Edited by Mike Duncan and Star Medzerian Vanguri
Perspectives on Writing (The WAC Clearinghouse and Parlor Press)
Series Editor: Susan H. McLeod
Information and Pricing
978-1-60235-422-7 (paperback, $40); 978-1-60235-423-4 (hardcover, $80); 978-1-60235-424-1 (Adobe eBook, $20) © 2013 by Mike Duncan and Star Medzerian Vanguri. 374 pages with notes and bibliography.
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In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field. Calling attention to this paradox in his foreword to the collection, Paul Butler observes, “Many of the chapters work within the liminal space in which style serves as both a centralizing and decentralizing force in rhetoric and composition. Clearly, the authors and editors have made an invaluable contribution in their collection by exposing the paradoxical nature of a canon that continues to play a vital role in our disciplinary history.” Contributors include Nora Bacon, Jonathan Buehl, Paul Butler, Rosanne Carlo, Mike Duncan, Erik Ellis, William FitzGerald, Crystal Fodrey, Moe Folk, Russell Greer, Chris Holcomb, M. Jimmie Killingsworth, William C. Kurlinkus, Zak Lancaster, Tom Pace, Luke Redington, Keith Rhodes, Denise Stodola, and Star Medzerian Vanguri.
About the Editors
Mike Duncan is an assistant professor of English at the University of Houston-Downtown, where he teaches undergraduate and graduate courses in professional writing and rhetoric. He has published articles on style and related issues in journals including College English, JAC, and Rhetoric Society Quarterly, as well as in edited collections.
Star Medzerian Vanguri is an assistant professor in the Division of Humanities at Nova Southeastern University. She teaches first-year composition and courses in writing and rhetoric at the undergraduate and graduate levels. Her research interests include style, discourse analysis, authorship, and classroom writing assessment. Her article, “Style and the Pedagogy of Response,” in the journal Rhetoric Review, explores the intersections of these interests.
Foreword by Paul Butler
Introduction to the Centrality of Style, Mike Duncan & Star Medzerian Vanguri
Part One: Conceptualizing Style
Introduction to Part One: Conceptualizing Style, Mike Duncan & Star Medzerian Vanguri
An Ethics of Attentions: Three Continuums of Classical and Contemporary Stylistic Manipulation for the 21st Century Composition Classroom by William C. Kurlinkus
Stylistic Sandcastles: Rhetorical Figures as Composition’s Bucket and Spade by William FitzGerald
Using Stylistic Imitation in Freshman Writing Classes: The Rhetorical and Meta-Rhetorical Potential of Transitions in Geoffrey of Vinsauf’s Medieval Treatises by Denise Stodola
Architectonics and Style by Russell Greer
Making Style Practically Cool and Theoretically Hip by Keith Rhodes
Jim Corder’s Generative Ethos as Alternative to Traditional Argument, or Style’s Revivification of the Writer-Reader Relationship by Rosanne Carlo
Teaching Style as Cultural Performance by Chris Holcomb and M. Jimmie Killingsworth
Inventio and Elocutio: Language Instruction at St. Paul’s Grammar School and Today’s Stylistic Classroom1 by Tom Pace
The Research Paper As Stylistic Exercise by Mike Duncan
Part Two: Applying Style
Introduction to Part Two: Applying Style by Mike Duncan & Star Medzerian Vanguri
Style in Academic Writing by Nora Bacon
Tracking Interpersonal Style: The Use of Functional Language Analysis in College Writing Instruction by Zak Lancaster
Multimodal Style and the Evolution of Digital Writing Pedagogy by Moe Folk
Voice, Transformed: The Potentialities of Style Pedagogy in the Teaching of Creative Nonfiction by Crystal Fodrey
Fighting Styles: The Pedagogical Implications of Applying Contemporary Rhetorical Theory to the Persuasive Prose of Mary Wollstonecraft and Mary Hays by Luke Redington
Style and the Professional Writing Curriculum: Teaching Stylistic Fluency through Science Writing by Jonathan Buehl
Toward a Pedagogy of Psychic Distance by Erik Ellis
What Scoring Rubrics Teach Students (and Teachers) about Style by Star Medzerian Vanguri
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