The sixteen articles in The Rhetoric of Canadian Writing are a welcome contribution to the growing interest in Canadian culture, indicating its variety - Aboriginal, Anglo-Canadian and French-Canadian culture and their interrelationships are all represented. In classical oratory the term “rhetoric” signifies the art of influencing the thought and conduct of readers and listeners, and this concept is used as an underlying current of debate in this volume. Contributors address the theme of identity and post-colonial disputation in their explorations of eighteenth- and nineteenth-century writing by Elizabeth Simcoe, Catharine Parr Traill and Lucy Montgomery as well as contemporary works by Margaret Atwood, Nancy Huston, Wayne Johnston, Susan Swan, Jacques Poulin and Rudy Wiebe. Quebecoise writer Louis Dupré contributes a compelling reflection on women's writing in Quebec.

Writing & Rhetoric Book 1: Fable Teacher's Edition includes the comlete studetn text, as well as answer keys, teacher's notes, and explanations. For every writing assignment, this edition also supplies descriptions and examples of waht excellentstudent writing should look like, providing the teacher with meaningful and concrete guidance."

Criticism that takes an ideological approach to Canadian writing is scarce; political-rhetorical studies are even more uncommon. In this original approach to postwar Canadian fiction Glenn Deer presents provocative readings of ideologies as well as experiments with authorial stances.

This work is a comparative study of nineteenth-century English-Canadian and French Canadian novel prefaces, a previously unexplored literary topic. As a study in Comparative Literature - with the application of a specific literary framework and methodology - the study conforms to theoretical and methodological postulates formulated in and prescribed by this framework when applied. This a priori postulate necessitates that the research on and the presentation of the Canadian novel preface be carried out in a specific manner, as follows. First, the study will establish the hypothesis that the preface to nineteenth-century English-Canadian and French-Canadian novels is a genre in its own right. This hypothesis will rest on the following: 1) a taxonomical survey of related terms meaning "preface"; 2) a survey of secondary Iiterature of works dealing with the preface; 3) a discussion of the theoretical framework and methodology of the Empirical Theory of Literature and its appropriateness for the study of the preface; and 4) a discussion of the process of the compilation of the corpus of nineteenth-century Canadian novel prefaces (Chapter one). In a second step, the theoretical postulate outlined in the hypothesis will be put into practice by the development and production of a preface typology (Chapter two). In a third step, further tenets of the Empirical Theory of Literature will be tested on the corpus of the prefaces (Chapter three). In a fourth step, the prefaces will be analysed following the tenets formulated in and prescribed by the systemic framework applied (Chapter four).

Influenced by Erika Lindemann’s A Rhetoric for Writing Teachers, A Rhetoric for Writing Program Administrators delineates the major issues and questions in the field of writing program administration and provides readers new to that field with theoretical lenses through which to view those issues and questions. In brief and direct though not oversimplified chapters, A Rhetoric for Writing Program Administrators explains the historical and theoretical background of such concepts as “academic freedom,” “first-year composition,” “basic writing,” “writing across the curriculum,” “placement,” “ESL,” “general education,” and “transfer. ” Its thirty-nine contributors are seasoned writing program and center administrators who, in a range of voices, map the discipline of writing program administration and guide readers toward finding their own answers to solving problems at their own institutions.

Canadian literature, and specifically the teaching of Canadian literature, has emerged from a colonial duty to a nationalist enterprise and into the current territory of postcolonialism. From practical discussions related to specific texts, to more theoretical discussions about pedagogical practice regarding issues of nationalism and identity, Home-Work constitutes a major investigation and reassessment of the influence of postcolonial theory on Canadian literary pedagogy from some of the top scholars in the field.

The Routledge Concise History of Canadian Literature introduces the fiction, poetry and drama of Canada in its historical, political and cultural contexts. In this clear and structured volume, Richard Lane outlines: the history of Canadian literature from colonial times to the present key texts for Canadian First Peoples and the literature of Quebec the impact of English translation, and the Canadian immigrant experience critical themes such as landscape, ethnicity, orality, textuality, war and nationhood contemporary debate on the canon, feminism, postcoloniality, queer theory, and cultural and ethnic diversity the work of canonical and lesser-known writers from Catherine Parr Traill and Susanna Moodie to Robert Service, Maria Campbell and Douglas Coupland. Written in an engaging and accessible style and offering a glossary, maps and further reading sections, this guidebook is a crucial resource for students working in the field of Canadian Literature.