Effective Writing: A Handbook with Stories for Lawyers

Effective Writing: A Handbook with Stories for Lawyers offers specific advice on how to write effectively the many kinds of writing lawyers do in actual practice.. It considers what makes writing effective in letters of various kinds, forms, bills, the many kinds of writing done through the trial, writing for an appeal, contracts, and writing for wills and trusts. The last chapter addresses how to rewrite to promote more effective thinking and how to rewrite for the reader, going beyond the usual considerations of correct or "plain" style to address what constitutes effective word choice, sentence structure, organization, citation and quotation in real contexts. The book is seasoned with "sidebars"-brief stories about legal writing from many judges, lawyers, and other writers-- that help to bring the world of legal writing alive. This book is the product of a collaboration between a distinguished lawyer, a professor of English (Rhetoric and Writing).

Effective Writing: A Handbook With Stories for Lawyers

Warnock, John Phelps

Warnock, Harold C.

Legal Education

Parlor Pr

Rhetorics, Poetics, and Cultures: Refiguring College English Studies (Lauer Series in Rhetoric and Composition)

Rhetorics, Poetics, and Cultures is James Berlin's most comprehensive effort to refigure the field of English Studies. Here, in his last book, Berlin both historically situates and recovers for today the tools and insights of rhetoric-displaced and marginalized, he argues, by the allegedly disinterested study of aesthetic texts in the college English department. Berlin sees rhetoric as offering a unique perspective on the current disciplinary crisis, complementing the challenging perspectives offered by postmodern literary theory and cultural studies. Taking into account the political and intellectual issues at stake and the relation of these issues to economic and social transformations, Berlin argues for a pedagogy that makes the English studies classroom the center of disciplinary activities, the point at which theory, practice, and democratic politics intersect. This new educational approach, organized around text interpretation and production-not one or the other exclusively, as before-prepares students for work, democratic politics, and consumer culture today by providing a revised conception of both reading and writing as acts of textual interpretation; it also gives students tools to critique the socially constructed, politically charged reality of classroom, college, and culture. This new edition of Rhetorics, Poetics, and Cultures includes JAC response essays by Linda Brodkey, Patricia Harkin, Susan Miller, John Trimbur, and Victor J. Vitanza, as well as an afterword by Janice M. Lauer. These essays situate Berlin's work in personal, pedagogical, and political contexts that highlight the continuing importance of his work for understanding contemporary disciplinary practice.

Literature & Fiction

Berlin, James A.

History & Criticism

Description This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. Writing Program Administration also provides the first comprehensive history of writing program administration in U.S. higher education. Writing Program Administration includes a helpful glossary of terms and an annotated bibliography for further reading. Written by a WPA who has also served in other administrative positions (department chair and associate dean), the book takes a broad perspective on the work of the WPA. It is an indispensable guide for experienced and new writing program administrators alike. Students new to the study of writing program administration will find it to be their essential guide to its history and to their own professionalization. ABOUT THE AUTHOR Susan H. McLeod is Professor of Writing and Director of the Writing Program at the University of California, Santa Barbara. She has published widely on writing across the curriculum and composition. Her most recent book is Composing a Community: A History of Writing Across the Curriculum (Parlor Press, 2006), which she edited with Margot Soven.

Writing Program Administration (Reference Guides to Rhetoric and Composition)

Reference

McLeod, Susan H.

Words, Language & Grammar

Helen Foster's NETWORKED PROCESS: DISSOLVING BOUNDARIES OF PROCESS AND POST-PROCESS is a rigorous and extensive exploration of one of the dominant metaphors of rhetoric and composition, and, more broadly, of the formation and the future of an academic discipline. Foster offers an important new approach to research in the field, one that explores and moves beyond the tension between "writing process" and "post-process" positions. Her notion of networked process promotes a culture of inquiry that grapples with the complexity of writers, writing research, pedagogy, and curricular change. Central to networked process is a theory of networked subjectivity, an idea that complicates and reformulates commonplace assumptions about student, teacher, and disciplinary identities. Networked subjectivity is grounded in the material reality of writing work and a fundamental acknowledgment of multiple literacies and multiple ways of knowing and being in the world. In NETWORKED PROCESS, Foster offers a compelling and timely investigation of the future of the discipline, arguing convincingly for the promotion of the undergraduate writing major and for the coalescence of disciplinary identity around the increasingly complex, postmodern notion of networked process, encapsulated by the re-visioning of rhetoric and composition as rhetoric and writing studies. HELEN FOSTER holds a PhD in Rhetoric and Composition from Purdue University and is currently associate professor of English at the University of Texas El Paso, where she serves as director of the Rhetoric and Writing Studies Program. She has presented papers at numerous conferences and is published in various journals. Her research areas include the history and theory of composition studies; rhetorical and cultural studies theory, particularly regarding issues of power, knowledge, marginalization, and legitimacy; and the emerging area of undergraduate rhetoric and writing studies.

Networked Process: Dissolving Boundaries of Process and Post-process

Computers & Technology

Foster, Helen

Web Development & Design

The Two Virtuals: New Media and Composition (New Media Theory)

In THE TWO VIRTUALS, Alex Reid shows that to understand the relationship between our traditional, humanistic realm of thought, subjectivity, and writing and the emerging virtual space of networked media, we need to recognize the common material space they share. The book investigates this shared space through a study of two, related conceptions of the virtual. The first virtual is quite familiar; it is the virtual reality produced by modern computing and networks. The second, less familiar, virtual comes from philosophy. It lies in the periphery of more familiar postmodern concepts, such as deconstruction, the rhizome, and simulation. In drawing the connection between the two virtuals of philosophy and networked media, Reid draws upon research in computers and writing, rhetoric and composition, new media studies, postmodern and critical theory, psychology, economics, anthropology, and robotics. ABOUT THE AUTHOR Alex Reid is an associate professor and the director of Professional Writing at the State University of New York College at Cortland. His scholarship focuses on the relationship between writing, pedagogy, and emerging technologies and has appeared in journals such as KAIROS: A JOURNAL OF RHETORIC, TECHNOLOGY, AND PEDAGOGY, THEORY & EVENT, and CULTURE MACHINE, as well as in collections such as CULTURE SHOCK AND THE PRACTICE OF THE PROFESSION: TRAINING THE NEXT WAVE IN RHETORIC AND COMPOSITION, and TECHKNOWLEDGIES: NEW CULTURAL IMAGINARIES IN THE HUMANITIES, ARTS, & TECHNOSCIENCES. He maintains a blog, DIGITAL DIGS, on the issues of new media, writing, and higher education at alexreid.typepad.com.

Reid, Alexander

Computer Science

The essays in WAYS OF SEEING, WAYS OF SPEAKING: THE INTEGRATION OF RHETORIC AND VISION IN CONSTRUCTING THE REAL explore the intersections among image, word, and visual habits in shaping realities and subjectivities. Each of the nine authors addresses the following question: How is the constitution of our world and our identities composed of the intricate interweaving of imagery, rhetoric, and shared ways of seeing? Central to the essays comprising this book is the belief that how we articulate our realities and identities is inseparable from how we see reality and what we see as reality. Understanding any aspect of human existence-from scientific knowledge, to constructions of identity, to the interface of bodies and technologies-requires attention to the integration of ways of seeing and ways of speaking. WAYS OF SEEING, WAYS OF SPEAKING is groundbreaking in three ways. First, it is an exploration of the way in which our construction of the real is a communal activity involving image, rhetoric, and visual habits. Second, it provides insight into the dynamic by which any construction of the real-a knotting of rhetoric, imagery, and visual conventions-emerges, grows to dominance, and serves as a site of resistance. Third, these essays, jointly and individually, set a course for further work in analyzing the integration of image, rhetoric, and visual habits in myriad constructions of the real. CONTRIBUTORS Kristie S. Fleckenstein, Don Ihde, Alan Gross, Anne Frances Wysocki, Sue Hum, Gunther Kress, Catherine L. Hobbs, Mieke Bal, David Palumbo-Liu, Trinh T. Minh-ha, and Valentina Vitali ABOUT THE EDITORS Kristie S. Fleckenstein, Associate Professor of English at Florida State University, is the author of Embodied Literacies: Imageword and a Poetics of Teaching (2003), winner of the 2005 Conference on College Composition and Communication's Best Book of the Year Award. Sue Hum, Assistant Professor of English at the University of Texas at San Antonio, is the co-editor, with Peter Vandenberg and Jennifer Clary-Lemon, of Relations, Locations, Positions: Composition Theory for Writing Teachers (2006). Linda T. Calendrillo is Dean of the College of Arts and Sciences at Valdosta State University. She is the co-editor, with Kristie Fleckenstein, of JAEPL: The Journal of the Assembly for Expanded Perspectives on Learning.

Ways of Seeing, Ways of Speaking: The Integration of Rhetoric and Vision in Constructing the Real

Humor & Entertainment

Movies

<p>As Debby Boone and Rocky Balboa raised the hopes of a country in financial and political crisis, U.S. colleges sought to meet the needs of a growing and increasingly diverse student body while also responding to the public outcry for tangible results. Within English departments, especially in publicly funded institutions, writing instruction came under heightened scrutiny as politicians and taxpayers wondered "Why Johnny Can't Write." Scholars and teachers of writing responded as best they could to these pressures, conducting research on writing processes, developing new pedagogies better suited than skills-and-drills to new student populations, and slowly establishing themselves as disciplinary professionals within rapidly changing and often tumultuous institutions. A product of extensive archival research and numerous interviews, 1977: A CULTURAL MOMENT IN COMPOSITION examines the local, state, and national forces (economic, political, cultural, and academic) that fostered the development of the first-year composition program at one representative site, Penn State University, in the late 1970s. Sidebar commentaries from Stephen A. Bernhardt, Hugh Burns, Sharon Crowley, Lester Faigley, Janice Lauer, Elaine Maimon, Jasper Neel, and John Warnock-many of whom were just beginning in the field in 1977-enrich and complicate the story. In the emerging tradition of program-based histories, such as Barbara L'Eplattenier and Lisa Mastrangelo's HISTORICAL STUDIES OF WRITING PROGRAM ADMINISTRATION (Parlor Press, 2005), 1977: A CULTURAL MOMENT IN COMPOSITION offers a counterpoint to broader institutional histories of composition by investigating how local phenomena can be explained by larger movements and how larger movements can be understood through local contexts. - BRENT HENZE is Associate Professor of English at East Carolina University. His research on the rhetoric of science, reporting genres in ethnological science, scientific institutions, and the scientific treatment of racial difference has appeared in TECHNICAL COMMUNICATION, TECHNICAL COMMUNICATION QUARTERLY, RHETORIC REVIEW, and elsewhere. JACK SELZER is Professor of English and Associate Dean for Graduate and Undergraduate Studies in the College of the Liberal Arts at Penn State. Currently President of the Rhetoric Society of America, he is the author, coauthor, editor, or coeditor of KENNETH BURKE IN GREENWICH VILLAGE, KENNETH BURKE IN THE 1930S, KENNETH BURKE AND HIS CIRCLES (Parlor Press, 2008), RHETORICAL BODIES, UNDERSTANDING SCIENTIFIC PROSE, and GOOD REASONS. - WENDY SHARER is Associate Professor of English and Director of Composition at East Carolina University. She is the author of VOTE AND VOICE: WOMEN'S ORGANIZATIONS AND POLITICAL LITERACY, 1915-1930 (2004) and co-editor of RHETORICAL EDUCATION IN AMERICA (2004). Her work appears in several edited collections, as well as in journals such as RHETORIC REVIEW and RHETORIC SOCIETY QUARTERLY.</p>

1977

Selzer, Jack

Henze, Brent

Sharer, Wendy

Moon Dance

Being born in the 1960s can take ten years of your life. . . .  Sometimes the universe and our lives entwine. In the era of the space race, as JFK sent us rocketing toward The Moon, a family, a life, a love, was being created in a tropical beach house. MOON DANCE is the story of a decade, a conception, a family, a birth. One small step for man, one giant leap for womankind!    ABOUT THE AUTHOR   Graeme Harper (writing as Brooke Biaz) is a fiction writer, scriptwriter and cultural critic. He is Editor-in-Chief of the international journal NEW WRITING, Professor of Creative Writing and Director of the National Institute for Excellence in the Creative Industries at Bangor University (UK).  Chair of the International Centre for Creative Writing Research, his works include: SWALLOWING FILM: SHORT FILM FICTION; BLACK CAT, GREEN FIELD; TEACHING CREATIVE WRITING; SIGNS OF LIFE: CINEMA AND MEDICINE, with A. Moor; and SMALL MAPS OF THE WORLD. He is a Fellow of the Royal Society for the Encouragement of Arts, Manufactures and Commerce (RSA) and of the Royal Geographical Society (RGS), an Honorary Professor at the University of Bedfordshire (UK), and a member of the Welsh Academi. His awards include the National Book Council Award for New Fiction (Australia) and many others.

Biaz, Brooke

Humor & Satire

Offering a comparative analysis of "community-literacy studies," COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS traces common values in diverse accounts of "ordinary people going public." Elenore Long offers a five-point theoretical framework. Used to review major community-literacy projects that have emerged in recent years, this local public framework uncovers profound differences, with significant consequence, within five formative perspectives: 1) the guiding metaphor behind such projects; 2) the context that defines a "local" public, shaping what is an effective, even possible performance, 3) the tenor and affective register of the discourse; 4) the literate practices that shape the discourse; and, most signficantly, 5) the nature of rhetorical invention or the generative process by which people in these accounts respond to exigencies, such as getting around gatekeepers, affirming identities, and speaking out with others across difference.     COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS also examines pedagogies that educators can use to help students to go public in the course of their rhetorical education at college. the concluding chapter adapts local-public literacies to college curricula and examines how these literate moves elicit different kinds of engagement from students and require different kinds of scaffolding from teachers and community educators. A glossary and annotated bibliography provide the basis for further inquiry and research.     ABOUT THE AUTHOR After completing a postdoctoral fellowship through Pittsburgh's Community Literacy Center and Carnegie Mellon University, Elenore Long continued to direct community-literacy initiatives with Wayne Peck and Joyce Baskins. With Linda Flower and Lorraine Higgins, she published LEARNING TO RIVAL: A LITERATE PRACTICE FOR INTERCULTURAL INQUIRy. They recently published a fifteen-year retrospective for the COMMUNITY LITERACY JOURNAL. She currently directs the composition program and Writers' Center at Eastern Washington University.     ADVANCE PRAISE . . .  "COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS is the perfect entry to the exuberant practice of literacy in community. It brings contemporary research to life-in people, stories, and purposes. And it documents the amazingly diverse ways ordinary people go public. Moreover, Elenore Long's imaginative theoretical framework lets us understand and critically compare alternative images of local public life-from the literate worlds of church women, writing groups, and street gangs to the performances of community organizing, street theater, and local think tanks. Long's analytical and profoundly rhetorical insight is to compare community literacies in terms of their framing metaphors, privileged practices, and processes of rhetorical invention. And that is perhaps what makes the final chapter such a pedagogical powerhouse-a brilliantly critical and concrete guide to supporting our students and ourselves in local literate action." -Linda Flower, Carnegie Mellon    "Elenore Long's COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS begins to articulate a history for community literacy studies, and such a history is essential for helping us figure out where we are going with this area of inquiry. Long provides a new set of tools as well, and her local publics framework, in particular, will prove valuable to researchers and teachers alike."  -Jeff Grabill

Community Literacy and the Rhetoric of Local Publics (Reference Guides to Rhetoric and Composition)

Long, Elenore

In WRITERS WITHOUT BORDERS: WRITING AND TEACHING WRITING IN TROUBLED TIMES, Lynn Z. Bloom presents groundbreaking research on the nature of essays and on the political, philosophical, ethical, and pragmatic considerations that influence how we read, write, and teach them in times troubled by terrorism, transgressive students, and uses and abuses of the Internet. WRITERS WITHOUT BORDERS reinforces Bloom's reputation for presenting innovative and sophisticated research with a writer's art and a teacher's heart. Each of the eleven essays addresses in its own way the essay itself as one way to live and learn with others. Lynn Z. Bloom is Board of Trustees Distinguished Professor and Aetna Chair of Writing at the University of Connecticut. She has authored or edited numerous books, including COMPOSITION STUDIES AS A CREATIVE ART (1998), THE SEVEN DEADLY VIRTUES (2008), THE ARLINGTON READER (2008), THE ESSAY CONNECTION (9th ed. 2008), and two volumes of COMPOSITION STUDIES IN THE 21ST CENTURY (1996). Her many essays have appeared in COLLEGE ENGLISH, WRITING ON THE EDGE, PEDAGOGY, and elsewhere.

Writers Without Borders: Writing and Teaching Writing in Troubled Times (Lauer Series in Rhetoric and Composition)

Bloom, Lynn Z.

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