Bücher veröffentlicht von Parlor Press

TEACHING AND LEARNING CREATIVELY: INSPIRATIONS AND REFLECTIONS offers a glimpse into a Clemson University project that fostered poetry writing in courses across the curriculum and grew to include visual and other kinds of creative responses. TEACHING AND LEARNING CREATIVELY offers poetry and images composed by students in a variety of disciplines, together with teachers' reflections on their students' achievements. These assignments shift the usual dynamics of teaching and learning, allowing students to teach teachers as well as each other, as they search for new forms of creative expression. Such collaboration shows that communication across the curriculum refers not only to the need for writing and creativity in all courses in college, but also to the expanded forms of communication and new ways of making discoveries that grow from experimental, and even playful, pedagogy. TEACHING AND LEARNING CREATIVELY will inspire teachers to experiment in their own classrooms, to find new ways of listening to their students.All the editors are at Clemson University and have been with the project since its inception in 2000. PATRICIA A. CONNOR-GREENE teaches courses in abnormal psychology, madness, and culture. CATHERINE MOBLEY teaches courses in introductory sociology, policy and social change, field placement, and evaluation research. CATHERINE PAUL teaches humanities and English courses in modern fiction and poetry, as well as the place of museums in modern culture. JERRY WALDVOGEL teaches courses in general biology, evolution and creationism, ecology and behavior. LIZ WRIGHT is a Master of Arts in Professional Communication student and graduate research assistant to the Robert S. Campbell Chair in Technical Communication. ART YOUNG teaches English courses in advanced writing and 19th-century British literature.

Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline collects essays that shine new light on the early history of writing program administration. Broad in scope, the book illuminates the development of the profession in the narratives of the individuals who helped form the discipline prior to the emergence of the Council of Writing Program Administrators in 1976, including those narratives of Gertrude Buck and Laura J. Wylie, Edwin Hopkins, Regina Crandall, Rose Colby, George Jardine, Clara Stevens, Stith Thompson, and George Wykoff. Drawing from deep archival work, these narratives offer rare glimpses into writing program administration and the development of composition as a college requirement. In addition to eleven chapters from contributors, Historical Studies of Writing Program Administration includes a preface by Edward M. White, a concluding essay by Jeanne Gunner, interviews with Erika Lindemann and Kenneth Bruffee, and a detailed introduction by the editors, Barbara L'Eplattenier and Lisa Mastrangelo.

Like Ariosto's Orlando Furioso and Tasso's Jerusalem Delivered, Boiardo's chivalric stories of lords and ladies first entertained the culturally innovative court of Ferrara in the Italian Renaissance. Inventive, humorous, inexhaustible, the story recounts Orlando's love-stricken pursuit of "the fairest of her Sex, Angelica" (in Milton's terms) through a fairyland that combines the military valors of Charlemagne's knights and their famous horses with the enchantments of King Arthur's court. Today it seems more than ever appropriate to offer a new, unabridged edition of Boiardo's Orlando Innamorato, the first Renaissance epic about the common customs of, and the conflicts between, Christian Europe and Islam. Having extensively revised his earlier translation for general readers, Charles Ross has added headings and helpful summaries to Boiardo's cantos. Tenses have been regularized, and terms of gender and religion have been updated, but not so much as to block the reader's encounter with how Boiardo once viewed the world. Charles Stanley Ross has degrees from Harvard College and the University of Chicago and teaches English and comparative literature at Purdue University. "Neglect of Italian romances robs us of a whole species of pleasure and narrows our very conception of literature. It is as if a man left out Homer, or Elizabethan drama, or the novel. For like these, the romantic epic of Italy is one of the great trophies of the European genius: a genuine kind, not to be replaced by any other, and illustrated by an extremely copious and brilliant production. It is one of the successes, the undisputed achievements." -C. S. Lewis

Invention in Rhetoric and Composition examines issues that have surrounded historical and contemporary theories and pedagogies of rhetorical invention, citing a wide array of positions on these issues in both primary rhetorical texts and secondary interpretations. It presents theoretical disagreements over the nature, purpose, and epistemology of invention and pedagogical debates over such issues as the relative importance of art, talent, imitation, and practice in teaching discourse. After a discussion of treatments of invention from the Sophists to the nineteenth century, Invention in Rhetoric and Composition introduces a range of early twentieth-century multidisciplinary theories and calls for invention's awakening in the field of English studies. It then showcases inventional theories and pedagogies that have emerged in the field of Rhetoric and Composition over the last four decades, including the ensuing research, critiques, and implementations of this inventional work. As a reference guide, the text offers a glossary of terms, an annotated bibliography of selected texts, and an extensive bibliography. Janice M. Lauer is Professor of English, Emerita at Purdue University, where she was the Reece McGee Distinguished Professor of English. In 1998, she received the College Composition and Communication Conference's Exemplar Award. Her publications include Four Worlds of Writing: Inquiry and Action in Context, Composition Research: Empirical Designs, and New Perspectives on Rhetorical Invention, as well as essays on rhetorical invention, disciplinarity, writing as inquiry, composition pedagogy, historical rhetoric, and empirical research.