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In the probing interviews in this vibrant new book, eminent
scholars struggle with some of the most crucial issues facing
contemporary intellectuals. Poststructuralist philosopher Judith
Butler discusses the "pain" of rigorous intellectual work, saying
that it is "necessarily extremely hard labor," as she examines the
intersection of discourse and political action. Award-winning
filmmaker, philosopher, and social theorist David Theo Goldberg
reviews his life's work, especially on issues of racism. Literary
critic and feminist philosopher Avital Ronell sets out to disrupt
the standard logic of signification, to force readers into fresh
ways of perceiving a subject at hand. Postcolonial theorist Homi
Bhabha discusses how critical literacy is intimately connected to
the question of democratic representation, and he elaborates on how
cultural difference can lead to a politics of discrimination. And
neo-Marxist cultural critic Slavoj Zižek takes readers on an
exhilarating journey through a wide range of critical subjects.
This special issue contains essays regarding the CHI '95
conference, which featured a panel titled, Discount or Disservice?
Discount Usability Analysis: Evaluation at a Bargain Price or
Simply Damaged Merchandise? Wayne Gray, who organized the panel,
presented a controversial critique of studies that had evaluated
various usability evaluation methods (UEMs). The level of interest
in this discussion led Gray to propose a review article that dealt
with the issues in a more systematic fashion. The resulting essay,
written by Gray and his collaborator Marilyn Salzman, conducted an
in-depth review of a series of influential studies that used
experimental methods to compare a variety of UEMs. Gray and
Salzman's analysis was framed using Cook and Campbell's (1979)
well-known discussion of various forms of validity. They used this
to evaluate numerous details of these comparative studies, and they
concluded that the studies fell short on the criteria by which good
experimental studies are designed and interpreted.
In the probing interviews in this vibrant new book, eminent
scholars struggle with some of the most crucial issues facing
contemporary intellectuals. Poststructuralist philosopher Judith
Butler discusses the "pain" of rigorous intellectual work, saying
that it is "necessarily extremely hard labor," as she examines the
intersection of discourse and political action. Award-winning
filmmaker, philosopher, and social theorist David Theo Goldberg
reviews his life's work, especially on issues of racism. Literary
critic and feminist philosopher Avital Ronell sets out to disrupt
the standard logic of signification, to force readers into fresh
ways of perceiving a subject at hand. Postcolonial theorist Homi
Bhabha discusses how critical literacy is intimately connected to
the question of democratic representation, and he elaborates on how
cultural difference can lead to a politics of discrimination. And
neo-Marxist cultural critic Slavoj Zižek takes readers on an
exhilarating journey through a wide range of critical subjects.
This special issue contains essays regarding the CHI '95
conference, which featured a panel titled, Discount or Disservice?
Discount Usability Analysis: Evaluation at a Bargain Price or
Simply Damaged Merchandise? Wayne Gray, who organized the panel,
presented a controversial critique of studies that had evaluated
various usability evaluation methods (UEMs). The level of interest
in this discussion led Gray to propose a review article that dealt
with the issues in a more systematic fashion. The resulting essay,
written by Gray and his collaborator Marilyn Salzman, conducted an
in-depth review of a series of influential studies that used
experimental methods to compare a variety of UEMs. Gray and
Salzman's analysis was framed using Cook and Campbell's (1979)
well-known discussion of various forms of validity. They used this
to evaluate numerous details of these comparative studies, and they
concluded that the studies fell short on the criteria by which good
experimental studies are designed and interpreted.
As advanced composition continues to grow as an important sub-area
of rhetoric and composition, it becomes increasingly more important
for scholars and teachers to have access to key studies produced in
the field. Providing a comprehensive overview of significant work
on the theory and pedagogy of advanced composition generated
between 1980 and 1995, this collection contains 24 essays and
articles previously published in major scholarly books and
journals. Divided into four major areas, this book: * explores how
individuals and institutions over the last 15 years have
constructed advanced composition courses and programs, * attempts
to articulate what distinguishes advanced composition courses,
students, and pedagogies from those commonly encountered in
first-year composition, * outlines specific pedagogies for advanced
composition, and * investigates how scholarship can inform advanced
composition and examines several political and ethical issues. The
essays presented here chronicle composition's struggle to define
and construct an appropriate writing course on the advanced level.
Although these essays have clear historical value -- in that
together they trace attempts to come to terms with advanced
composition -- they also have implications for future work in the
area. They suggest how educators might continue to draw on
scholarship both within and outside of composition to investigate
relevant theoretical issues and to construct effective advanced
pedagogies.
Written by leading education experts and by university presidents,
provosts, and other leaders nationally recognized for their
innovations, the 22 original and provocative chapters in this new
book comprise a wide-ranging examination of the many challenges
faced in fashioning the university of tomorrow. Authors offer their
research, predictions, concerns, and advice on topics ranging from
university finances, student access, changing technologies, and the
philosophical underpinnings of college education. They address the
multiple challenges facing higher education today, offering ideas
and solutions. Contributors include Warren Arbogast, Gretchen
Bataille, Lee Benson, Rita Bornstein , Sally Clausen , Reed Way
Dasenbrock, John A. Dossey, Jean Dowdall, James L. Fisher, Judy L.
Genshaft , Henry A. Giroux, Ira Harkavy , Michael Hoad, Freeman A.
Hrabowski, Stephen K. Klasko, James V. Koch, George Mehaffy , J.
Hillis Miller, Gary A. Olson , John W. Presley, John Puckett ,
Michael Rao, Charles B. Reed, Rollin C. Richmond, Roseann Runte,
Neil J. Smelser , Sheila M. Stearns, and Randy L. Swing.
Written by leading education experts and by university presidents,
provosts, and other leaders nationally recognized for their
innovations, the 22 original and provocative chapters in this new
book comprise a wide-ranging examination of the many challenges
faced in fashioning the university of tomorrow. Authors offer their
research, predictions, concerns, and advice on topics ranging from
university finances, student access, changing technologies, and the
philosophical underpinnings of college education. They address the
multiple challenges facing higher education today, offering ideas
and solutions. Contributors include Warren Arbogast, Gretchen
Bataille, Lee Benson, Rita Bornstein , Sally Clausen , Reed Way
Dasenbrock, John A. Dossey, Jean Dowdall, James L. Fisher, Judy L.
Genshaft , Henry A. Giroux, Ira Harkavy , Michael Hoad, Freeman A.
Hrabowski, Stephen K. Klasko, James V. Koch, George Mehaffy , J.
Hillis Miller, Gary A. Olson , John W. Presley, John Puckett ,
Michael Rao, Charles B. Reed, Rollin C. Richmond, Roseann Runte,
Neil J. Smelser , Sheila M. Stearns, and Randy L. Swing.
As advanced composition continues to grow as an important sub-area
of rhetoric and composition, it becomes increasingly more important
for scholars and teachers to have access to key studies produced in
the field. Providing a comprehensive overview of significant work
on the theory and pedagogy of advanced composition generated
between 1980 and 1995, this collection contains 24 essays and
articles previously published in major scholarly books and
journals.
Divided into four major areas, this book:
* explores how individuals and institutions over the last 15 years
have constructed advanced composition courses and programs,
* attempts to articulate what distinguishes advanced composition
courses, students, and pedagogies from those commonly encountered
in first-year composition,
* outlines specific pedagogies for advanced composition, and
* investigates how scholarship can inform advanced composition and
examines several political and ethical issues.
The essays presented here chronicle composition's struggle to
define and construct an appropriate writing course on the advanced
level. Although these essays have clear historical value -- in that
together they trace attempts to come to terms with advanced
composition -- they also have implications for future work in the
area. They suggest how educators might continue to draw on
scholarship both within and outside of composition to investigate
relevant theoretical issues and to construct effective advanced
pedagogies.
One of the twentieth century’s most original and influential
literary theorists, Stanley Fish is also known as a fascinatingly
atypical, polarizing public intellectual; a loud, cigar-smoking
contrarian; and a lightning rod for both the political right and
left. The truth and the limitations of this reputation are explored
in Stanley Fish, America’s Enfant Terrible by Gary A. Olson. At
once a literary biography and a traditional life story, this
engrossing volume details Fish’s vibrant personal life and his
remarkably versatile career. Born into a tumultuous family, Fish
survived life with an emotionally absent father and a headstrong
mother through street sports and troublemaking as much as through
his success at a rigorous prep school. As Olson shows, Fish’s
escape from the working-class neighborhoods of 1940s and 1950s
Providence, Rhode Island, came with his departure for the
university life at Penn and then Yale. His meteoric rise through
the academic ranks at a troubled Vietnam-era UC-Berkeley was
complemented by a 1966 romp through Europe that included drag
racing through the streets of Seville in his Alfa Romeo. He went on
to become an internationally prominent scholar at Johns Hopkins
before moving to Duke, where he built a star-studded academic
department that became a key site in the culture and theory wars of
the 1980s and 1990s. Olson discusses Fish’s tenure as a highly
visible dean at the University of Illinois at Chicago who clashed
publicly with the state legislature. He also covers Fish’s most
remarkable and controversial books, including Fish’s masterpiece,
Surprised by Sin: The Reader in Paradise Lost, which was a critical
sensation and forever changed the craft of literary criticism, as
well as Professional Correctness and Save the World on Your Own
Time, two books that alienated Fish from most liberal-minded
professors in English studies. Olson concludes his biography of
Fish with an in-depth analysis of the contradictions between
Fish’s public persona and his private personality, examining how
impulses and events from Fish’s childhood shaped his lifelong
practices and personality traits. Also included are a chronology of
the major events of Fish’s life and never-before-published
photos. Based on hundreds of hours of recorded interviews with
friends, enemies, colleagues, former students, family members, and
Fish himself, along with material from the Stanley Fish archive,
Stanley Fish, America’s Enfant Terrible is a clearly written
narrative of the life of an important and controversial scholar.
In response to those who insist that rhetoric and composition
should remain only a service discipline, editor Gary A. Olson's
"Rhetoric and Composition as Intellectual Work "demonstrates that
it "already is" an intellectual discipline, that for at least a
quarter of a century the field has developed an impressive
tradition of intellectual work in a remarkable assortment of
subject areas. "Rhetoric and Composition as Intellectual Work
"suggests the diversity of intellectual projects that have and will
continue to make rhetoric and composition more than a service to
the university, more than a field devoted solely to improving
writing pedagogy, and more than a preliminary to literary studies.
This collection of nineteen essays by some of the most
distinguished scholars in the discipline illustrates that rhetoric
and composition has much to contribute to the intellectual milieu
of the contemporary university, as the field continues to push its
disciplinary borders and discover new sites of investigation.
Moving student writing beyond academic discourse and into larger
public spheres is a difficult task, but Christian R. Weisser's
study challenges composition instructors to do just that. This
highly accessible book does what no other study has attempted to
do: place the most current, cutting-edge theories and pedagogies in
rhetoric and composition in their intellectual and historical
contexts, while at the same time offering a unique, practical
theory and pedagogy of public writing for use both inside and
outside of the classroom.
By positing a theory of the public for composition studies, one
which envisions the public sphere as a highly contested,
historically textured, multilayered, and sometimes contradictory
site, Weisser offers a new approach to the roles that
compositionists might assume in their attempts to initiate
progressive political and social change.
After first providing a historical context that situates
composition's recent interest in public writing, Weisser next
examines recent theories in composition studies that consider
writing an act of social engagement before outlining a more complex
theory of the public based on the work of Jurgen Habermas. The
resulting re-envisioning of the public sphere expands current
conversations in rhetoric and composition concerning the
public.
Weisser concludes with a holistic vision that places greater
political and social import on addressing public issues and
conversations in the composition classroom and that elucidates the
role of the public intellectual as it relates specifically to
compositionists in postmodern society.
While Stanley Fish has exerted immense influence on the study of
seventeenth-century poetry and prose, his most widely read works --
and perhaps his most important -- are his nonliterary writings. In
Justifying Belief, Gary Olson examines Fish's nonliterary work and
explains that what unites Fish's interventions in so many seemingly
disparate areas of inquiry is his belief in the centrality of
rhetoric. Whether he is discussing how disciplines conduct their
work, how political positions triumph, or how practice always
derives from specific situations despite the grandiose theories
employed to justify them, Fish consistently turns to the specific
local, contingent context -- to the rhetorical situation at play --
to explain how something works. For Fish, people "understand" or
are "persuaded" by a position because it fits into the structure of
beliefs already in play, not because they have been swayed by the
"reasonableness" of someone's argument; they then pursue the
available means of support to justify that belief rhetorically,
both to themselves and to others. Olson demonstrates that this
strong relationship between rhetoric and belief is the intellectual
foundation of much of Fish's work.
Drawing on more than three decades of experience as a scholar,
teacher, and administrator, Gary A. Olson, a keen observer of
higher education and a monthly columnist for the "Chronicle of
Higher Education," explores the intricacies of life in academe.
These meditations, which appeared as columns in the "Chronicle"
over a six-year span, explore a rich tapestry of subjects from the
craft of academic administration to how institutions are reforming
their operations. Also included are topics germane to faculty and
their work, such as how to network within your discipline, how to
report faculty accomplishments accurately, how to navigate the
tenure and promotion system, and how to create a culture of
recognition and reward for faculty, staff, and students.
Many academics become preoccupied with the intricacies of their own
disciplines and are not always cognizant of how other parts of
their institutions work. Most go through their careers with an
incomplete (and in some cases completely wrong) understanding of
many aspects of academic life. Olson s essays shed light on the
complex workings of our academic institutions and provide answers
to important questions about the modern university: What are the
limits of academic freedom? Exactly what is shared governance? Why
are many universities reorganizing their academic units? What are
successful ways to recruit first-rate faculty and staff? Witty,
incisive, and entertaining, this book is for anyone interested in
academic life and a must read for new professors and new
administrators."
A fascinating look at how some of the world's most eminent scholars conceive of their own relationship with writing and with the work of being a critical intellectual. Interviewees Include Gloria Anzaldua, Mary Field Belenky. Homi Bhabha, Judith Butler, Noam Chomsky, Donald Davidson, Jacques Derrida, Michael Eric Dyson, Stanley Fish, Paulo Freire, Clifford Geertz, Henry Giroux, Stuart Hall, Donna Haraway, Sandra Harding, bell hooks, Luce Irigaray, Ernesto Laclau, Jean-Franois Lyotard, J. Hillis Miller, Chantal Mouffe, Avital Ronell, Richard Rorty, Gayatri Chakravorty Spivak, Jane Tompkins, Stephen Toulmin, and Slavoj Zizek.
Editors and past editors of some of the field's most prestigious
scholarly journals join other contributors to explore the politics
and practices of generating scholarship in rhetoric and
composition. The 16 essays discuss reports of original research,
articles and reviews, monographs, edited collections, textbooks,
the repute of the discipline in
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