Common and Uncommon Quotes: A Theory and History of Epigraphs

Jared A. Griffin, University of Alaska Anchorage

December 2022 / ISBN: 978-1-64889-114-4
Availability: In stock
274pp. ¦ $75 £59 €70

'Common and Uncommon Quotes: A Theory and History of Epigraphs' is a prolegomenon to the study of epigraphic paratextuality. Building on the work of Gerard Genette’s paratextual studies, this volume contextualizes and traces the practice of epigraphy in Anglophone literary history, from the fifteenth to the early twentieth century. This study explores how epigraphs are used by author-functions as a hermeneutic for their text and to establish ethos with their audience, and how that paratextual relationship changed as publishing opportunities and literacy rates grew over four centuries. The first broad-reaching study of this kind, 'Common and Uncommon Quotes' seeks to understand how epigraphs work: through their privilege on the page, their appeal to conjured ideas of the past, and their calls to citizenship.

Gamification in the RhetComp Curriculum

Edited by Chris McGunnigle, Seton Hall University

November 2022 / ISBN: 978-1-64889-323-0
Availability: In stock
334pp. ¦ $93 £77 €88

Gamification is an up and coming popular trend in all levels and types of education, including public and private schools, higher education, the military, the private sector, and elsewhere. Gamification introduces aspects of game design like teamwork, competition, rewards and prizes, storytelling, and more into lesson plan units. In many cases, actual games, whether it be Scrabble, Hangman, Candy Crush, Dungeons & Dragons, and many others, are adapted into educational tools. This chapter collection will specifically look at the use of gamification techniques in Freshmen Writing courses and related Composition, Writing and Rhetoric classes. Each chapter will provide sample gamified lessons supported by relevant scholarship in both Gamification Theory and Writing Studies.

Developing Effective International Education Experiences: Preparing Pre-Service Teachers for the Classroom

Edited by Sara Tours, University of Pennsylvania and Jeremy M. Lynch, Slippery Rock University

February 2023 / ISBN: 978-1-64889-545-6
Availability: In stock
260pp. ¦ $88 £75 €83

Globally, and within the United States, we continue to progress toward a more diverse and inclusive culture. This fact is perhaps reflected nowhere better than in the public school system in the United States, where, by 2029 (NCES, 2020), non-white students will outnumber white students in classrooms. The challenges that the current system of education confronts in ensuring equitable access and equal achievement are also well-documented (Darling-Hammond, 2015). A key component in the re-shaping and development of a more equitable and inclusive system are the pre-service teachers enrolled in our college and university teacher preparation programs across the country. As we prepare for the diverse classrooms of the future, we need to prepare the teachers of the future to not only be able to teach all students but to also have the cultural competencies to ensure the same access and opportunities are provided to all students. It has been well documented (Cunningham, 2015; Lupi & Turner, 2013) that international education experiences, or international field experiences, have a positive effect on both the professional development and cultural competencies of pre-service teachers. Across a wide range of performance outcomes, pre-service teachers with international field experiences are better equipped to enter the field (DeVillar & Jiang, 2012) and may even persist longer in the profession (Egeland, 2016). However, not all international experiences provide the same positive outcomes. In this book, we will explore the importance of developing culturally competent educators in the United States education system, the research that supports the benefits of international education experiences, and how to develop effective international education experiences that will prepare pre-service teachers for the classrooms of the next decade and beyond.

The end of the Western Civilization? The Intellectual Journey of Humanity to Adulthood

Hippokratis Kiaris, University of South Carolina

November 2022 / ISBN: 978-1-64889-544-9
Availability: In stock
118pp. ¦ $50 £40 €47

Civilizations can be perceived as living human beings that are born, mature, age, and ultimately die and disappear, passing their legacy to the future generations. These transitions may be projected to the different stages of cognitive development of children. The Western Civilization, which embodies our current state of cultural advancement from the Classic Greek to the modern period, can be paralleled by the gradual transitions of human beings toward adulthood. From this perspective, the ancient Greek era resembles the toddler years of humanity at which the first “why”-type questions are being asked. The theocratic period that followed until the Renaissance can be seen as our childhood, when people lived their lives under the tight boundaries set by religious authorities. The period spanning from the Enlightenment until almost the end of the 20th century can be considered as our teenage years when people rediscover their past, are liberated from superstition, and set the path forward based on reason by a manner at which the distinction between plausible and feasible is vague. Within this scheme, postmodernism also finds its place in our teenhood. The last few decades, from this perspective, signify our entrance to adulthood at which major questions are considered answered, or at least settled, and the only path forward perceived as feasible is the one that is followed already, a state that is bringing us closer to our intellectual aging and its inevitable death. Some signs of aging-related pathologies are already manifested in today’s technology-intensive society. By identifying our intellectual age and by appreciating our health status, we may be able to proactively delay or even avert our intellectual aging and death.

The Anthropic Principle: A Universe Built for Man

Anthony Walsh, Boise State University

October 2022 / ISBN: 978-1-64889-524-1
Availability: In stock
180pp. ¦ $63 £50 €58

The Copernican Principle states that humankind is an insignificant assemblage of chemical scum living on an accidental planet in a suburb of a purposeless universe. Many prominent scientists, including Nobel laureate physicists, have questioned this scurrilous principle, which has led physicists to propose the Anthropic Principle. This principle posits a purposeful link between the structure of the universe and the existence of humankind and its specialness. The numerous features of the universe are so freakishly fine-tuned for the existence of intelligent life that physicists are beginning to come to grips with the notion that our universe is profoundly purposeful and that there is a powerful and incredibly intelligent Mind behind it all.