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Potter versus Voldemort: Examining Evil, Power, and Affective Responses in the Harry Potter Film Series
Laura L. Finley and Kelly A. Mannise
Evil has been with us since the Garden of Eden, when Eve unleashed evil by biting the apple. Outside of theology, evil remains a highly relevant concept in contemporary times: evil villains in films and literature make these stories entertaining; our criminal justice system decides the fate of convicted criminals based on the determination of their status as "evil" or "insane." This book examines the many manifestations of "evil" in modern media, making it clear how this idea pervades nearly all aspects of life and helping us to reconsider some of the notions about evil that pop culture perpetuates and promotes.
Covering screen media such as film, television, and video games; print media that include novels and poetry; visual media like art and comics; music; and political polemics, the essays in this book address an eclectic range of topics. The diverse authors include Americans who left the United States during the Vietnam War era, conservative Christian political pundits, rock musicians, classical linguists, Disney fans, scholars of American slavery, and experts on Holocaust literature and films. From portrayals of evil in the television shows The Wire and 24 to the violent lyrics of the rap duo Insane Clown Posse to the storylines of the Lord of the Rings and Harry Potter books, readers will find themselves rethinking what evil is—and how they came to hold their beliefs. -
Multimodal Composition: A Critical Sourcebook
Claire Lutkewitte
Multimodal Composition gives instructors a starting point for rethinking the kinds of texts they teach and produce. Chapters take up fundamental questions, such as What is multimodal composition, and why should I care about it? How do I bring multimodal composition into the classroom? How do I use multiple modes in my scholarship? With practical discussions about assessing student work and incorporating multiple modes into composition scholarship, this book provides a firm foundation for graduate teaching assistants and established instructors alike.
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Student Guide to English Composition 1001
Janine Morris, Hannah J. Rule, Michelle Holley, and Carla Sarr
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Feminism and Ethnic Diversity
Kelly A. Concannon
Multicultural America: A Multimedia Encyclopedia explores this pivotal moment and its ramifications with more than 900 signed entries not just providing a compilation of specific ethnic groups and their histories but also covering the full spectrum of issues flowing from the increasingly multicultural canvas that is America today. Pedagogical elements include an introduction, a thematic reader’s guide, a chronology of multicultural milestones, a glossary, a resource guide to key books, journals, and Internet sites, and an appendix of 2010 U.S. Census Data. Finally, the electronic version will be the only reference work on this topic to augment written entries with multimedia for today’s students, with 100 videos (with transcripts) from Getty Images and Video Vault, the Agence France Press, and Sky News, as reviewed by the media librarian of the Rutgers University Libraries, working in concert with the title’s editors.
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The Centrality of Style
Mike Duncan and Star Vanguri
In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field. Calling attention to this paradox in his foreword to the collection, Paul Butler observes, "Many of the chapters work within the liminal space in which style serves as both a centralizing and decentralizing force in rhetoric and composition. Clearly, the authors and editors have made an invaluable contribution in their collection by exposing the paradoxical nature of a canon that continues to play a vital role in our disciplinary history."
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Introduction
Mike Duncan and Star Medzerian Vanguri
In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field. Calling attention to this paradox in his foreword to the collection, Paul Butler observes, "Many of the chapters work within the liminal space in which style serves as both a centralizing and decentralizing force in rhetoric and composition. Clearly, the authors and editors have made an invaluable contribution in their collection by exposing the paradoxical nature of a canon that continues to play a vital role in our disciplinary history."
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Introduction to Part One: Conceptualizing Style
Mike Duncan and Star Medzerian Vanguri
In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field. Calling attention to this paradox in his foreword to the collection, Paul Butler observes, "Many of the chapters work within the liminal space in which style serves as both a centralizing and decentralizing force in rhetoric and composition. Clearly, the authors and editors have made an invaluable contribution in their collection by exposing the paradoxical nature of a canon that continues to play a vital role in our disciplinary history."
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Introduction to Part Two: Applying Style
Juliette C. Kitchens
While Part One of this collection presented a variety of conceptions of style that were both theoretically and pedagogically informed, the essays in Part Two concentrate more on how style can be presented as a central aspect of composition in the classroom. The diversity of methods and genres offered here again assume the centrality and importance of style, regardless of the nature or the disciplinary site of pedagogical presentation. In particular, however, teachers of composition, as well as those teaching technical writing, linguistics, literature, creative writing, nonfiction, and fiction will find much of interest in this second half of the collection, given the focus on assignments, example texts, techniques for stylistic analysis, assessment, and terminology that enables increased student conceptualization of style. Also, much like the collective argument formed by Part One, these eight essays, when read together, suggest strongly that these different pedagogical sites have, in common, the potential for a pedagogically profitable incursion by style due to its centrality to composition.
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Web 2.0 Applications for Composition Classrooms
Claire Lutkewitte
Anyone who has watched TV lately can attest to the plethora of cell phone commercials that boast about the amount of applications available to download. These applications, or apps for short, are purported to do more: connect more people in more ways, create more networks, build more communities, and keep more people in "the know" or in "the loop." More. More. More. Probably, the most famous cell phone commercials are the commercials for the iPhone. There's an app for that, has become the iPhone's signature slogan because chances are, of the more than 100,000 apps iPhone supports, there is an app for you and anyone else who uses the iPhone. If you want to check how many calories are in your lunch, for example, there's an app for that. Or, if you want to check exactly where you parked your car, there's even an app for that as well. While this book is not about using cell phones in writing classes, although that will happen sooner rather than later, this book is about collaborating more, connecting more people, creating more networks, building more communities, and it is very much about applications that help us do those things. Essentially, I have asked college writing instructors to speak about how and why they teach writing while using technologies and, in particular, Web 2.0 applications. Of their writing classes, specifically, I wanted to know, "Is there an app for that?"
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What Scoring Rubrics Teach Students (and Teachers) about Style
Star Medzerian Vanguri
This collection argues that style should be considered central to the enterprise of composition, from how we theorize the work we do as a discipline to how we teach students to write. While the other chapters in this section provide ways to enact such a style-centered pedagogy, this chapter investigates a place where style already exists in many composition classrooms: the scoring rubric. I submit that grading style is teaching style, and that part of making style central to our pedagogies is recognizing the pedagogical function of our evaluation of student writing, and how it shapes students’ understanding of what effective writing is. This means not just actively and consciously bringing style into our classrooms, but also interrogating the places where it silently lurks
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Sassin' Through Sadhana': Learned Leadership Journeys of Black Women in Holistic Practices
Rachel Panton
Women of color, especially Black women, are underrepresented in the extant literature and research of adult development and mind, body, spirit leadership. This in-depth qualitative portraiture study explored the lives of three Black women who have been leading their communities as adult educators of mind, body, spirit practices. This examination seeks to extend the research on Black female adult development and learning to include those who are guiding their respective communities through Yoruba, Yoga, and Christian-based holistic practices by addressing these questions: How have their spiritual/religious practices changed from childhood? What was their preparation for their current teaching practice like? What did it teach them about the ways in which they learn? What connection, if any, does their body have to their spiritual practices? What type of familial and community support do they receive for their current holistic lifestyle and teaching practices? This study is informed by a transformative, Africana Womanist epistemology.
The major themes that emerged are: the spiritual quest as a natural process of adult development; political/cultural consciousness and uplifting others; motherhood as power; learning through empathic relationships with men; and the body as a vehicle for the spirit and the practice.
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Change I Can See: A High School English Teacher’s Perspective of the Writing Center’s Impact on Bilingual, Hispanic Students
Kevin Dvorak and Katherine Palacio
This book highlights the work of talented teachers and tutors who connect theory and practice with the lessons they learned from working with students in their high school writing centers. The authors offer innovative methods for secondary and post-secondary educators interested in adolescent literacy, English Language Learners, new literacies, writing center pedagogy and evaluation, embedded professional development, differentiated instruction, and cross-institutional collaboration.
The Successful High School Writing Center demonstrates how writing centers help school communities that serve diverse student populations grapple with the realities that come with literacy education. Depicting real-life writing centers as leaders in literacy education, the accounts presented will enrich the work of teachers, writing center directors, writing center tutors, and student writers in socially significant ways.
Book Features:
- Models of writing centers and literacy centers that explicitly integrate reading and writing across the curriculum.
- Creative strategies from a diversity of schools, models, and students served.
- Literacy-based, collaborative research projects for writing center evaluation.
- Helpful forms.
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Milestones on a Journey in Peace and Conflict Studies
Neil Katz
This chapter will focus on milestones in my intellectual, academic, and practice journey through my 38 years in Peace and Conflict Studies, and highlight some of the critical “influencers” in my work as a scholar, educator, and active consultant. It begins by describing how I first got interested in the field of Peace and Conflict Studies through involvement in the civil rights and anti- Vietnam war movement, reformulated some of my interests during my dissertation stage at the University of Maryland, and then recast those interests several times through my thirty-seven years at Syracuse University, and this past year as Chair of the largest graduate program in the field at Nova Southeastern University. Throughout the article I will pinpoint and highlight major “influencers,” including key mentors, organizations, continuing education opportunities, and scholarly works in the field. I will conclude with a summary of my most significant insights or lessons. The hope is that this article might inspire others to reflect on their own personal journey and lessons learned.
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Revising for Style
Star Vanguri
The same tools that we have used to analyze rhetorical texts and controversial issues can be used to size up the public audiences of our own writing. What do you want your writing to persuade your audience to do, think, feel, or say about your issue? When we analyze the purpose of our public arguments, we often have to analyze the possibilities of persuasion. This means thinking through the types of audiences we might persuade to consider our position and the plausible actions that they might take after being persuaded by our rhetoric. It is important to remember that your goal is not to formulate a simple pro or con summary of a public issue, as there are often many more than two perspectives on the issue. At the same time, you do not want to try to cover every single perspective. You are looking for those perspectives that are the most prevalent in the debate.
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Creative Writing Workshops for Second Language Writers
Kevin Dvorak
Writing centers are seeing more and more kinds of ESL students. That's why the much-loved ESL Writers (winner of the International Writing Centers Association's Outstanding Scholarship Award for Best Book) has changed with the times to reflect the expanding diversity of writing center students. The Second Edition features five totally new essays and has been thoroughly revised to be more useful than ever. ESL Writers,Second Edition:
- expands the definition of students and tutors with respect to their linguistic backgrounds, describing specifically the characteristics of a variety of English learners, including bilingual writers, Generation 1.5ers, recent immigrants, and foreign students who need support with academic English in a new first chapter
- focuses greater attention on the diversity of cultural and literacy identities among students and tutors
- addresses tutors' most frequently asked questions about helping ESL writers with English grammar
- outlines methods for succeeding with tutoring ESL writers online as well as tips for common pitfalls.
Filled with suggestions and strategies based on a rigorous combination of experience, research, and theory, ESL Writers, Second Edition, remains a tutor's top resource for working with English learners
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Writing Activities for ESL Writers
Kevin Dvorak
Writing centers are seeing more and more kinds of ESL students. That's why the much-loved ESL Writers (winner of the International Writing Centers Association's Outstanding Scholarship Award for Best Book) has changed with the times to reflect the expanding diversity of writing center students. The Second Edition features five totally new essays and has been thoroughly revised to be more useful than ever. ESL Writers,Second Edition:
- expands the definition of students and tutors with respect to their linguistic backgrounds, describing specifically the characteristics of a variety of English learners, including bilingual writers, Generation 1.5ers, recent immigrants, and foreign students who need support with academic English in a new first chapter
- focuses greater attention on the diversity of cultural and literacy identities among students and tutors
- addresses tutors' most frequently asked questions about helping ESL writers with English grammar
- outlines methods for succeeding with tutoring ESL writers online as well as tips for common pitfalls.
Filled with suggestions and strategies based on a rigorous combination of experience, research, and theory, ESL Writers, Second Edition, remains a tutor's top resource for working with English learners.
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What the #%@: Offensive Language Spoken on Popular Morning Radio Programs
Megan Fitzgerald
This book examines offensive language spoken on popular morning radio programs. While concerns over indecency have long existed, the 2004 Super Bowl half-time show sparked renewed interest in the issue of indecency on television and radio and, as evident in the 2007 firing of radio personality Don Imus, continues to be of concern today. Even with Howard Stern running for the cover of satellite radio at the start of 2006 and the often-controversial NYPD Blue signing off in 2005, the battle over a crackdown on indecency on the public airwaves wages on. How pervasive is indecent language on radio? Is it really as ?filthy? and out of control as critics claim? While some lawmakers and interest groups presume this to be the case, no research evidence exists to support or reject these claims. While offensive language on primetime television has been studied, offensive language on radio has received little scholarly attention. The purpose of this work was to identify the amount and kind of offensive language spoken on- air.
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Outsourcing Ourselves: Students, Academics, and the Service Learning Economy
Eric Mason and Julia L. Mason
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