Research & Innovation

Burke in the Archives brings together thirteen original essays by leading and emerging Kenneth Burke scholars to explore provocatively the twenty-first-century usefulness of a figure widely regarded as the twentieth century's most influential rhetorician. Edited by Dana Anderson and Jessica Enoch, the volume breaks new ground as it complicates, extends, and ultimately transforms how the field of rhetorical studies understands Burke, calling much-needed attention to the roles that archival materials can and do play in this process.

Although other scholars have indeed looked to Burke's archives to advance their work, no individual essays, books, or collections purposefully reflect on the archive's role in transforming rhetorical scholars' understandings of Burke. By drawing on an impressively varied range of archival materials--including unpublished letters, newly recovered reviews, notes on articles, drafts of essays, and even comments on student papers from Burke's years of teaching--the essays in this volume mount distinct, powerful arguments about how archival materials have the potential to reshape and invigorate rhetorical scholarship.

Including contributors such as Jack Selzer, Debra Hawhee, and Ann George, this collection pursues Burke behind the arguments of his major works to the divergent preoccupations, habits of mind, breakthroughs, and breakdowns of his insight. Through the archival arguments and analyses that unify its essays, Burke in the Archives showcases how historiographic and methodological work can propel Burke scholarship in new directions.

As more and more of our cultural heritage migrates into digital form and as increasing amounts of literature and art are created within digital environments, it becomes more important than ever before for us to understand how the medium affects the text. The expert contributors to this volume provide a clear, engrossing and accessible insight into how the texts we read and study are created, shaped and transmitted to us. They outline the theory behind studying texts in many different forms and offer case studies demonstrating key methodologies underlying the vital processes of editing and presenting texts. Through their multiple perspectives they demonstrate the centrality of textual scholarship to current literary studies of all kinds and express the sheer intellectual excitement of a crucial scholarly discipline entering a new phase of its existence.

The night before we met Mark Grace, dad had too many Michelobs and was more generous than usual with his baseball assessments.

In Early Modern Theatricality, Oxford Twenty-First Century Approaches to Literature, ed. Henry S. Turner (Oxford: Oxford University Press, 2013), 230–49, ISBN: 9780199641352

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His omniscient eye took in the surfaces of cities, the nuances of speech, dress, and manner, and, above all, the microscopic interactions, hesitancies, betrayals, and self-betrayals that are the true substance of relationships. The entirely new Portable Henry James provides an unparalleled range of this great body of work: seven major tales, including Daisy Miller, The Turn of the Screw, “The Beast in the Jungle,” and “The Jolly Corner”; a sampling of revisions James made to some of his most famous work; travel writing; literary criticism; correspondences; autobiography; descriptions of the major novels; and parodies by famous contemporaries, including T. S. Eliot, Ezra Pound, Virginia Woolf, and Graham Greene.

This paper highlights the potential for ARGs to promote 21st-century literacy skills. We propose a meta-level framework for 21st-century literacies composed of seven core literacies: gather, make sense, manage, solve, create, respect, collaborate. We then describe how the unique properties of ARGs can be used to teach these core literacies, drawing upon expert interviews and examples from numerous ARGs. Finally, we outline the major challenges and opportunities for using ARGs in the service of education, focusing on reuse, budgetary issues, scale, and improvisation. We end with an outline of key research questions that need to be addressed to merge ARGs and education.

The late sixteenth-century penal debt bond, which allowed an unsatisfied creditor to seize the body of his debtor, set in motion a series of precedents that would haunt the legal, philosophical, and moral problem of property-in-person in England and America for centuries. Focusing on a historical juncture at which debt litigation was not merely an aspect of society but seemed to engulf it completely, Of Bondage examines a culture that understood money and the body of the borrower as comparable forms of property that impinged on one another at the moment of default.

Such an education would help students to obtain a deep understanding of subjects related to civic life, such as the law, political philosophy, and ethics. Equally as important, this rhetorical education would give students practice in a broad range of strategies for deliberating with other citizens about public matters. And, finally, through such rhetorical education students ideally would be exposed to and learn to inhabit the culture’s values, commonplaces, and worldviews.

Visitors to Microsoft in Redmond, Wash., can avail themselves of free shuttle cars to help them make their way about the sprawling suburban campus. The cars are clean and quiet and always appear within minutes of being summoned, and the drivers always know where they are going. Or almost always: During my weeklong stay my drivers repeatedly told me this was their first trip to Building 126, Microsoft’s corporate archives. One or two had to look it up on Bing Maps.

The 1974 Students’ Right to Their Own Language resolution and the 1988 National Language Policy.