Telling the Truth as WPA

After reflecting upon students, a writing program administrator looks hard at two other challenging situations and questions the truthfulness of her approaches to each

To the Contrary

Author of one of the most important volumes on literacy and spiritual practice finds that four key insights have guided her work, all of them consonant with AEPL members’ practices

A Long Course in Teaching Writing

The author discusses the reasons why she uses the book A Short Course in Writing which is written by Kenneth Bruffee. One of the reasons why she chose the book as a guide in writing and teaching writing is that the book offers students several patterns of organization or structure. Another reason is the emphasis on arrangement and invention which involves making introductions and conclusions. The book also teaches that teachers can restrict the form or the content of student writing. Other reasons of the author\u27s usage are that it helps her grade students fairly and it offers the Descriptive Outline method of writing

Master of Fine Arts

thesisMaster of ArtsArt/Art HistoryThe Wolfenbiittel Sachsenspiegel is a fourteenth-century German lawbook containing the territorial and feudal laws of Saxony. Its pages display two columns with the legal text on the right and the multi-colored images on the left. In this study I explore how the images supplemented the text, and I argue that they provided a mnemonic function for the reader. The study begins with a codicological analysis of the manuscript, examining the physical evidence of the book's production and concluding that several hands in a workshop setting contributed to its production. It continues with a critical analysis of several studies which explore text-image relationships in the Wolfenbiittel Sachsenspiegel, the iconography of the images, and their relation to oral traditions and other literary genres. Building upon these theories, I suggest that the images provided a mnemonic function. An exploration of the historical context for this manuscript provides the supporting evidence for this theory. I discuss the possible identities of the patron of the book and examine the importance and prevalence of memory in fourteenth-century Europe to establish the background, and I conclude with an interpretation of the Wolfenbiittel Sachsenspiegel's design and images in the light of mnemonic methods and technics

Women and Literacy: Local and Global Inquiries for a New Century

Path-breaking research on women and literacy in the past decade established conventions and advanced innovative methods that push the making of knowledge into new spheres of inquiry. Taking these accomplishments as a point of departure, this volume emphasizes the diversity—of approaches and subjects—that characterizes the next generation of research on women and literacy. It builds on and critiques scholarship in literacy studies, composition studies, rhetorical theory, gender studies, postcolonial theory, and cultural studies to open new venues for future research. Contributors discuss what literacy is—more precisely, what literacies are—but their strongest interest is in documenting and theorizing women’s lived experience of these literacies, with particular attention to: the diversity of women’s literacies within the U.S., including but not limited to the varying relations that exist among women, literacy, economic position, class, race, sexuality, and education; relations among women, literacy, and economic contexts in the U.S. and abroad, including but not limited to changes in women’s private and domestic literacies, the evolution of technologies of literacy, and women’s experience of the commodification of literacies; and emergent roles of women and literacy in a globally interdependent world. This broad, significant work is a must-read for researchers and graduate students across the fields of literacy studies, composition studies, rhetorical theory, and gender studies

The In-House Conference: A Strategy for Disrupting Order and Shifting Identities

The first-year writing program at Kennesaw State University has found its in-house conference (IHC) to be an important venue for faculty development. Based on the assumption that teachers actually know what they are doing, the IHC invites teachers of all ranks to propose a presentation on a selected topic and then to present those papers at conference sessions that other teachers attend. The IHC invites part-time faculty into the community, generates intellectual conversation about teaching across the lines of rank and hierarchy, allows the conversation to continue long after the conference since participants can see each other daily, and invites reflection on and modification of teaching. The success of the IHC serves as a reminder that some faculty development should be discipline-specific and local. In addition, the IHC asks teachers of writing to actually write themselves and allows them the opportunity for scholarship. The professional development that the IHC offers is not, however, limited to a writing program but can be used to stimulate intellectual engagement across the English department and, beyond that, to other departments across the university

Renovating Rhetoric in Christian Tradition

Throughout history, determined individuals have appropriated and reconstructed rhetorical and religious resources to create effective arguments. In the process, they have remade both themselves and their communities. This edited volume offers notable examples of these reconstructions, ranging from the formation of Christianity to questions about the relationship of religious and academic ways of knowing.The initial chapters explore historic challenges to Christian doctrines and gender roles. Contributors examine Mormon women’s campaigns for the recognition of their sect, women’s suffrage, and the statehood of Utah; the Seventh-day Adventist challenge to the mainstream designation of Sunday as the Sabbath; a female minister who confronted the gendered tenets of early Methodism and created her own sacred spaces; women who, across three centuries, fashioned an apostolic voice of humble authority rooted in spiritual conversion; and members of the Woman’s Foreign Missionary Society of the Methodist Episcopal Church, who redefined notions of women’s intellectual capacity and appropriate fields for work from the Civil War through World War II.Considering contemporary learning environments, other contributors explore resources that can help faculty and students of composition and rhetoric consider more fully the relations of religion and academic work. These contributors call upon the work of theologians, philosophers, and biblical scholars to propose strategies for building trust through communication.The final chapters examine the writings of Apostle Paul and his use of Jewish forms of argumentation and provide an overarching discussion of how the Christian tradition has resisted rhetorical renovation, and in the process, missed opportunities to renovate spiritual belief.https://digitalcommons.kennesaw.edu/facbooks2014/1022/thumbnail.jp