Books in the Landmark Essays Series series

This anthology chronicles the development of basic writing instruction, depicting the theoretical, methodological and pedagogical shifts over the last 20 years of the 20th century. It is intended for scholars and advanced students in composition and education.

As the field of composition studies became more sophisticated in its understanding of research, the designs and assumptions underlying the early work were called into question. Researchers were challenged to design studies that were sensitive to the varying contexts in which writers write and to the ways their own roles shaped their investigations. The more comprehensive studies called for by these critiques are only now beginning to appear. This volume presents some articles in which writers and what they do are at the center of inquiry. The focus is on what actually occurs as people write and how they make sense of what they are doing. Choosing such a focus grants human action central importance and enacts the belief that looking closely at individuals can be a primary starting point for understanding them and their worlds. Other papers take the researcher''s shaping role into account. The integrity of such work rests not so much on a lifeless detachment from the phenomena being studied as on the author''s vital engagement, and on a faithful rendering of what has been observed. This includes the author revealing his or her own impact of what has been seen and said. In the broadest sense, composing is something we all do: the students and parents and writers and teachers who serve as subjects of research and those who write the research itself. It is what each of us is engaged in when we shape our understanding of life through the writing we do. And it is what can continue to light the way in composition studies for it illuminates what still makes this inquiry so intriguing and so rich -- that only human beings have this capacity to look and see more, to create new texts and new work, and in the creating compose their way to new understandings and new selves.

As advanced composition continues to grow as an important sub-area of rhetoric and composition, it becomes increasingly more important for scholars and teachers to have access to key studies produced in the field. Providing a comprehensive overview of significant work on the theory and pedagogy of advanced composition generated between 1980 and 1995, this collection contains 24 essays and articles previously published in major scholarly books and journals. Divided into four major areas, this book: * explores how individuals and institutions over the last 15 years have constructed advanced composition courses and programs, * attempts to articulate what distinguishes advanced composition courses, students, and pedagogies from those commonly encountered in first-year composition, * outlines specific pedagogies for advanced composition, and * investigates how scholarship can inform advanced composition and examines several political and ethical issues. The essays presented here chronicle composition''s struggle to define and construct an appropriate writing course on the advanced level. Although these essays have clear historical value -- in that together they trace attempts to come to terms with advanced composition -- they also have implications for future work in the area. They suggest how educators might continue to draw on scholarship both within and outside of composition to investigate relevant theoretical issues and to construct effective advanced pedagogies.

This reader presents essays that editor Victor Vitanza describes as "efforts at revisionary histories that are either quasi-traditional histories or radical subversive histories." They are influential works published over the past four decades by major rhetoricians and historians with radically different presumptions and challenges to the status quo of history. Their discussions present a full array of possible histories in terms of originations, classicisms, scientific objectivities, temporalities, literary criticisms, feminisms, modernity/post-modernity, aesthetics, and perpetually more and more contestations. Providing a forum for scholars¿ original voices as the discussions have developed over the decades, this collection is a unique and valuable text for advanced study on the history of rhetoric.

This collection offers essays from more than twenty years of archival research methodologies and methods. The selection of essays found within, presented chronologically, bring forward the theories and practices that define this essential form of scholarly inquiry. They allow readers to get a sense of how scholars have articulated archival research, giving them insight into the shifts research methods have undergone given emerging technologies, changing notions of access, emerging concerns about issues of positionality and representation, fluid definitions of what constitutes an archive, and the place of archival research in hybrid research methods.

Edited by the leading experts in field, Cheryl Glenn and Andrea A. Lunsford, Landmark Essays on Rhetoric and Feminism earns its significance in several key ways: it includes work done by scholars from departments of communication, English, and writing studies as well as a variety of public intellectuals; it traces a series of encounters between rhetoric and feminism during the last three decades; and it highlights five themes that represent the history of encounters between rhetoric and feminism.

This selection of essays is arranged chronologically and designed to illustrate the close connections between the study of rhetoric and the study of literature.

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

This work brings together influencial essays in rhetorical studies. The essays chart a course from tradition-based theory of civic rhetoric to ongoing issues of figuration, power and gender.

This is a collection of papers covering a wide range of topics, including: structural linguistics and systematic composition teaching to students of English as a foreign language; cultural thought patterns in intercultural education; and issues in ESL writing assessment.

Rhetoric, as a general teaching -- while preaching locality of action and guidelines for handling that locality -- has tended from the beginning to serve as a universality. It has offered a generalized techne with only limited categories, appropriate for all discursive situations, at least for those that were not excluded from the realm of rhetoric. Nonetheless, from its beginnings, rhetoric limited its interests to certain activity fields such as law, government, religion, and most important, the educators of leaders in these activity fields. This collection presents landmarks showing where the Writing-Across-the-Curriculum (WAC) and Writing in the Disciplines (WID) movements have gone. They have opened up a number of prospects that were impossible to see when rhetoric and composition confined their gaze to relatively few discursive activities. This suggests that the rhetorical landscape is becoming more complex and interesting, as well as more responsive to life in the complex, differentiated societies that have emerged in the last few centuries. This volume will reveal to scholars and researchers a range of possibilities for the study of disciplinary discourse and its teaching, and suggest to them new prospects for the future -- and for the better.

The essays in this collection give voice to the plurality of approaches that scholars in the field of rhetoric and composition have when they set forth to assimilate Bakhtin for their various purposes. Together, the essays invite researchers to sustain a dialogue with Bakhtin in the future.

This text provides major works on Aristotelian rhetoric and discusses its merits for contemporary teaching and research. It presents eight essays which are divided into three rubrics: history and philosophical orientation, theoretical perspectives and historical impact.

This volume presents essays published on rhetoric and the environment. The collection should appeal to an interdisciplinary audience, including those interested in rhetoric, environmental studies and modern American history/studies.

This anthology chronicles the development of basic writing instruction, depicting the theoretical, methodological and pedagogical shifts over the last 20 years of the 20th century. It is intended for scholars and advanced students in composition and education.

This volume collects essential writings in the field of writing center studies as it has blossomed and developed since the 1995 publication of Landmark Essays on Writing Centers. It is essential reading for undergraduate and graduate students in composition and education, as well as writing center staff and directors.

This volume collects essential writings in the field of writing center studies as it has blossomed and developed since the 1995 publication of Landmark Essays on Writing Centers. It is essential reading for undergraduate and graduate students in composition and education, as well as writing center staff and directors.