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In 1940, Hans Augusto Rey and Margret Rey built two bikes, packed what they could, and fled wartime Paris. Among the possessions they escaped with was a manuscript that would later become one of the most celebrated books in children's literature-Curious George. Since his debut in 1941, the mischievous icon has only grown in popularity. After being captured in Africa by the Man in the Yellow Hat and taken to live in the big city's zoo, Curious George became a symbol of curiosity, adventure, and exploration. In Curious about George: Curious George, Cultural Icons, Colonialism, and US Exceptionalism, author Rae Lynn Schwartz-DuPre argues that the beloved character also performs within a narrative of racism, colonialism, and heroism. Using theories of colonial and rhetorical studies to explain why cultural icons like Curious George are able to avoid criticism, Schwartz-DuPre investigates the ways these characters operate as capacious figures, embodying and circulating the narratives that construct them, and effectively argues that discourses about George provide a rich training ground for children to learn US citizenship and become innocent supporters of colonial American exceptionalism. By drawing on postcolonial theory, children's criticisms, science and technology studies, and nostalgia, Schwartz-DuPre's critical reading explains the dismissal of the monkey's 1941 abduction from Africa and enslavement in the US, described in the first book, by illuminating two powerful roles he currently holds: essential STEM ambassador at a time when science and technology is central to global competitiveness and as a World War II refugee who offers a "deficient" version of the Holocaust while performing model US immigrant. Curious George's twin heroic roles highlight racist science and an Americanized Holocaust narrative. By situating George as a representation of enslaved Africans and Holocaust refugees, Curious about George illuminates the danger of contemporary zero-sum identity politics, the colonization of marginalized identities, and racist knowledge production. Importantly, it demonstrates the ways in which popular culture can be harnessed both to promote colonial benevolence and to present possibilities for resistance.

Writing Centers have traditionally been viewed as marginalized facilities within their institutions. At the same time, faculty in all disciplines have come to stress the importance of good writing, and institutions have created Writing Across the Curriculum (WAC) Programs to address this concern. Often, the interests of Writing Centers conflict with those of WAC programs, and the theoretical foundations of the two may not necessarily be the same. Nonetheless, Writing Centers--whether voluntarily or involuntarily--have become more involved with efforts to promote Writing Across the Curriculum and have formed fruitful partnerships with WAC Programs. While journal articles have begun to discuss these partnerships, this book offers an extended treatment of the topic. By examining the relationships between Writing Centers and WAC programs, this volume challenges the view that Writing Centers are marginalized and demonstrates how they are aggressively moving toward the curricular center of education.

Each chapter examines the evolving theoretical, practical, and institutional relationships between Writing Centers and Writing Across the Curriculum programs. By drawing from institutionally specific experiences, expert contributors present a variety of approaches for establishing and developing effective Writing Center/WAC partnerships. Included are perspectives from established and emerging theorists from all levels, including high schools, community colleges, small four-year colleges and universities, and major research institutions. The contributors accurately portray the true diversity of Writing Center/WAC partnerships and assess the compatibility of these partnerships with larger institutional missions. The volume touches on such topics as the use of computers in writing instruction, the use of student writing tutors, and the problems inherent in discipline-specific language. By deepening our knowledge of the merging of Writing Centers and WAC Programs, this book sets the foundation for more advanced future research.

An analysis of the rhetoric of science in the evolution of American ornithological discourse. It covers: the emergence of American ornithological discourse; discourse models for natural history and experimental science; diachronic changes; and more.

Citizens, political theorists, and politicians alike insist that political or partisan motives get in the way of real democracy. Real democracy, we are convinced, is embodied by an ability to form collective judgments in the interest of the whole. The Rhetorical Surface of Democracy: How Deliberative Ideals Undermine Democratic Politics, by Scott Welsh, argues instead that it is our easy rejection of political motives, individual interests, and the rhetorical pursuit of power that poses the greatest danger to democracy. Our rejection of politics understood as a rhetorical contest for power is dangerous because democracy ultimately rests upon the perceived public legitimacy of public, political challenges to authority and the subsequent reconstitution of authority amid the impossibility of collective judgment. Hence, rather than searching for allegedly more authentic democracy, rooted in the pursuit of ever-illusive collective judgments, we must find ways to come to terms with the persistence of rhetorical, political contests for power as the essence of democracy itself. Welsh argues that the impossibility of any kind of public judgment is the fact that democracy must face. Given the impossibility of public judgment, rhetorical competitions for political power are not merely poor substitutes for an allegedly more authentic democratic practice, but constitute the essence of democracy itself. The Rhetorical Surface of Democracy is an iconoclastic investigation of the democratic process and public discourse.

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With an emphasis on key individuals and key movements, this book is the first attempt to provide a collection of critical essays on the history of technical communication designed to help guide future research. This collection consists of the classic; essays in the field that have made a major contribution to the development of the field, and the new; essays that contribute to our historical understanding of a specific element or period of technical communication. This, combined with an up-to-date bibliography of research in the area, make Three Keys to the Past as valuable to the experienced researcher in the field as to those just entering it.

When art and design students are asked for statements to accompany their work, reflective journals, or critiques, reviews and essays, they often freeze up because they have to put their thoughts in writing. Although these students are comfortable expressing themselves visually, they lack confidence working with words. "Inspiring Writing in Art and Design" is a practical aid for those students who are disheartened or overwhelmed by having to write. Pat Francis provides short writing exercises and creative writing techniques for tutors to use and which will help art and design students develop their ability to verbally articulate the concepts and aesthetics behind their art. Using Francis's examples, students will build confidence and skills that can help them succeed in presenting their work and themselves in, and beyond, the studio world.

This volume explores the relationship between 'study abroad' and the acquisition of 'sociolinguistic competence' - the ability to communicate in socially appropriate ways. The volume looks at language development and use during study abroad in France by examining patterns of variation in the speech of advanced L2 speakers. Within a variationist paradigm, fine-grained empirical analyses of speech illuminate choices the L2 speaker makes in relation to their new identity, gender patterns, closeness or distance maintained in the social context in which they find themselves. Using both cross-sectional and longitudinal data, four variable features of contemporary spoken French are analysed in a large population of advanced Irish-English speakers of French. This close-up picture provides empirical evidence by which to evaluate the wide-spread assumption that Study Abroad is highly beneficial for second language learning.

This student edition is available in two levels (Beginning and Intermediate/Advanced), aligned to Reading/Writing Workshop selections with additional scaffolding and support for speaking, listening, reading, and writing. 1 Intermediate/Advanced Worktext per grade and 6 unitized Beginner per grade (in a 4/c consumable).

Composition studies is a rapidly growing and constantly changing field. At present, however, graduate students new to the field and writing teachers who want to make new connections between theory and practice have little choice of current reference works that define key terms in composition studies and provide information about the scholars and researchers who have shaped and are shaping the discipline. This book supplies this information in an easily accessible format and places both scholars and terms in the context of the field's development. Included are alphabetically arranged entries for 108 individuals who have developed the field and 128 terms central to the discipline.

The first part of the book provides entries for leaders in composition studies. Each entry identifies the areas in which the scholar has contributed most influentially to the field and provides both a chronological overview of the person's contributions and a bibliography of representative works. The second part includes entries for terms that are problematic both for newcomers and for those already familiar with the discipline. The entries for the terms show how the disciplinary context has shaped the ways in which they have been used. The entries also indicate how established thinkers in composition studies and other disciplines have explained or defined the terms, provide examples of the terms in context, and list scholars often associated with them. An appendix includes entries for scholars from other disciplines who have contributed to the field.

I HAVE THIS NIFTY IDEA ...Now what do I do with it? This book contains outlines for science fiction and fantasy novels which real authors (new and old) used to sell their books to major publishing companies . . . actual examples drawn from authors files, not idealized versions prepared just for a textbook. Whether youre a beginning writer looking to break into novels, an experienced professional seeking new tools and techniques to sell books, or a fan curious about the remarkable thought-processes of some of the great genre writers of our time, you will find something here which enlightens, educates, and entertains you. I Have This Nifty Idea is the perfect addition to every library of books on writing. Includes work by Robert Silverberg, David Brin, Joe Haldeman, Mike Resnick, Robert J. Sawyer, Barry N. Malzberg, Kevin J. Anderson, Charles Sheffield, Katharine Kerr, Jack Dann, Jack L. Chalker, and many more.

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This book is about how genres affect the ways students understand and engage with their disciplines, offering a fresh approach to genre by using affordances as a key aspect in exploring the work of first year undergraduates who were given the task of reworking an essay by using a different genre. Working within a social semiotic frame of reference, it uses the notion of genre as a clear, articulated tool for discussing the relationship between knowledge and representation. It provides pedagogical solutions to contentions around genres, disciplines, academic discourses and their relation to student learning, identity and power, showing that, given the opportunity to work with different genres, students develop new ways of understanding and engaging with their disciplines. Providing a strong argument for why a wider repertoire of genres is desirable at university, this study opens up new possibilities for student writing, learning and assessment. It will appeal to teachers, subject specialists, researchers and postgraduates interested in higher education studies, academic literacies, writing in the disciplines and applied linguistics.

Sound Patterns of Spoken English is a concise, to-the-point compendium of information about the casual pronunciation of everyday English as compared to formal citation forms. The book examines changes that occur to certain sounds and in certain parts of words and syllables in the casual, unmonitored speech of native English speakers. It outlines major phonological processes found in conversational English; reviews and criticizes attempts to include these processes in phonological theory; and surveys experimental approaches to explaining casual English pronunciation. Among the varieties of English covered are General American and Standard Southern British, but many other accents are mentioned, especially those of mainland Britain. Sound Patterns of Spoken English is of interest to students and scholars in a wide variety of fields, including sociolinguistics, lexicography, rhetoric, language learning and speech sciences, and has an accompanying website - http://www. blackwellpublishing. com/shockey - with examples from different accents.

Frederick Douglass, once a slave, was one of the great 19th century American orators and the most important African American voice of his era. This book traces the development of his rhetorical skills, discusses the effect of his oratory on his contemporaries, and analyzes the specific oratorical techniques he employed. The first part is a biographical sketch of Douglass's life, dealing with his years of slavery (1818-1837), his prewar years of freedom (1837-1861), the Civil War (1861-1865), and postwar years (1865-1895). Chesebrough emphasizes the centrality of oratory to Douglass's life, even during the years in slavery. The second part looks at his oratorical techniques and concludes with three speeches from different periods. Students and scholars of communications, U.S. history, slavery, the Civil War and Reconstruction, and African American studies will be interested in this book.