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.