An investigation of the phenomenon of the framed formal center in literature of the last 180 years, illuminating both the works and correspondences among works of different genres, periods, and nations.

What might a self-conscious turn to formal analysis look like in Renaissance literary studies today, after theory and the new historicism? The essays collected here address this question from a variety of critical perspectives, as part of a renewed willingness within literary and cultural studies to engage questions of form. Essays by Paul Alpers, Douglas Bruster, Stephen Cohen, Heather Dubrow, William Flesch, Joseph Loewenstein, Elizabeth Harris Sagaser, and Mark Womack, together with an introduction of Mark David Rasmussen and an afterword by Richard Strier.

Diasporic Modernisms illuminates the formal and historical aspects of displaced Jewish writers--S. Y. Abramovitsh, Yosef Chaim Brenner, Dovid Bergelson, Leah Goldberg, and others--who grappled with statelessness and the uncertain status of Yiddish and Hebrew.

This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will continue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online.

This book presents a model of Practitioner Inquiry (PI) as a systematic form of empirical research and provides a rationale for its suitability within a writing center context. Exploring the potential of writing centers as pedagogical sites that support research, the book offers an accessible model that guides both research and practice for writing center practitioners, while offering flexibility to account for their distinct contexts of practice. Responding to the increasing call in the field to produce empirical “RAD” (replicable, aggregable, data-driven) research, the author explores Practitioner Inquiry through explication of methodology and methods, a revisitation of collaboration to guide both practice and research, and examples of application of the model. Nordstrom grounds this research and scholarship in Hawaiʻi’s context and explores Indigenous concepts and approaches to inform an ethical collaborative practice. Offering significant contributions to empirical research in the fields of writing center studies, composition, and education, this book will be of great relevance to writing center practitioners, anyone conducting empirical research, and researchers working in tutor professionalization, collaboration, translingual literacy practices, and researchmethodologies.

In a landmark collaboration, five co-authors develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger's concept of "community of practice" into an ethos of a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center. They push themselves and their field toward deeper, more significant research, more self-conscious teaching.

Nathaniel Hawthorne's "Earth's Holocaust" is a classic short story from the renowned collection "Mosses from an Old Manse." This tale showcases Hawthorne's signature style, blending American literature with profound themes and captivating narratives. A timeless piece that resonates with readers across generations.