Dorothy Wordsworth (1771-1885) published nothing in her lifetime, save short extracts from her journals and letters which her brother, William, included in his Guide to the Lakes. She spent most of her life caring for her brother and his family, working, traveling and studying with him and his friends who include de Quincey and Coleridge. This selection for the first time presents her writings as a discrete text, giving her a separate authorial voice from that of her brother and bringing her to a new generation of students, scholars and enthusiasts.

Wordsworth's journals, analyzed and set into context by Paul Hamilton's insightful introduction, chronicle the hardships and indispositions, the comings and goings, the windfalls and losses of those around her, both at home and during her many travels, revealing a relish for the experiences of others distinctly free from Romantic egoism. Most significantly, in her Grasmere Journal, she tells her own story, imposing her own narrative structure on events and discovering the plot of her own life.

Leaving the field gathers various accounts of ethnographers leaving their field sites. In doing do, the book offers original insights into an often-overlooked aspect of the research process; the ethnographic exit. The chapters variously consider situations in which the researcher must extricate themselves from field relations, deal with unexpected or imperfect ends to projects, or manage situations in which ‘the field’ becomes hard to leave. Whilst the chapters are firmly focussed on ethnographic exits, they also provide more general methodological insights into the conduct of fieldwork and the writing of ethnography, as well as questioning established notions of ‘the field’ as a bounded setting the researcher straightforwardly visits and then leaves. The book highlights the importance of recognising ethnographic exits as an essential part of the research process. -- .

Entertaining historical vignettes focus on the human-interest aspects of real people and actual events of frontier Texas. Included are stories about the early colonists, the Indians, the cowboys, the gunslingers, the lawmen, the entrepreneurs, and the statesmen. Subjects such as the conflicts with Mexico, the railroads, the Civil War, and the cattle drives are also included. The vignettes, short and well written in an easily readable style, bring history to life with the humor and drama of the people who settled Texas.

Through the use of eight original metaphors for understanding what may happen in interviews and what may guide the interviewee (more than telling the truth or revealing experiences), the reader is encouraged to do interviews in clever ways. This text enables you to question the interpretive nature and theoretical underpinnings of the interview method, and of the knowledge which is conveyed through it. The updated second edition includes new content on: • How to avoid traps in interviews  • How to use interviewees with experience and insight  • How to work creatively with generative material • The value of repeat interviewing over time  • The importance of supplementing interviews with other methods • Possibilities of interview-based research accompanied by examples This text is essential reading for upper undergraduate and postgraduate students of qualitative methods, and researchers looking to more clearly conceptualize their interviewing practice and explore its theoretical basis. Mats Alvesson is professor at University of Bath and is also affiliated with Lund University, Stockholm School of Economics and Bayes Business School.

Educators strive to create "assessment cultures" in which they integrate evaluation into teaching and learning and match assessment methods with best instructional practice. But how do teachers and administrators discover and negotiate the values that underlie their evaluations? Bob Broad's 2003 volume, "What We Really Value, " introduced dynamic criteria mapping (DCM) as a method for eliciting locally-informed, context-sensitive criteria for writing assessments. The impact of DCM on assessment practice is beginning to emerge as more and more writing departments and programs adopt, adapt, or experiment with DCM approaches.
For the authors of "Organic Writing Assessment, " the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations these writers invented for Broad's original process, to make DCM even more responsive to local needs and exigencies.
"Organic Writing Assessment" represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory; it shows DCM's flexibility, and presents an informed discussion of its limits and its potentials.