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Responding to a widespread belief that the field of composition
studies is less unified than it was in the late twentieth century,
editors Deborah Coxwell-Teague and Ronald F. Lunsford ask twelve
well-known composition theorists to create detailed syllabi for a
first-year composition course and then to explain their theoretical
foundations. Each contributor to FIRST-YEAR COMPOSITION: FROM
THEORY TO PRACTICE, discusses the major goals and objectives for
their course, its major assignments, their use of outside texts,
the role of reading and responding to these texts, the nature of
classroom discussion, their methods of responding to student
writing, and their assessment methods. The contributors to
FIRST-YEAR COMPOSITION: FROM THEORY TO PRACTICE include Chris
Anson, Suresh Canagarajah, Douglas Hesse, Asao Inoue, Paula
Mathieu, Teresa Redd, Alexander Reid, Jody, Shipka, Howard Tinberg,
Victor Villanueva, Elizabeth Wardle and Doug Downs, and Kathleen
Blake Yancey. Their twelve essays provide a window into these
teachers' classrooms that will help readers, teachers, and writing
program administrators appreciate the strengths of unity and
diversity in rhetoric and composition as a field. The examples will
empower new and experienced teachers and administrators. The
editors frame the twelve essays with an introductory chapter that
identifies key moments in composition's history and a concluding
chapter that highlights the varied and useful ways the contributors
approach the common challenges of the first-year composition
course.
Although linguistics is often a technical and increasingly abstruse
discipline, many linguists retain a concern for the way in which
linguistics can shed light on literature and literary problems. In
their introductory chapter, the editors of this collection of
essays, by linguists on either side of the Atlantic, enunciate a
bold stance that defines the theoretical relationship between
linguistics and literature, delimits what should be considered a
linguistic analysis of literature, and explains how such an
analysis is related to current theories of readership and literary
criticism. The editors' theory of the relationship between
linguistic and literary studies stipulates an eclectic rather than
a holistic approach, and the essays they have gathered together
reflect this belief. The contributions include such varied
approaches as transformational grammar, text grammar and speech act
theory, and the topics analysed include many that are at the heart
of literature, such as topicalization, imagery, figurative
language, ambiguity, and the play on words through puns. The
anthology as a whole illustrates how linguistic theory illuminates
the very nature of literary language. It also gives evidence of the
new insights into literature that have arisen from a close analysis
of the language in which the literature is encoded.
Although linguistics is often a technical and increasingly abstruse
discipline, many linguists retain a concern for the way in which
linguistics can shed light on literature and literary problems. In
their introductory chapter, the editors of this collection of
essays, by linguists on either side of the Atlantic, enunciate a
bold stance that defines the theoretical relationship between
linguistics and literature, delimits what should be considered a
linguistic analysis of literature, and explains how such an
analysis is related to current theories of readership and literary
criticism. The editors' theory of the relationship between
linguistic and literary studies stipulates an eclectic rather than
a holistic approach, and the essays they have gathered together
reflect this belief. The contributions include such varied
approaches as transformational grammar, text grammar and speech act
theory, and the topics analysed include many that are at the heart
of literature, such as topicalization, imagery, figurative
language, ambiguity, and the play on words through puns. The
anthology as a whole illustrates how linguistic theory illuminates
the very nature of literary language. It also gives evidence of the
new insights into literature that have arisen from a close analysis
of the language in which the literature is encoded.
Lauer Series in Rhetoric and Composition Series Editors: Patricia
Sullivan, Catherine Hobbs, Thomas Rickert, and Jennifer Bay
Responding to a widespread belief that the field of composition
studies is less unified than it was in the late twentieth century,
editors Deborah Coxwell-Teague and Ronald F. Lunsford ask twelve
well-known composition theorists to create detailed syllabi for a
first-year composition course and then to explain their theoretical
foundations. Each contributor to FIRST-YEAR COMPOSITION: FROM
THEORY TO PRACTICE, discusses the major goals and objectives for
their course, its major assignments, their use of outside texts,
the role of reading and responding to these texts, the nature of
classroom discussion, their methods of responding to student
writing, and their assessment methods. The contributors to
FIRST-YEAR COMPOSITION: FROM THEORY TO PRACTICE include Chris
Anson, Suresh Canagarajah, Douglas Hesse, Asao Inoue, Paula
Mathieu, Teresa Redd, Alexander Reid, Jody, Shipka, Howard Tinberg,
Victor Villanueva, Elizabeth Wardle and Doug Downs, and Kathleen
Blake Yancey. Their twelve essays provide a window into these
teachers' classrooms that will help readers, teachers, and writing
program administrators appreciate the strengths of unity and
diversity in rhetoric and composition as a field. The examples will
empower new and experienced teachers and administrators. The
editors frame the twelve essays with an introductory chapter that
identifies key moments in composition's history and a concluding
chapter that highlights the varied and useful ways the contributors
approach the common challenges of the first-year composition
course.
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