BiblioVault - Books about Academic writing

Passions Pedagogies and 21st Century Technologies
edited by Gail E. Hawisher & Cynthia L. Selfe
Utah State University Press, 1999
Library of Congress PE1404.P38 1999 | Dewey Decimal 808.04207

Gail Hawisher and Cynthia Selfe created a volume that set the agenda in the field of computers and composition scholarship for a decade. The technology changes that scholars of composition studies faced as the new century opened couldn't have been more deserving of passionate study. While we have always used technologies (e.g., the pencil) to communicate with each other, the electronic technologies we now use have changed the world in ways that we have yet to identify or appreciate fully. Likewise, the study of language and literate exchange, even our understanding of terms like literacy, text, and visual, has changed beyond recognition, challenging even our capacity to articulate them.

As Hawisher, Selfe, and their contributors engage these challenges and explore their importance, they "find themselves engaged in the messy, contradictory, and fascinating work of understanding how to live in a new world and a new century." The result is a broad, deep, and rewarding anthology of work still among the standard works of computers and composition study.

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Persist and Publish: Helpful Hints for Academic Writing and Publishing
Ralph Matkin
University Press of Colorado, 2002
Library of Congress Z286.S37M38 1991 | Dewey Decimal 070.5

Persist and Publish provides a clear, concise understanding of the requirements for successful academic writing. Not aimed at any particular field, this book will be useful to faculty writing and publishing in all academic areas. The authors demystify the teaching-research-service paradigm and discuss the relationships among professional academic activities, the essential skills needed to write, research on how much time professionals spend on writing, the niceties of academic collaboration, and other pertinent topics.

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Personal Effects
edited by Deborah H. Holdstein & David Bleich
Utah State University Press, 2002
Library of Congress PE1404.P457 2001 | Dewey Decimal 808.0420711

In Personal Effects, Holdstein and Bleich compile a volume that cuts across the grain of current orthodoxy. These editors and contributors argue that it is fundamental in humanistic scholarship to take account of the personal and collective experiences of scholars, researchers, critics, and teachers.

With this volume, then, these scholars move us to explore the intersections of the social with subjectivity, with voice, ideology, and culture, and to consider the roles of these in the work of academics who study writing and literature. Taken together, the essays in this collection carry forward the idea that the personal, the candidly subjective and intersubjective, must be part of the subject of study in humanities scholarship. They propose an understanding of the personal in scholarship that is more helpful because more clearly anchored in human experience.

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Personally Speaking: Experience as Evidence in Academic Discourse
Candace Spigelman
Southern Illinois University Press, 2004
Library of Congress PE1404.S747 2004 | Dewey Decimal 808.0420711

Responding to contemporary discussion about using personal accounts in academic writing, Personally Speaking: Experience as Evidence in Academic Discourse draws on classical and current rhetorical theory, feminist theory, and relevant examples from both published writers and first-year writing students to illustrate the advantages of blending experiential and academic perspectives.

Candace Spigelman examines how merging personal and scholarly worldviews produces useful contradictions and contributes to a more a complex understanding in academic writing. This rhetorical move allows for greater insights than the reading or writing of experiential or academic modes separately does. Personally Speaking foregrounds the semi-fictitious nature of personal stories and the rhetorical possibilities of evidence as Spigelman provides strategies for writing instructors who want to teach personal academic argument while supplying practical mechanisms for evaluating experiential claims.

The volume seeks to complicate and intensify disciplinary debates about how compositionists should write for publication and what kinds of writing should be taught to composition students. Spigelman not only supplies evidence as to why the personal can count as evidence but also relates how to use it effectively by including student samples that reflect particular features of personal writing. Finally, she lays the groundwork to move narrative from its current site as confessional writing to the domain of academic discourse.

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Points of Departure: Rethinking Student Source Use and Writing Studies Research Methods
Tricia Serviss
Utah State University Press, 2017
Library of Congress PE1404.P574 2017 | Dewey Decimal 808.0420711

Points of Departure encourages a return to empirical research about writing, presenting a wealth of transparent, reproducible studies of student sources. The volume shows how to develop methods for coding and characterizing student texts, their choice of source material, and the resources used to teach information literacy. In so doing, the volume advances our understanding of how students actually write.

The contributors offer methodologies, techniques, and suggestions for research that move beyond decontextualized guides to grapple with the messiness of research-in-process, as well as design, development, and expansion. Serviss and Jamieson’s model of RAD writing studies research is transcontextual and based on hybridized or mixed methods. Among these methods are citation context analysis, research-aloud protocols, textual and genre analysis, surveys, interviews, and focus groups, with an emphasis on process and knowledge as contingent. Chapters report on research projects at different stages and across institution types—from pilot to multi-site, from community college to research university—focusing on the methods and artifacts employed.

A rich mosaic of research about research, Points of Departure advances knowledge about student writing and serves as a guide for both new and experienced researchers in writing studies.

Contributors: Crystal Benedicks, Katt Blackwell-Starnes, Lee-Ann Kastman Breuch, Kristi Murray Costello, Anne Diekema, Rebecca Moore Howard, Sandra Jamieson, Elizabeth Kleinfeld, Brian N. Larson, Karen J. Lunsford, M. Whitney Olsen, Tricia Serviss, Janice R. Walker

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The Power of Writing: Dartmouth '66 in the Twenty-First Century
Edited by Christiane Donahue and Kelly Blewett
Dartmouth College Press, 2015
Library of Congress PE1404.P619 2015 | Dewey Decimal 808.0420711

At the 1966 Dartmouth Seminar, scholars gathered to debate the direction of English Studies in the academy. This debate had far-reaching effects and arguably forever changed writing instruction in the United States. To commemorate the 45th anniversary of this gathering, Dartmouth College hosted an event both celebrating the past and looking toward the future. Then as now, there is this simple truth: writing well matters, and it matters in institutions of higher education across disciplines. Yet what it means to be a good writer in the academy and in the public sphere remains a site of controversy and discussion. The Power of Writing: Dartmouth ’66 in the Twenty-First Century argues that any discussion of why writing well matters should extend beyond composition and rhetoric scholars to capture the knowledge that outstanding teachers and writers themselves put to work every day. The editors have brought together scholars and public intellectuals (including New York Times best-selling authors David McCullough and Steve Strogatz) from the sciences, social sciences, humanities, and interdisciplinary fields to engage in a dialogue about some of the controversial questions related to writing today. Readers will engage with questions about what it means to write well and how different answers affect the teaching and learning of writing in higher education. Each anchor article—representing disciplines as varied as musicology, African studies, mathematics, and history—receives responses from Dartmouth faculty and nationally renowned faculty members in writing studies programs. This timely and wide-ranging collection will have appeal far beyond writing instructors and is specifically designed for readers across disciplines.

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Private Virtues, Public Vices: Philanthropy and Democratic Equality
Emma Saunders-Hastings
University of Chicago Press, 2022
Library of Congress LB2369.T82 1969 | Dewey Decimal 808.042

A thought-provoking challenge to our ideas about philanthropy, marking it as a deeply political activity that allows the wealthy to dictate more than we think.

Philanthropy plays a huge role in supporting the provision of many public goods in contemporary societies. As a result, decisions that affect public outcomes and people’s diverse interests are often dependent on the preferences and judgments of the rich. Political theorist Emma Saunders-Hastings argues that philanthropy is a deeply political activity. She asks readers to look at how the power wielded by philanthropy impacts democracy and deepens political inequality by enabling the wealthy to exercise outsize influence in public life and by putting in place paternalistic relationships between donors and their intended beneficiaries. If philanthropy is to be made compatible with a democratic society of equals, it must be judged not simply on the benefits it brings but on its wider political consequences. Timely and thought-provoking, Private Virtues, Public Vices will challenge readers’ thoughts on what philanthropy is and how it truly affects us.

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Professional Academic Writing in the Humanities and Social Sciences
Susan Peck MacDonald
Southern Illinois University Press, 1994
Library of Congress PN146.M33 1994 | Dewey Decimal 808.066001

In Professional Academic Writing in the Humanities and Social Sciences, Susan Peck MacDonald tackles important and often controversial contemporary questions regarding the rhetoric of inquiry, the social construction of knowledge, and the professionalization of the academy. MacDonald argues that the academy has devoted more effort to analyzing theory and method than to analyzing its own texts. Professional texts need further attention because they not only create but are also shaped by the knowledge that is special to each discipline. Her assumption is that knowledge-making is the distinctive activity of the academy at the professional level; for that reason, it is important to examine differences in the ways the professional texts of subdisciplinary communities focus on and consolidate knowledge within their fields.

Throughout the book, MacDonald stresses her conviction that academics need to do a better job of explaining their text-making axioms, clarifying their expectations of students at all levels, and monitoring their own professional practices. MacDonald’s proposals for both textual and sentence-level analysis will help academic professionals better understand how they might improve communication within their professional communities and with their students.

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The Promise of Reason: Studies in The New Rhetoric
Edited by John T. Gage
Southern Illinois University Press, 2011
Library of Congress PE1431.P76 2011 | Dewey Decimal 808

No single work is more responsible for the heightened interest in argumentation and informal reasoning—and their relation to ethics and jurisprudence in the late twentieth century—than Chaïm Perelman and Lucie Olbrechts-Tyteca’s monumental study of argumentation, La Nouvelle Rhétorique: Traité de l'Argumentation. Published in 1958 and translated into English as The New Rhetoric in 1969, this influential volume returned the study of reason to classical concepts of rhetoric. In The Promise of Reason: Studies in The New Rhetoric, leading scholars of rhetoric Barbara Warnick, Jeanne Fahnestock, Alan G. Gross, Ray D. Dearin, and James Crosswhite are joined by prominent and emerging European and American scholars from different disciplines to demonstrate the broad scope and continued relevance of The New Rhetoric more than fifty years after its initial publication.

Divided into four sections—Conceptual Understandings of The New Rhetoric, Extensions of The New Rhetoric, The Ethical Turn in Perelman and The New Rhetoric, and Uses of The New Rhetoric—this insightful volume covers a wide variety of topics. It includes general assessments of The New Rhetoric and its central concepts, as well as applications of those concepts to innovative areas in which argumentation is being studied, such as scientific reasoning, visual media, and literary texts. Additional essays compare Perelman’s ideas with those of other significant thinkers like Kenneth Burke and Richard McKeon, explore his career as a philosopher and activist, and shed new light on Perelman and Olbrechts- Tyteca’s collaboration. Two contributions present new scholarship based on recent access to letters, interviews, and archival materials housed in the Université Libre de Bruxelles. Among the volume’s unique gifts is a personal memoir from Perelman’s daughter, Noémi Perelman Mattis, published here for the first time.

The Promise of Reason, expertly compiled and edited by John T. Gage, is the first to investigate the pedagogical implications of Perelman and Olbrechts- Tyteca’s groundbreaking work and will lead the way to the next generation of argumentation studies.

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