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.

Presents eighty photos of Umatilla, Walla Walla, and Cayuse Indians from the Columbia River Plateau taken by Major Moorhouse, an Indian agent and amateur photographer who served the Pacific Northwest territory. Simultaneous.

At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. Written by well-known scholars from around the world, it closely attends to the digitalization of writing and literacies that is transforming daily life and education. The chapter topics—identified through academic conference networks, rigorous analysis, and database searches of trending themes—are organized thematically in five sections: Digital Futures Digital Diversity Digital Lives Digital Spaces Digital Ethics This is an essential guide to digital writing and literacies research, with transformational ideas for educational and professional practice. It will enable new and established researchers to position their studies within highly relevant directions in the field and to generate new themes of inquiry.

Robert Hopkins was a man caught between two worlds. As a member of the Dakota Nation, he was unfairly imprisoned, accused of taking up arms against U.S. soldiers when war broke out with the Dakota in 1862. However, as a Christian convert who was also a preacher, Hopkins’s allegiance was often questioned by many of his fellow Dakota as well. Without a doubt, being a convert—and a favorite of the missionaries—had its privileges. Hopkins learned to read and write in an anglicized form of Dakota, and when facing legal allegations, he and several high-ranking missionaries wrote impassioned letters in his defense. Ultimately, he was among the 300-some Dakota spared from hanging by President Lincoln, imprisoned instead at Camp Kearney in Davenport, Iowa, for several years. His wife, Sarah, and their children, meanwhile, were forced onto the barren Crow Creek reservation in Dakota Territory with the rest of the Dakota women, children, and elderly. In both places, the Dakota were treated as novelties, displayed for curious residents like zoo animals. Historian Linda Clemmons examines the surviving letters from Robert and Sarah; other Dakota language sources; and letters from missionaries, newspaper accounts, and federal documents. She blends both the personal and the historical to complicate our understanding of the development of the Midwest, while also serving as a testament to the resilience of the Dakota and other indigenous peoples who have lived in this region from time immemorial.

The Routledge Handbook of Comparative World Rhetorics offers a broad and comprehensive understanding of comparative or world rhetoric, from ancient times to the modern day. Bringing together an international team of established and emergent scholars, this Handbook looks beyond Greco-Roman traditions in the study of rhetoric to provide an international, cross-cultural study of communication practices around the globe. With dedicated sections covering theory and practice, history, pedagogy, hybrids and the modern context, this extensive collection will provide the reader with a solid understanding of: how comparative rhetoric evolved how it re-defines and expands the field of rhetorical studies what it contributes to our understanding of human communication its implications for the advancement of related fields, such as composition, technology, language studies, and literacy. In a world where understanding how people communicate, argue, and persuade is as important as understanding their languages, The Routledge Handbook of Comparative World Rhetorics is an essential resource for scholars and students of communication, composition, rhetoric, cultural studies, cultural rhetoric, cross-cultural studies, transnational studies, translingual studies, and languages.

At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. Rhetorical Education in Turn-of-the-Century U.S. Women's Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s.

In Upsetting Composition Commonplaces, Ian Barnard argues that composition still retains the bulk of instructional practices that were used in the decades before poststructuralist theory discredited them. While acknowledging that some of the foundational insights of poststructuralist theory can be difficult to translate to the classroom, Barnard upends several especially intransigent tenets that continue to influence the teaching of writing and how students are encouraged to understand writing. Using six major principles of writing classrooms and textbooks—clarity, intent, voice, ethnography, audience, and objectivity—Barnard looks at the implications of poststructuralist theory for pedagogy. While suggesting some evocative poststructuralist pedagogical practices, the author focuses on diagnosing the fault lines of composition's refusal of poststructuralism rather than on providing "solutions” in the form of teaching templates. Upsetting Composition Commonplaces addresses the need to more effectively engage in poststructuralist concepts in composition in an accessible and engaging voice that will advance the conversation about relations between the theory and teaching of writing.