The period of apartheid was a perilous time in South Africa’s history. This book examines the tactics of resistance developed by those working for the Weekly Mail and New Nation, two opposition newspapers published in South Africa in the mid- and late 1980s. The government, in an attempt to crack down on the massive political resistance sweeping the country, had imposed martial law and imposed even greater restrictions on the press. Bryan Trabold examines the writing, legal, and political strategies developed by those working for these newspapers to challenge the censorship restrictions as much as possible—without getting banned. Despite the many steps taken by the government to silence them, including detaining the editor of New Nation for two years and temporarily closing both newspapers, the Weekly Mail and New Nation not only continued to publish but actually increased their circulations and obtained strong domestic and international support. New Nation ceased publication in 1994 after South Africa made the transition to democracy, but the Weekly Mail, now the Mail & Guardian, continues to publish and remains one of South Africa’s most respected newspapers.

Tasteful Domesticity demonstrates how women marginalized by gender, race, ethnicity, and class used the cookbook as a rhetorical space in which to conduct public discussions of taste and domesticity. Taste discourse engages cultural values as well as physical constraints, and thus serves as a bridge between the contested space of the self and the body, particularly for women in the nineteenth century. Cookbooks represent important contact zones of social philosophies, cultural beliefs, and rhetorical traditions, and through their rhetoric, we witness women's roles as republican mothers, sentimental evangelists, wartime fundraisers, home economists, and social reformers. Beginning in the early republic and tracing the cookbook through the publishing boom of the nineteenth century, the Civil War and Reconstruction, the Progressive era, and rising racial tensions of the early twentieth century, Sarah W. Walden examines the role of taste as an evolving rhetorical strategy that allowed diverse women to engage in public discourse through published domestic texts.

Winner of the 2019 CCCC Outstanding Book Award. In this book, Rebecca Lorimer Leonard shows how multilingual migrant women both succeed and struggle in their writing contexts. Based on a qualitative study of everyday multilingual writers in the United States, she shows how migrants' literacies are revalued because they move with writers among their different languages and around the world. Writing on the Move builds a theory of literate valuation, in which socioeconomic values shape how multilingual migrant writers do or do not move forward in their lives. The book details the complicated reality of multilingual literacy, which is lived at the nexus of prejudice, prestige, and power.

Teaching Queer looks closely at student writing, transcripts of class discussions, and teaching practices in first-year writing courses to articulate queer theories of literacy and writing instruction, while also considering the embodied actuality of being a queer teacher. Rather than positioning queerness as connected only to queer texts or queer teachers/students (as much work on queer pedagogy has done since the 1990s), this book offers writing and teaching as already queer practices, and contends that the overlap between queer theory and composition presents new possibilities for teaching writing. Teaching Queer argues for and enacts "queer forms"—non-normative and category-resistant forms of writing—those that move between the critical and the creative, the theoretical and the practical, and the queer and the often invisible normative functions of classrooms.

Approaching poems as utterances designed and packaged for pleasurable reanimation, How to Play a Poem leads readers through a course that uses our common experience of language to bring poems to life. It mobilizes the speech genres we acquire in our everyday exchanges to identify "signs of life" in poetic texts that can guide our co-creation of tone. How to Play a Poem draws on ideas from the Bakhtin School, usually associated with fiction rather than poetry, to construct a user-friendly practice of close reading as an alternative to the New Critical formalism that still shapes much of teaching and alienates many readers. It sets aside stock questions about connotation and symbolism to guide the playing out of dynamic relations among the human parties to poetic utterances, as we would play a dramatic script or musical score. How to Play a Poem addresses critics ready to abandon New Criticism, teachers eager to rethink poetry, readers eager to enjoy it, and students willing to give it a chance, inviting them to discover a lively and enlivening way to animate familiar and unfamiliar poems.

Winner, 2018 CCCC Outstanding Book AwardSulh is a centuries-old Arab-Islamic peacemaking process. In Shades of Sulh, Rasha Diab explores the possibilities of the rhetoric of sulh, as it is used to resolve intrapersonal, interpersonal, communal, national, and international conflicts, and provides cases that illustrate each of these domains. Diab demonstrates the adaptability and range of sulh as a ritual and practice that travels across spheres of activity (juridical, extra-juridical, political, diplomatic), through time (medieval, modern, contemporary), and over geopolitical borders (Cairo, Galilee, and Medina). Together, the cases prove the flexibility of sulh in the discourse of peacemaking—and that sulh has remarkable rhetorical longevity, versatility, and richness. Shades of Sulh sheds new light on rhetorics of reconciliation, human rights discourse, and Arab-Islamic rhetorics.

"Mental hygiene" films developed for classroom use touted vigilance, correct behavior, morality, and model citizenship. They also became powerful tools for teaching literacy skills and literacy-based behaviors to young people following the Second World War. In this study, Kelly Ritter offers an extensive theoretical analysis of the alliance of the value systems inherent in mental hygiene films (class-based ideals, democracy, patriotism) with writing education—an alliance that continues today by way of the mass digital technologies used in teaching online. She further details the larger material and cultural forces at work in the production of these films behind the scenes and their effects on education trends. Through her examination of literacy theory, instructional films, policy documents, and textbooks of the late 1940s to mid–1950s, Ritter demonstrates a reliance on pedagogies that emphasize institutional ideologies and correctness over epistemic complexity and de-emphasize the role of the student in his or her own learning process. To Ritter, these practices are sustained in today's pedagogies and media that create a false promise of social uplift through formalized education, instead often resulting in negative material consequences.

In an age of global anxiety and suspicion, South Asian immigrants juggle multiple cultural and literate traditions in Mid-South America. In this study Iswari P. Pandey looks deeply into this community to track the migration of literacies, showing how different meaning-making practices are adapted and reconfigured for cross-language relations and cross-cultural understanding at sites as varied as a Hindu school, a Hindu women's reading group, Muslim men's and women's discussion groups formed soon after 9/11, and cross-cultural presentations by these immigrants to the host communities and law enforcement agencies. Through more than seventy interviews, he reveals the migratory nature of literacies and the community work required to make these practices meaningful. Pandey addresses critical questions about language and cultural identity at a time of profound change. He examines how symbolic resources are invented and reinvented and circulated and recirculated within and across communities; the impact of English and new technologies on teaching, learning, and practicing ancestral languages; and how gender and religious identifications shape these practices. Overall, the book offers a thorough examination of the ways individuals use interpretive powers for agency within their own communities and for cross-cultural understanding in a globalizing world and what these practices mean for our understanding of that world.

In the Archives of Composition offers new and revisionary narratives of composition and rhetoric's history. It examines composition instruction and practice at secondary schools and normal colleges, the two institutions that trained the majority of U.S. composition teachers and students during the nineteenth and twentieth centuries. Drawing from a broad array of archival and documentary sources, the contributors provide accounts of writing instruction within contexts often overlooked by current historical scholarship. Topics range from the efforts of young women to attain rhetorical skills in an antebellum academy, to the self-reflections of Harvard University students on their writing skills in the 1890s, to a close reading of a high school girl's diary in the 1960s that offers a new perspective on curriculum debates of this period. Taken together, the chapters begin to recover how high school students, composition teachers, and English education programs responded to institutional and local influences, political movements, and pedagogical innovations over a one-hundred-and-thirty-year span.

Writing against Racial Injury recalls the story of Asian American student rhetoric at the site of language and literacy education in post-1960s California. What emerged in the Asian American movement was a recurrent theme in U.S. history: conflicts over language and literacy difference masked wider racial tensions. Bringing together language and literacy studies, Asian American history and rhetoric, and critical race theory, Hoang uses historiography and ethnography to explore the politics of Asian American language and literacy education: the growth of Asian American student organizations and self-sponsored writing; the ways language served as thinly veiled trope for race in the influential Lau v. Nichols; the inheritance of a rhetoric of injury on college campuses; and activist rhetorical strategies that rearticulate Asian American racial identity. These fragments depict a troubling yet hopeful account of the ways language and literacy education alternately racialized Asian Americans while also enabling rearticulations of Asian American identity, culture, and history. This project, more broadly, seeks to offer educators a new perspective on racial accountability in language and literacy education.

In Literate Zeal, Janet Carey Eldred examines the rise of women magazine editors during the mid-twentieth century and reveals their unheralded role in creating a literary aesthetic for the American public. Between the sheets of popular magazines, editors offered belles-lettres to the masses and, in particular, middle-class women. Magazines became a place to find culture, humor, and intellectual affirmation alongside haute couture. Eldred mines a variety of literary archives, notably the correspondence of Katharine Sargeant White of the New Yorker, to provide an insiderÆs view of the publisher-editor-author dynamic. Here, among WhiteÆs letters, memos, and markups, we see the deliberate shaping of literature to create a New Yorker ethos. Through her discrete phrasing, authors are coaxed by White to correct or wholly revise their work. Stories or poems by famous writers are rejected for being \u201cdizzying\u201d or \u201ctoo literate.\u201d With a surgeonÆs skill, \u201cdisturbing\u201d issues such as sexuality and race are extracted from manuscripts. Eldred chronicles the work of women (and a few men) editors at the major womenÆs magazines of the day. LadiesÆ Home Journal, Mademoiselle, Vogue, and others enacted an editorial style similar to that of the New Yorker by offering literature, values, and culture to an educated and aspiring middle class. Publishers effectively convinced readers that middlebrow stories (and by association their audience) had much loftier pursuits. And they were right. These publications created and sustained a mass literacy never before seen in American publishing.

In Plateau Indian Ways with Words, Barbara Monroe makes visible the arts of persuasion of the Plateau Indians, whose ancestral grounds stretch from the Cascades to the Rockies, revealing a chain of cultural identification that predates the colonial period and continues to this day. Culling from hundreds of student writings from grades 7-12 in two reservation schools, Monroe finds that students employ the same persuasive techniques as their forebears, as evidenced in dozens of post-conquest speech transcriptions and historical writings. These persuasive strategies have survived not just across generations, but also across languages from Indian to English and across multiple genres from telegrams and Supreme Court briefs to school essays and hip hop lyrics. Anecdotal evidence, often dramatically recreated; sarcasm and humor; suspended or unstated thesis; suspenseful arrangement; intimacy with and respect for one’s audience as co-authors of meaning—these are among the privileged markers in this particular indigenous rhetorical tradition. Such strategies of personalization, as Monroe terms them, run exactly counter to Euro-American academic standards that value secondary, distant sources; “objective” evidence; explicit theses; “logical” arrangement. Not surprisingly, scores for Native students on mandated tests are among the lowest in the nation. While Monroe questions the construction of this so-called achievement gap on multiple levels, she argues that educators serving Native students need to seek out points of cultural congruence, selecting assignments and assessments where culturally marked norms converge, rather than collide. New media have opened up many possibilities for this kind of communicative inclusivity. But seizing such opportunities is predicated on educators, first, recognizing Plateau Indian students’ distinctive rhetoric, and then honoring their sovereign right to use it. This book provides that first step.

In the early twentieth century, the field of anthropology transformed itself from the “welcoming science,” uniquely open to women, people of color, and amateurs, into a professional science of culture. The new field grew in rigor and prestige but excluded practitioners and methods that no longer fit a narrow standard of scientific legitimacy. In Rhetoric in American Anthropology, Risa Applegarth traces the “rhetorical archeology” of this transformation in the writings of early women anthropologists. Applegarth examines the crucial role of ethnographic genres in determining scientific status and recovers the work of marginalized anthropologists who developed alternative forms of scientific writing. Applegarth analyzes scores of ethnographic monographs to demonstrate how early anthropologists intensified the constraints of genre to define their community and limit the aims and methods of their science. But in the 1920s and 1930s, professional researchers sidelined by the academy persisted in challenging the field’s boundaries, developing unique rhetorical practices and experimenting with alternative genres that in turn greatly expanded the epistemology of the field. Applegarth demonstrates how these writers’ folklore collections, ethnographic novels, and autobiographies of fieldwork experiences reopened debates over how scientific knowledge was made: through what human relationships, by what bodies, and for what ends. Linking early anthropologists’ ethnographic strategies to contemporary theories of rhetoric and composition, Rhetoric in American Anthropology provides a fascinating account of the emergence of a new discipline and reveals powerful intersections among gender, genre, and science.

Recent global security threats, economic instability, and political uncertainty have placed great scrutiny on the requirements for U.S. citizenship. The stipulation of literacy has long been one of these criteria. In Producing Good Citizens, Amy J. Wan examines the historic roots of this phenomenon, looking specifically to the period just before World War I, up until the Great Depression. During this time, the United States witnessed a similar anxiety over the influx of immigrants, economic uncertainty, and global political tensions.Early on, educators bore the brunt of literacy training, while also being charged with producing the right kind of citizens by imparting civic responsibility and a moral code for the workplace and society. Literacy quickly became the credential to gain legal, economic, and cultural status. In her study, Wan defines three distinct pedagogical spaces for literacy training during the 1910s and 1920s: Americanization and citizenship programs sponsored by the federal government, union-sponsored programs, and first year university writing programs. Wan also demonstrates how each literacy program had its own motivation: the federal government desired productive citizens, unions needed educated members to fight for labor reform, and university educators looked to aid social mobility.Citing numerous literacy theorists, Wan analyzes the correlation of reading and writing skills to larger currents within American society. She shows how early literacy training coincided with the demand for laborers during the rise of mass manufacturing, while also providing an avenue to economic opportunity for immigrants. This fostered a rhetorical link between citizenship, productivity, and patriotism. Wan supplements her analysis with an examination of citizen training books, labor newspapers, factory manuals, policy documents, public deliberations on citizenship and literacy, and other materials from the period to reveal the goal and rationale behind each program.Wan relates the enduring bond of literacy and citizenship to current times, by demonstrating the use of literacy to mitigate economic inequality, and its lasting value to a productivity-based society. Today, as in the past, educators continue to serve as an integral part of the literacy training and citizen-making process.

Throughout history, determined individuals have appropriated and reconstructed rhetorical and religious resources to create effective arguments. In the process, they have remade both themselves and their communities. This edited volume offers notable examples of these reconstructions, ranging from the formation of Christianity to questions about the relationship of religious and academic ways of knowing. The initial chapters explore historic challenges to Christian doctrines and gender roles. Contributors examine Mormon women’s campaigns for the recognition of their sect, women’s suffrage, and the statehood of Utah; the Seventh-day Adventist challenge to the mainstream designation of Sunday as the Sabbath; a female minister who confronted the gendered tenets of early Methodism and created her own sacred spaces; women who, across three centuries, fashioned an apostolic voice of humble authority rooted in spiritual conversion; and members of the Woman’s Foreign Missionary Society of the Methodist Episcopal Church, who redefined notions of women’s intellectual capacity and appropriate fields for work from the Civil War through World War II.Considering contemporary learning environments, other contributors explore resources that can help faculty and students of composition and rhetoric consider more fully the relations of religion and academic work. These contributors call upon the work of theologians, philosophers, and biblical scholars to propose strategies for building trust through communication.The final chapters examine the writings of Apostle Paul and his use of Jewish forms of argumentation and provide an overarching discussion of how the Christian tradition has resisted rhetorical renovation, and in the process, missed opportunities to renovate spiritual belief.

American universities have long professed dismay at the writing proficiency levels of entrants, and the volume of this complaint has been directly correlated to social, political, or economic currents. Many universities, in their rhetoric, have defined high need for remediation as a crisis point in order to garner state funding or to manage admissions.In The Rhetoric of Remediation, Jane Stanley examines the statements and actions made regarding remediation at the University of California, Berkeley (Cal). Since its inception in 1868, university rhetoric has served to negotiate the tensions between an ethic of access and the assertion of elite status. Great care has been taken to promote the politics of public accessibility, yet in its competition for standing among other institutions, Cal has been publicly critical of the \u201cunderpreparedness\u201d of many entrants. Early on, Cal developed programs to teach \u201cSubject A\u201d (Composition) to the vast number of students who lacked basic writing skills.Stanley documents the evolution of the university's \u201crhetoric of remediation\u201d at key moments in its history, such as: the early years of \u201copen gate\u201d admissions; the economic panic of the late 1800s and its effect on enrollment; Depression-era battles over funding and the creation of a rival system of regional state colleges; the GI Bill and ensuing post-WWII glut in enrollments; the \u201cRed Scare\u201d and its attacks on faculty, administrators, and students; the Civil Rights Movement and the resultant changes to campus politics; sexist admission policies and a de facto male-quota system; accusations of racism in the instruction of Asian Americans during the 1970s; the effects of an increasing number of students, beginning in the 1980s, for whom English was a second language; and the recent development of the College Writing Program which combined freshmen composition with Subject A instruction, in an effort to remove the concept of remediation altogether.Setting her discussion within the framework of American higher education, Stanley finds that the rhetorical phenomenon of \u201cembrace-and-disgrace\u201d is not unique to Cal, and her study encourages compositionists to evaluate their own institutional practices and rhetoric of remediation for the benefit of both students and educators.