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Authoring a Discipline traces the post-World War II emergence of rhetoric and composition as a discipline within departments of English in institutions of higher education in the United States. Goggin brings to light both the evolution of this discipline and many of the key individuals involved in ...

Authoring a Discipline traces the post-World War II emergence of rhetoric and composition as a discipline within departments of English in institutions of higher education in the United States. Goggin brings to light both the evolution of this discipline and many of the key individuals involved in its development. Drawing on archival and oral evidence, this history offers a comprehensive and systematic investigation of scholarly journals, the editors who directed them, and the authors who contributed to them, demonstrating the influence that publications and participants have had in the emergence of rhetoric and composition as an independent field of study. Goggin considers the complex struggles in which scholars and teachers engaged to stake ground and to construct a professional and disciplinary identity. She identifies major debates and controversies that ignited as the discipline emerged and analyzes how the editors and contributors to the major scholarly journals helped to shape, and in turn were shaped by, the field of rhetoric and composition. She also coins a new term--discipliniographer--to describe those who write the field through authoring and authorizing work, thus creating the social and political contexts in which the discipline emerged. The research presented here demonstrates clearly how disciplines are social products, born of political struggles for both intellectual and material spaces.

This collection of first-person essays by established authors provides a wealth of support and insights for new and experienced academic writers in language education and multicultural studies. Although writing for publication is becoming increasingly important as these fields become both more ...

This collection of first-person essays by established authors provides a wealth of support and insights for new and experienced academic writers in language education and multicultural studies. Although writing for publication is becoming increasingly important as these fields become both more professional and more competitive, few scholars talk candidly about their experiences negotiating a piece of writing into print. These essays will help researchers, practitioners, and graduate students expand their understanding of what it means-professionally and personally-to write for publication. Carefully crafted, focused, and provocative, the chapters in this volume document authors' experiences with a range of practical, political, and personal issues in writing for publication. Many portray the hardship and struggle that are not obvious in a finished piece of writing. Readers are encouraged to resonate with the events and issues portrayed, and to connect the narratives to their own lives. Practical information, such as contact information for journal and book publishers, manuscript guidelines, and useful books are included in appendices. Although organized thematically, the essays in Writing for Scholarly Publication: Behind the Scenes in Language Education overlap in many ways as each author considers multiple issues: In the Introduction, the editors discuss key aspects of writing for scholarly publication, such as writing as situated practice, issues faced by newcomers, the construction of personal identity through writing, writing and transparency, facets of the interactive nature of scholarly writing, and intertwined political issues. Part I focuses on issues and concerns faced by "Newcomers." In Part II, "Negotiating and Interacting," the essays closely examine the interactions among authors, editors, manuscript reviewers, and collaborators; these interactions tend to be the least often discussed and these essays therefore offer readers fascinating insights into the sensitive social, political, and personal relationships among the many players in the scholarly writing game. "Identity Construction" is addressed in Part III, where authors share their experiences with and reflections on the ways that professional writing helps them construct their identities as writers and scholars. The essays in Part IV, "From the Periphery," help redefine what the notion of "periphery" might mean, from a concept with a negative connotation of "outsider" to a positive connotation of active and unconventional participant.

Expressing a strongly positive view of the value of academic publishing that reaches far beyond what is implied by the book title, Moxley offers informed suggestions to faculty members for conceiving, developing, and publishing scholarly documents as books or journal articles. His book discusses the ...

Expressing a strongly positive view of the value of academic publishing that reaches far beyond what is implied by the book title, Moxley offers informed suggestions to faculty members for conceiving, developing, and publishing scholarly documents as books or journal articles. His book discusses the composing processes of successful writers and provides specific guidelines for various types of writing, including abstracts, book proposals, and grant proposals. Writers are instructed in applying the standards and techniques used by professional editors for evaluating and editing manuscripts. Moxley also addresses political and economic factors that impinge on what is written and published and suggests ways to involve institutions and professional organizations in motivating scholarly writing and publishing.

A comprehensive guide to academic writing and publishing, this volume approaches its subject from a descriptive foundation for understanding academic tenure and promotion decisions. The book then treats the considerations for selecting the avenues open to an academic for publishing: conference ...

A comprehensive guide to academic writing and publishing, this volume approaches its subject from a descriptive foundation for understanding academic tenure and promotion decisions. The book then treats the considerations for selecting the avenues open to an academic for publishing: conference papers, grants, journals, scholarly books, texts, and popular or trade books. Each avenue is given a chapter-length discussion. Electronic media is also described in detail and the book concludes with a view of the marketing of the book product.