Arts and Humanities Commons^™

Addressing Coherence In English-Arabic Subtitling By Amateur Aficionados, Mohammad Ahmad Thawabteh Mat, Sulafa Musallam

Mohammad Ahmad Thawabteh MAT

The Ethics Of Plain Language: A Technical Communicator's Perspective, Russell Willerton

Russell Willerton

I appreciate the opportunity to write to lawyers about the ethics of plain language from a technical-communication perspective. I am a professor of technical communication and, formerly, a full-time technical writer. In this article, I’ll view the ethics of plain language through the lens of the literature on ethics in the field of technical communication.

Twelfth Night And The Philology Of Nonsense, Adam Zucker

Adam Zucker

No abstract provided.

"Fragments That Remain: 'A Verse By Burns,' The Tarbolton Bachelors' Club, And David Sillar's Manuscript Rules", Patrick G. Scott

Patrick Scott

Remembering Mom, Joan Baranow

Joan Baranow

No abstract provided.

Review: Sylvia Martin, 'Ink In Her Veins: The Troubled Life Of Aileen Palmer', (Crawley: Uwa Publishing, 2016)., Rowan Cahill

Rowan Cahill

Review: Sylvia Martin, 'Ink In Her Veins: The Troubled Life Of Aileen Palmer', (Crawley: Uwa Publishing, 2016)., Rowan Cahill

Rowan Cahill

To Knytte Up Al This Feeste: The Parson's Rhetoric And The Ending Of The Canterbury Tales, Laurie A. Finke

Laurie Finke

No abstract provided.

Visionaries Of The American West : Mari Sandoz And Her Four Plains Protagonists, Lisa Rae Lindell

Lisa R. Lindell

The authorial reputation of Mari Sandoz has long rested in the shadow of other writers of her era. First of all, Sandoz wrote from and about a relatively remote region of the United States. In addition, she firmly refused to produce popular works at the expense of sacrificing the truth she perceived and wished to express. Consequently, Sandoz has often been classified as a regional writer and her works have been overlooked by many readers and critics. Her status as a woman, her unconventional writing style, point of view, and subject matter, and the blending of historical and fictional elements …

Mapping Errors And Expectations For Basic Writing : From The "Frontier Field" To "Border Country"., Bruce Horner

Bruce Horner

No abstract provided.

Expectations, Interpretations And Contributions Of Basic Writing., Min-Zhan Lu, Bruce Horner

Bruce Horner

This essay argues that Basic Writing students, teachers, and scholarship are crucial to enabling colleges and universities to live up to their ideals of diversity, interdisciplinarity, and student-centered learning. BW scholars and teachers have developed ways to work with students to better understand the different perspectives they bring to their writing and learning, and to use those perspectives to break down barriers between academic and non-academic worlds and develop "borderland" knowledge and perspectives. The authors call for more research exploring the potential of basic writing students to develop such perspectives, and for research exploring the implications of BW scholarship for …

English Only And U.S. College Composition., Bruce Horner, John Trimbur

Bruce Horner

In this article, we identify in the formation of U.S. college composition courses a tacit policy of English monolingualism based on a chain of reifications of languages and social identity. We show this policy continuing in assumptions underlying arguments for and against English Only legislation and basic writers. And we call for an internationalist perspective on written English in relation to other languages and the dynamics of globalization.

Maria Susanna Cummins' London Letters: April 1860, Heidi Lm Jacobs

Heidi LM Jacobs

Within scholarship on Maria Susanna Cummins (1827-1866), there are two recurrent phrases: "author of the best-selling novel The Lamplighter" and "little is known about her life." Despite the early contextualization of Cummins by various scholars, most of the recent critical work on Cummins has centered on her first and best-known novel, The Lamplighter (1854). Very little critical attention has been paid to Cummins's life, her career as a publishing author, her lesser known novels, her periodical publications, and her archived letters. Written in the weeks preceding the publication in the United States and Britain of her third novel, El …

Symbolic Geography And Psychic Landscapes: A Conversation With Maya Angelou, Joanne M. Braxton

Joanne Braxton

No abstract provided.

James Slevin And The Identifying Practices Of Composition., Bruce Horner

Bruce Horner

No abstract provided.

Ideologies Of Literacy, "Academic Literacies," And Composition Studies., Bruce Horner

Bruce Horner

In my contribution to this symposium, I take up the call of this journal in its mission statement for “new interactions between Literacy and Composition Studies.” From the framework of competing ideologies of literacy, I explore points of intersection as well as divergence between strands of what’s known as “composition studies” and what has come to be identified as the “academic literacies” approach to academic literacy. My focus on “academic literacies” rather than the broader area of literacy studies signals at least three of my biases: first, I wish to counter the tendency to allow the cultural norm for academic …

Relocating Basic Writing., Bruce Horner

Bruce Horner

I frame the continuing value of basic writing as part of a long tradition in composition studies challenging dominant beliefs about literacy and language abilities, and I link basic writing to emerging--e.g."translingual"--approaches to language. I identify basic writing as vital to the field of composition in its rejection of simplistic notions of English, language, and literacy; its insistence on searching out the different in what might appear to be the same and the familiar; and its commitment to work with students consigned by dominant ideologies to the social periphery as in fact central, leading edge. These positions enable basic writing …

Autobiography And African American Women’S Literature, Joanne M. Braxton

Joanne Braxton

No abstract provided.

Translinguality, Transmodality, And Difference : Exploring Dispositions And Change In Language And Learning., Bruce Horner, Cynthia Selfe, Tim Lockridge

Bruce Horner

This collaborative piece explores the potential synergy arising from the confluence of two growing areas of research, teaching, and practice in composition (broadly defined): multi- (or trans-)modality, and trans- (or multi-) linguality.

“Students’ Right,” English Only, And Re-Imagining The Politics Of Language., Bruce Horner

Bruce Horner

Argues that a lack of language legislation is indicative of a pervasive, tacit policy of "English Only" in composition and of a constellation of assumptions about languages, and language users that continues to cripple public debate on English Only and compositionists' approaches to matters of "error." Proposes an approach to language and "error" considering the relations of language to power.

Toward A Multilingual Composition Scholarship : From English Only To A Translingual Norm., Bruce Horner, Samantha Necamp, Christiane Donahue

Bruce Horner

Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and our own past work, we argue for adopting a translingual approach to languages, disciplines, localities, and research traditions in our scholarship, and propose ways individuals, journals, conferences, and graduate programs might advance composition scholarship toward a translingual norm.

Composing In A Global-Local Context : Careers, Mobility, Skills., Min-Zhan Lu, Bruce Horner

Bruce Horner

When composition students look to their teachers for vocational guidance, both groups should acknowledge that the contexts of such terms as career, mobility, and skills have radically changed. In particular, the economy now links the global with the local, and capitalism has shifted from the fordist model, dominant through much of the twentieth century, to a newer, “fast” model.

Introduction : Translingual Work., Min-Zhan Lu, Bruce Horner

Bruce Horner

This issue both reflects and builds on the efforts prompted by the 2011 College English essay “Language Difference in Writing: Toward a Translingual Approach,” by Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur. Contributions to this symposium contextualize the emergence of a translingual approach, explore the tension and interconnections between a translingual approach and a variety of fields, and explore the viability of a translingual approach in light of existing academic structures.

Working Rhetoric And Composition., Bruce Horner, Min-Zhan Lu

Bruce Horner

Given the multiple meanings of rhetoric and composition, as well as the vexed history of institutional relationships between these two terms, it is important for scholars to trace how they are “worked”—that is, how they materially function—in a variety of specific circumstances.

Students, Authorship, And The Work Of Composition., Bruce Horner

Bruce Horner

Reviews the dominant pedagogical strategies compositionists have devised in response to the dilemma posed by the author/student writer binary. Reviews Raymond Williams's analysis of the approaches to the "sociality" of authorship. Describes the contradictions in which dominant composition pedagogies have become entangled.

The Problematic Of Experience : Redefining Critical Work In Ethnography And Pedagogy., Min-Zhan Lu, Bruce Horner

Bruce Horner

Explores the convergence between projects in ethnographic research and composition pedagogy that emphasize the critical power of experience. Argues that critical ethnography and pedagogy need to redefine "experience" and its function for research and teaching and that composition can help this redefinition by looking for ways to build and constructively use a tension between teaching and research practices.

Language Difference In Writing : Toward A Translingual Approach., Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, John Trimbur

Bruce Horner

Arguing against the emphasis of traditional U.S. composition classes on linguistically homogeneous situations, the authors contend that this focus is at odds with actual language use today. They call for a translingual approach, which they define as seeing difference in language not as a barrier to overcome or as a problem to manage, but as a resource for producing meaning in writing, speaking, reading, and listening.

Discoursing Basic Writing., Bruce Horner

Bruce Horner

No abstract provided.

Introduction : Cross-Language Relations In Composition., Bruce Horner

Bruce Horner

No abstract provided.

Translingual Literacy, Language Difference, And Matters Of Agency., Min-Zhan Lu, Bruce Horner

Bruce Horner

We argue that composition scholarship’s defenses of language differences in student writing reinforce dominant ideology’s spatial framework conceiving language difference as deviation from a norm of sameness. We argue instead for adopting a temporal-spatial framework defining difference as the norm of utterances, and defining languages, literacy practices, conventions, and contexts as always emergent, ongoing products of iterations, and thus manifestations of writer agency. Using the “White Shoes” essay from David Bartholomae’s “Inventing the University,” we show how such a framework addresses the writer’s agency iterating the “same,” and how it resolves concerns to meet students’ need and right to learn …