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Trauma and the Teaching of Writing
Trauma and the Teaching of Writing
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Shane Borrowman - Editor
Price: $95.00 
Hardcover - 248 pages
Release Date: January 2005
ISBN10: 0-7914-6277-3
ISBN13: 978-0-7914-6277-5

Price: $32.95 
Paperback - 248 pages
Release Date: January 2006
ISBN10: 0-7914-6278-1
ISBN13: 978-0-7914-6278-2

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Summary Read First Chapter image missing

Analyzing their own responses to national traumas, writing teachers question both the purposes and pedagogies of teaching writing.

Deepening and broadening our understanding of what it means to teach in times of trauma, writing teachers analyze their own responses to national traumas ranging from the Japanese attack on Pearl Harbor to the various appropriations of 9/11. Offering personal, historical, and cultural perspectives, they question both the purposes and pedagogies of teaching writing.

“When the world is too much with us, teachers have obligations to students. When danger transforms the context for writing, and when public and private tempests become certain common ground, then the very act of writing is our uncommon gift to those who find themselves not only ready to endure but ultimately ready to prevail.” — Rhetoric Review

“Anyone who teaches writing and composition at the secondary or college level will value this book.” — CHOICE

"Writing teachers can help students to confront what has been called the 'posttraumatic age' in which we live. The topic is highly significant and, I fear, is bound to become more significant. That is, we seem to be living in an increasingly dangerous world, where we are threatened by both external (i.e., terrorists from other parts of the world) and internal enemies. Moreover, so many people, especially college students, suffer from psychological conflicts, including clinical depression, suicidal ideation, eating disorders, and drug and alcohol addiction—all of which contribute to a traumatic culture. This is one of the first books on what might be called the pedagogy of trauma." — Jeffrey Berman, author of Risky Writing: Self-Disclosure and Self-Transformation in the Classroom

"The breadth of issues addressed and the thoughtfulness of the contributions make this a thoroughly engaging study. The book will assume a pivotal role in how the profession thinks about the content of the writing classroom, and it provides the necessary intellectual 'help' for teachers to bring these critical discussions to the fore." — Stuart C. Brown, coeditor of Living Rhetoric and Composition: Stories of the Discipline

Contributors include Wendy Bishop, Lynn Z. Bloom, Shane Borrowman, Daphne Desser, Dana C. Elder, Richard Leo Enos, Theresa Enos, Maureen Daly Goggin, Peter N. Goggin, Amy L. Hodges, Joseph Jones, Richard Marback, Keith D. Miller, Ryan Muckerheide, Patricia Murphy, Darin Payne, Lonni Pearce, Duane Roen, Kenneth R. Vorndran, Kathleen Weinkauf, and Edward M. White.

Shane Borrowman is Assistant Professor of English at Gonzaga University.

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Table of Contents

Shane Borrowman

The World Wide Agora: Negotiating Citizenship and Ownership of Response Online
Darin Payne

Presence in Absence: Discourses and Teaching (In, On, and About) Trauma
Peter N. Goggin and Maureen Daly Goggin

Here and Now: Remediating National Tragedy and the Purposes for Teaching Writing
Richard Marback

Teaching in the Wake of National Tragedy
Patricia Murphy, Ryan Muckerheide, and Duane Roen

Teaching Writing in Hawaii after Pearl Harbor and 9/11: How to "Make Meaning" and "Heal" Despite National Propaganda
Daphne Desser

Consumerism and the Coopting of National Trauma
Theresa Enos, Joseph Jones, Lonni Pearce, and Kenneth R. Vorndran

Discovering the Erased Feminism of the Civil Rights Movement: Beyond the Media, Male Leaders, and the 1960s Assassinations
Keith D. Miller and Kathleen Weinkauf

Writing Textbooks in/for Times of Trauma
Lynn Z. Bloom

Loss and Letter Writing
Wendy Bishop and Amy L. Hodges

How Little We Knew: Spring 1970 at the University of Washington
Dana C. Elder

"This rhetoric paper almost killed me!": Reflections on My Experiences in Greece During the Revolution of 1974
Richard Leo Enos

Are You Now, or Have You Ever Been, an Academic?
Shane Borrowman and Edward M. White

"We have common cause against the night": Voices from the WPA-1, September 11–12, 2001



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