English Faculty Book-Length Publications (selected works)
Walking to the Sun: A Journey through America's Energy Landscapes
by Tom Haines
ForeEdge (October 2, 2018)
On a winter day in 2013, Tom Haines stood in front of his basement furnace and wondered about the source of the natural gas that fueled his insulated life. During the next four years, Haines, an award-winning journalist and experienced wanderer, walked hundreds of miles through landscapes of fuel — oil, gas, and coal, and water, wind, and sun—on a crucial exploration of how we live on Earth in the face of a growing climate crisis. Can we get from the fossil fuels of today to the renewables of tomorrow? The story Haines tells in "Walking to the Sun" is full not only of human encounters — with roustabouts working on an oil rig, farmers tilling fields beneath wind turbines, and many others — but also of the meditative range that arrives with solitude far from home. "Walking to the Sun" overcomes the dislocation of our industrial times to look closely at the world around us and to consider what might come next.
American Travel Literature, Gendered Aesthetics, and the Italian Tour, 1824–62
by Brigitte Bailey
Edinburgh Critical Studies in Atlantic Literatures and Cultures Edinburgh University Press (April 2018)
"American Travel Literature" analyses U.S. tourist writings about Italy from 1824 to 1862 to explain what roles transatlantic travel, aesthetic response, and the genre of tourist writing played in the formation of the United States. Its interdisciplinary methodology draws on antebellum visual culture, tourist practices, and shifting class and gender identities to describe tourism and tourist writing as shapers of an elite (and then normative) national subjectivity.
Bringing perspectives from art history and aesthetics, the book historicises aesthetic practices by tracing nineteenth-century U.S. representations of Italy. It draws connections between tourist writing and visual culture as means of understanding the depth of Americans’ turn towards visual iconography in articulating social and national identities.
Rethinking Shakespeare Source Study: Audiences, Authors, and Digital Technologies
edited by Dennis Austin Britton and Melissa Walter
(Routledge Studies in Shakespeare) Routledge (April 3, 2018)
This book asks new questions about how and why Shakespeare engages with source material, and about what should be counted as sources in Shakespeare studies. The essays demonstrate that source study remains an indispensable mode of inquiry for understanding Shakespeare, his authorship and audiences, and early modern gender, racial, and class relations, as well as for considering how new technologies have and will continue to redefine our understanding of the materials Shakespeare used to compose his plays. Although source study has been used in the past to construct a conservative view of Shakespeare and his genius, the volume argues that a rethought Shakespearean source study provides opportunities to examine models and practices of cultural exchange and memory, and to value specific cultures and difference. Informed by contemporary approaches to literature and culture, the essays revise conceptions of sources and intertextuality to include terms like "haunting," "sustainability," "microscopic sources," "contamination," "fragmentary circulation" and "cultural conservation." They maintain an awareness of the heterogeneity of cultures along lines of class, religious affiliation, and race, seeking to enhance the opportunity to register diverse ideas and frameworks imported from foreign material and distant sources. The volume not only examines print culture, but also material culture, theatrical paradigms, generic assumptions, and oral narratives. It considers how digital technologies alter how we find sources and see connections among texts. This book asserts that how critics assess and acknowledge Shakespeare’s sources remains interpretively and politically significant; source study and its legacy continues to shape the image of Shakespeare and his authorship. The collection will be valuable to those interested in the relationships between Shakespeare’s work and other texts, those seeking to understand how the legacy of source study has shaped Shakespeare as a cultural phenomenon, and those studying source study, early modern authorship, implications of digital tools in early modern studies, and early modern literary culture.
Writing across Culture and Language: Inclusive Strategies for Working with ELL Writers in the ELA Classroom
by Christina Ortmeier-Hooper
National Council of Teachers of English (November 6, 2017)
Imagine being asked to write an essay in a language you don't know well or at all, to have to express yourself — your knowledge and analysis — grammatically and clearly in, say, three to five pages. How is your Spanish, your Urdu, your Hmong?
This is what teachers ask their ELL and multilingual students to do every day in middle and high school, especially in English classes, leading to expectations both too great and too small. Teachers often resort to worksheets and grammar drills that don't produce good writing or allow these students to tap in to their first language assets and strengths. Writing well is a primary door-opener to success in secondary school, college, and the workplace; it's also the most difficult language skill to master. Add writing in a second language to the mix, and the task difficulty is magnified.
In "Writing across Culture and Language," Christina Ortmeier-Hooper challenges deficit models of ELL and multilingual writers and offers techniques to help teachers identify their students' strengths and develop inclusive research-based writing practices that are helpful to all students. Her approach, aligned with specific writing instruction recommendations outlined in the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs), connects theory to classroom application, with a focus on writing instruction, response, and assessment for ELL and multilingual students. Through rich examples of these writers and their writing practices, along with "best practices" input from classroom teachers, this book provides accessible explanations of second language writing theory and pedagogy in teacher-friendly language, concrete suggestions for the classroom, guiding questions to support discussion, and an annotated list of resources.
War Culture Series Rutgers University Press (March 1, 2017)
Whether presented as exotic fantasy, a strategic location during World War II, or a site combining postwar leisure with military culture, Hawaii and the South Pacific figure prominently in the U.S. national imagination. "Hollywood's Hawaii" is the first full-length study of the film industry's intense engagement with the Pacific region from 1898 to the present.
Delia Malia Caparoso Konzett highlights films that mirror the cultural and political climate of the country over more than a century — from the era of U.S. imperialism on through Jim Crow racial segregation, the attack on Pearl Harbor and WWII, the civil rights movement, the contemporary articulation of consumer and leisure culture, as well as the buildup of the modern military industrial complex. Focusing on important cultural questions pertaining to race, nationhood and war, Konzett offers a unique view of Hollywood film history produced about the national periphery for mainland U.S. audiences. "Hollywood's Hawaii" presents a history of cinema that examines Hawaii and the Pacific and its representations in film in the context of colonialism, war, Orientalism, occupation, military buildup and entertainment.