GENDER AND JOURNALS: LIFE AND TEXT IN COLLEGE COMPOSITION

Since journals were introduced into the composition curriculum in the 1960\u27s, they have become increasingly important components both of writing and writing across the curriculum courses. Yet the available literature shows we know little about the historical and social contexts of journal and diary keeping. This dissertation looks at the ways gender informs our students\u27 attitudes toward and experience with journal keeping in both academic and nonacademic settings. Using three men\u27s and three women\u27s journals as the focal point of my discussion, I find striking sex differences both in the quantity and in the qualities of the journals they wrote. These patterned differences, I claim, are linked with centuries- old gendered traditions of journal and diary keeping, and are consonant with other larger gendered patterns in discourse, which in large part, are a consequence of the dominant/muted and public/private relationships men and women have held with regard to language. Implications for teaching and further research are discussed

John W. O\u27Malley: Scholar of Eloquence and Eloquent Scholar

ABSTRACT As the essays in this volume attest, John O’Malley, S.J., has been an intellectual force in the proud tradition of the erudite, generative, multi-lingual polymaths of the early Society. Reading the recent memoir on his rich scholarly life over several decades, The Education of a Historian (2021)i, viewing the wonderful Georgetown Interview (2021), and having had the chance to interview him in Baltimore on May 26, 2022,ii we are struck by his relentless curiosities across multiple fields of historical inquiry and his willingness to follow his questions over decades as they take on new forms and incarnations, both alone -- and with many others. We witness his meticulous and deep commitment to understanding original sources of the Renaissance on their own terms, his work to modernize the historiography of confessional and religious history, and his capacious analytic and synthetic prowess in bringing historical moments, movements, institutions, and figures “to life” to make more present pasts, and to participate in the present itself. In this epideictic piece (one of O’Malley’s favorite genres for analysis), we want to share some of the ways in which he backed into, participated in, and ultimately sponsored the emerging field of Jesuit rhetoric, nationally and internationally, over the last several decades, albeit somewhat unwittingly. While we appreciate O’Malley’s primary identity as a new historian of religious history, and his reluctance to call himself a rhetorician, we think it is important to acknowledge his serendipitous and fertile encounters with rhetorical studies. We briefly trace his changing relationship to rhetorical study, from his first efforts to use it as a frame for textual analysis, to seeing it as an enduring centering principle for Jesuit society and ministries writ large, and finally as a set of valuable principles that can be renewed for Jesuit education today. And we share the perspectives from a sampling of those who have been influenced by his work across these areas internationally and within an American higher education context

Encouraging and Supporting Teacher Research in the US and UK

Given the diversity of types of writing instructors in US and UK tertiary education and the range of their scholarly backgrounds, the likelihood is that most instructors have not participated in research in composition theory or pedagogy, rhetoric, academic literacies, or writing studies. The four projects reported here highlight the research opportunities and capacities of this diverse group, reflecting different types and levels of teacher or practitioner inquiry that involves teachers in studying significant questions arising from their own contexts. The article offers a brief history of practitioner inquiry research in its various forms and traditions; presents the projects themselves, including their aims and framing; and offers specific recommendations for the future of this invaluable form of inquiry. Definitions of action research vary greatly. The term in its broadest sense refers to research conducted in a field setting with those actually involved in that field, often along with an ‘outsider’, into the study of questions influenced by practitioners, rather than solely by ‘experts’ (Noffke 1996: 2). At the end of the day as teachers, we are often left wondering: Are we doing enough? How do we know? These are the essential questions that occupy the hearts and minds of so many of us as we walk into our classrooms (Goswami, Lewis and Rutherford 2009: 2).Teacher research just isn’t like other forms of research, in part because there is no blueprint for how to do it (Goswami, Lewis and Rutherford 2009: 1)

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies [APPENDIX]

This groundbreaking collection explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education—that is, constructing “a more usable past” and a viable future for eloquentia perfecta, the Jesuits’ chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as “contemplatives in action,” preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage

La circulation de perspectives socioculturelles états­uniennes et britanniques : traitements de l’écrit dans le supérieur

Plus qu’une simple description du rôle du socioculturel en didactique de l’écrit dans le supérieur en dehors de la France, nous nous proposons de traiter dans cet article la circulation de quelques auteurs et thèmes qui sont dans la visée socioculturelle aux États-Unis et en Grande Bretagne, y compris des auteurs français qui circulent dans ces contextes davantage qu’en France. Nous aborderons la question d’abord en nous penchant sur quelques programmes de troisième année dans le champ de la ..