights on the current state of and study of literacy in the extracurriculum.

n 1741, an enterprising Dutch sea captain transported a young, female Indian rhinoceros from Assam to Europe where she was displayed before everyone from peasants to princes. In an age before railways and modern roads, the three-ton Clara traveled in an enormous coach drawn by eight horses. She journeyed across mainland Europe and Britain for 17 years, becoming a favorite of Frederick the Great and Louis XV. She modeled for scientific portraits and etchings; she inspired poems, songs, and fashions; and she was duly immortalized in everything from tin coins to the finest porcelain. Glynis Ridley's sparkling history brings Clara's tragicomic story vividly to life.

Offering a profound re-assessment of the conceptual, rhetorical, and cultural intersections among sexuality, race and religion in English Renaissance texts, this study argues that antisemitism is a by-product of tensions between received Classical conceptions of masculinity and Christianity's strident critique of that ideal. Utilizing works by Shakespeare, Milton, Marlowe and others, Biberman illustrates how modern antisemitism develops as a way to stigmatize hypermasculine behavior.

Susan M. Ryan explores antebellum Americans' preoccupation with the language and practice of benevolence. Drawing on a variety of cultural and literary texts, she traces how people working and writing within social reform movements--and their outspoken opponents--helped solidify racial and class ideologies that ultimately marginalized even the most "deserving" poor.

"From Outlaw to Classic" presents a sweeping history of the forces that have shaped, and continue to shape, the American poetry canon. Students, scholars, critics, and poets will welcome this enlightening and impressively documented book.