Friends since graduate school, Andrea A. Lunsford and Lisa Ede have spent much of their careers writing together. Along the way, they have laid important theoretical groundwork for plural authorship in the humanities. Writing Together features their ground-breaking scholarship on collaboration, audience, rhetorics and feminisms, and writing centers. Five new pieces written especially for this collection reflect on thirty years of co-authorship while looking forward to the changing face of writing and collaboration in the age of participatory media.
A textbook for composition pedagogy courses. It focuses on scholarship in rhetoric and composition that has influenced classroom teaching, in order to foster reflection on how theory impacts practice.
Preparing to Teach Writing, Fourth Edition is a comprehensive survey of theories, research, and methods associated with teaching composition successfully at the middle, secondary, and college levels. Research and theory are examined with the aim of informing teaching. Practicing and prospective writing teachers need the information and strategies this text provides to be effective and well prepared for the many challenges they will face in the classroom. Features Current—combines discussions and references to foundational studies that helped define the field of rhetoric and composition, with updated research, theories, and applications Research based—thorough examination of relevant research in education, literacy, cognition, linguistics, and grammar Steadfast adherence to best practices based on how students learn and on how to provide the most effective writing instruction A Companion Website provides sample assignments and student papers that can be analyzed using the research and theory presented in the text.
This groundbreaking collection explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education—that is, constructing “a more usable past” and a viable future for eloquentia perfecta, the Jesuits’ chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as “contemplatives in action,” preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage.
Excerpt from Greek Prose Composition Part I contains, in graded lessons, the principal points of Greek syntax, the unusual and non-essential being purposely omitted. These lessons are designed for use at the beginning of the second year's study of Greek, thereby serving as a partial review of the first year's work and as an introduction to the composition work in connection with the reading of Xenophon's Anabasis. Part II contains short, simple English sentences, based on Books I - IV of the Anabasis. These should be used daily in connection with the reading of the text. Part III contains connected English prose, based on Books I - IV of the Anabasis. This is carefully graded, so that the stu dent who performs faithfully the work outlined here will be able to pass the entrance examination of any of the American colleges. The method of writing Greek at sight used in this book needs a word of explanation. It is the outgrowth of the author's personal experience in the classroom, and his belief that the best results can be obtained only by systematic practice in connection with the regular work. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Arthur Wesley Dow (1857-1922) was a painter, printmaker, and writer, much influenced by Japanese art. Although known as mentor to Georgia O'Keeffe and Max Weber, Dow's legacy as a proponent of modern art has been neglected. His COMPOSITION, first published in 1899, teaches students to create freely constructed images on the basis of harmonic relations between lines, colors, and dark and light patterns. 8 color and 150 b&w illustrations.
First-Year Composition: From Theory to Practice’s combination of theory and practice provides readers an opportunity to hear twelve of the leading theorists in composition studies answer, in their own voices, the key question of what it is they hope to accomplish in a first-year composition course. In addition, these chapters, and the accompanying syllabi, provide rich insights into the classroom practices of these theorists.
